1. “This supportive beginning allows students to read text beyond their instructional reading level; therefore, the teacher assess performance after instruction, waiting at least 20 minutes before asking the student to read part of the selection for an assessment. The student should be able to read the text at independent level. The assumption is that if the student is learning, a text that would have initially been at frustration level will convert to independent reading level when taught using the supportive reading techniques of shared reading, language experience, and collaborative reading.”
This theory or assessment does two very important and specific things. One, it creates early success opportunities for students who are struggling to read. By doing this the reader will continue to be engaged and strive to become a fluent and active reader. Secondly by going through the three reading levels the student will become an independent learner who takes an active roll in making modifications to their program or reading ability.
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2. “After the text is read, the students respond to the passage as a whole. This requires the students to analyze the story in terms of the characters’ motivations, the author’s purpose for writing the story, and other stories and experiences with similar themes.”
When students look at a variety of aspects and situations regarding the stories that they read this requires them to look at the whole story instead of just a few parts. This in turn will benefit the overall understanding and comprehension of the story for the reader. We know that the main purpose of reading is comprehension and understanding and when students can analyze the story as a whole these concepts of understanding and comprehension greatly benefit.
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3. “After stating how the strategy or skill works, the teacher gives students a rationale for its inclusion in their program and tells them why doing these specific activities will increase strategic reading.”
It is important that students always know why they have to do an activity. When a student cannot fore see using a skill later in life the same question always seems to present itself “why do we have to know this?” Thus not only does giving a rationale help the student to see how they may use this skill later in life but it also can serve the purpose of being a motivating factor for the future. If a student has aspirations of being an architect later on in life, they are more prone to being and staying engaged in math, problem solving and technology classes. This thought can be applied to any subject area.
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4. “If the students do not experience “choosing to read and write, “they may not define literate activities as a part of their lives.”
Very often students that struggle with reading and writing look at literary activities as a punishment rather than a learning experience. Therefore we as teachers need to support student’s reading and writing from an early age and foster the fact that these two concepts are vital and invaluable tools towards learning. We need to dispel the rumor that these two concepts are punishments and reiterate the fact that they are tools that they will continue to use throughout their life.
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5. “This time gives students an opportunity to pursue their interests, responding personally to literacy.”
When students have an interest in what they are learning it keeps them engaged and active. While there are students who will be active just because they are good students, most or the majority of the population in schools need topics and activities that are going to spark, and keep their interest. Any time a student can provide personal stories it is beneficial because when one student does this it evolves into many students adding to the conversation which makes for great discussion.
“This time gives students an opportunity to pursue their interests, responding personally to literacy.”
ReplyDeleteI do agree that it is imperative to have the students' interest during teaching time. If the students are interested than most likely they have some background knowledge of what interests them, therefore they will most likely make connections to their writing and literacy. When the students are asked to write their opinion about something that interests them then he or she will benefit because they will enjoy their literacy experience.