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Catching Readers Before They Fall Ch 5 (Reading with children (shared…
Catching Readers Before They Fall Ch 5
reading and writing to children, with children, and by children is the most supportive framework for literacy instruction
Reading with children
shared reading
allows them to experience what it feels like to be a proficient reader
serves as a gateway to guided reading and independent reading
makes texts accessible to all children
supports students by showing them what it looks like when a proficient reader is using a system
opportunity for teachers to provide a solid foundation for reading and writing
fosters a sense of community
guided reading
guides readers in texts that are at their instructional level, challenging them to put their reading process system to work
Every child is in the role of reader with his or her own copy of the book and reads at his or her own pace
Reading with children in small groups or one-on-one
The students work at solving the words and com- prehending the text with support from the teacher.
In order to make sure that guided reading meets the needs of your struggling readers, you will need to pay attention to several important factors:
Reading by children
independent reading
make sure that there is a great deal of time and choice within our independent reading time
To become skilled at almost any activity requires extensive and continual practice
the teacher observes how the children approach reading and how they are using their strategies to see how the child is processing
By establishing a time for independent reading from the onset of the school year, children not only build up stamina for reading but also see it as an important and pleasurable component of their day
They are neither too easy nor too hard and provide just the right level of challenges for children to practice inte- grating strategies as they build a reading process system
All students can benefit from rereading familiar texts because it helps build fluency and allows children to think deeper about the texts
Reading to children
read alouds
interactive
used to model comprehension strategies and activate prior knowledge
used to teach and model
traditonal
for enjoyment
may not be attached to any curriculum objectives or academic standards
teacher models the language of books sounds like, looks like, and what being lost in a story feels like
come together as a community
Catching Readers Before They Fall Ch 8
Assessments for checking which students are using strategies
texts that can be written on
sticky notes
Individual conferences
group conversations
oral or written responses
struggling readers
busy calling the words, but not doing the thinking necessary for comprehension
memorizing a line of text just in case the teacher asks a question
not engaged with the text
strategy teaching is the most effective strategy to us
extremely proficient readers
For a reader whose reading process system is operating fluently at a subconscious level, it could interfere with his or her processing if asked to slow down, learn about a particular strategy, name it, or learn how it works
Readers don’t need to be metacognitively aware of how they were able to comprehend as long as they did comprehend
Encouraging comprehension
children must self-initiate the strategies, using them when deemed necessary to understand a text or solve a problem while reading
know there is nothing linear or sequential about how the reading process works for each individual
give the children wait time to comprehend text on their own, using their strategies when they need them
set up opportunities for the students to practice using the strategic action when they are reading continuous text
support the students’ problem-solving attempts