Guided Reading: A Meaning Making Process

I chose the article Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning. This article describes the importance of differentiated small group instruction. The groups can consist of students with similar needs or a heterogeneous mixture. The article indicated the need for ELL students to have a modified version of guided reading that involved more time spent on each text, culturally relevant texts, and engaging word work. For many ELL students there is a great variety in their reading proficiencies due to different language backgrounds. Children who have language support at home, even in their native language, took considerably fewer years to become proficient in English. Having modified guided reading time daily can greatly help those children who may not be receiving adequate help at home. This article described the areas that will potentially need to be modified for ELL students. One of the first steps to effective modifications involves preparation from the teacher by analyzing the text being used. Some of the consistent issues found within the texts were with grammatical structure, figurative language, and homographs and homophones.The article stated the best way for ELLs to learn was from authentic uses of skills embedded in the text rather than workbook exercises. Another important step is to properly introduce and set the scene for what is about to be read. Have the students sample concepts before-hand to know where extra time should be spent. Shared reading is another aspect that is a great way to engage diverse learners. Some other areas of importance the article mentioned gave more independence, and were returning to the text and responding to the text. Finally, word work was recommended. Word work provides significant explicit instruction on word-solving skills, and pronouncing sounds which is crucial to the language development of ELLs.

Modified guided reading was used in two classrooms and the growth was measured over nine months. The two classes ranged in size from 10-13 students in inner-city and urban environments. Each day the two classes would spend 24-30 minutes receiving modified guided reading instruction. At the end of the nine months the first class gained an average of 1.8 reading levels in the second language (English), and the second class gained an average of 1.3 grade levels within four months. The number of grade levels improved astonished me considering these were students who were learning a second language and making such drastic improvements. I feel that guided reading is student centered can be used in all settings, and the modifications this article suggests would be beneficial to all students. Below I included a table that shows the difference modifications can make in guided reading.

Text received from ERIC:
3/25/12 http://web.ebscohost.com.proxy.lib.utk.edu:90/ehost/pdfviewer/pdfviewer?sid=b13dc531-e628-4b05-8196-7c4a3f03008d%40sessionmgr13&vid=4&hid=112
Authors: Avalos, Mary A.; Plasencia, Alina ; Chavez, Celina ; Rascón, Josefa

Play on Words

My favorite article was Vocabulary Lessons by Blachowicz and Fisher. Reading about the STAR model of explicit vocabulary instruction thoroughly explained how to plan purposeful instruction. Another aspect I enjoyed reading about how to use was the word wall the students shared vocabulary they have encountered and now understand what they mean. This seemed to be a great way to empower students and facilitate social learning. I wasn't sure if I agreed on the authors' suggestion to make it a contest. Would offering extrinsic rewards for writing words on the word wall undermine the intrinsic motivation of sharing knowledge with others? Is there an age group where extrinsic rewards could work? The word search I snipped and included in this post is actually one I created for free...here is the link! It is extremely user-friendly to those of us who may not consider ourselves tech savvy.

http://www.discoveryeducation.com/free-puzzlemaker/

"One Size Fits All" Comprehension Strategies

My title is basically suggesting that strategies that get adults to read are very likely to get students to read. Think about it. How many times have you started a book and never ended up finishing it? Is it because you can't read? Or was the book full of vocabulary you had to keep looking up in a dictionary? Or did it simply not interest you at all? I think when children chose not to read a book that is placed in front of them, many times it is because they either aren't interested, are intimidated by the level indicated. In Prado's article, she mentioned how a very crucial transaction must take place between the reader and the text. Often this connection is based on personal interests and experiences. Comprehension is a complex process that seems to be highly achievable when students feel motivated to try. I enjoyed how  Prado explicitly described the steps to fostering reading comprehension. Rather than heaping this huge challenge on a student it is does step-by-step, with each step increasing in difficulty. In the other article I read by Gregory and Cahill, the Velcro Theory was mentioned. I am a firm believer in the constructivist approach. I believe new information  is much more easily sorted in schemas that already exist. Having conversations about reading with young will ultimately always be reinforcing what some already knew, but be completely unfamiliar to other students. What role could reteaching play in a kindergarten reading lesson?

In my classroom one day I know I will have many students in different stages with their reading comprehension. I believe this is one of the trickiest and vulnerable situations for both teacher and student. How can you appropriately scaffold lower-level readers while still engaging higher-level readers? Is it safe to find that "happy medium" and teach to that level? Or can that be damaging?