Literacy in the classroom

The PowerPoint, YouTube video, and chapter reading has been very informative. I have learned the power of continuously assessing whether it is formal or informal to better meet the needs of my students. When know where our students are at we are better able to meet their needs and differentiate their learning to help them be successful. The YouTube video was a very big advocate for this process as was the book. While reading the chapter, I began to reflect on how I teach my students in regards to reading. As I read I thought of positive things I was doing and also things I could work on to better help my students succeed in reading. I really enjoyed the information provided during this module. The youtube video was very interesting to watch as it showed exactly how to be an explicit teacher of reading by continuously assessing students to find their needs then teaching them accordingly. As I watched this video I became very interested in how fluency was related to comprehension ...

After reading the text, I was interested in learning more about reading comprehension in general and its effects on students at various levels. I found an article that studied the relation between reading fluency and reading comprehension. To assess this relation, many assessments were given to the students as an ongoing process, much like the youtube video we watched discussed. In the study, researchers used 270 students from first and second grade. Students were assessed using several methods. For listening comprehension students were read aloud to and then asked to answer open ended questions. To assess list reading children read aloud as many words as they could in 45 seconds (the words increased in difficulty). For oral reading fluency, DIBELS 6 th edition was used. Silent reading fluency was assessed by having students read sentences silently then answer a series of true or false questions. Finally, Reading comprehension was assessed using the WJ-III Comprehension Subtest, i...

Use Table 1.1 “Summary of Proficient and Less Proficient Reading Behaviors” to observe a reader.  Highlight the characteristics you notice and provide an example of what you see. I teach pre k in a school that is all pre k so I have had to adjust this to fit my students a little more as we are still in the pre-reading stage. Even though my students are in the pre-reading stage, many of the characteristics of a proficient and less proficient reader are present, even this early in the year. Right now my students are learning about words in a sentence. I read the sentence and they follow along with the pointy finger by pointing at each word. The ability to do this a leading them down the road to becoming a proficient reader. They are using what they hear me read to gain comprehension. After they point while I am reading it is then their turn to read and point at the same time (usually only a three or four word sentence). As students are reading, they often pick up on their own ...

This video was very interesting to watch. The in-depth approach that is taken seems to have a major influence on the success of students in reading. I agree with the video and it's view on how teachers should continuously assess students. Assessment should not be completed on one factor of reading, but all factors/influences of reading should be assessed to better diagnose a students struggles with reading. These assessments should not be completed once during the year and then that's it. These assessments should be a continuous process throughout the year. This is because as a student progress from one struggle another struggle may start. By assessing multiple times during the year, a students struggles will be diagnosed quicker and a plan to help the student can be made. When students are unable to read this causes an emotional draining situation for the student. It can be discouraging and have a life long lasting effect on the student. This video shows us how important...