Literacy Strategies: Read Aloud

One time proven strategy that promotes and develops students’ literacy is teacher read-aloud. A read aloud is when the teacher reads something to the class for a short amount of time. This strategy allows for differentiation, motivation, and rejuvenation. Students just have to sit and listen which provides them with some breathing time in an otherwise hectic schedule. Additionally, it’s an opportunity for the teacher to address the student’s interests. A read aloud need not be a specific text and this gives leeway for the teacher to choose any topic. It may be to address an issue (i.e. bullying), current events, a common interest, or about a different culture. In all, a read aloud is an effective way to engage students, show them the proper nuances to reading, build their vocabulary, and provide them with a short span of time to relax.

In Education Week, Timothy Dolan, an eighth-grade English Language Arts teacher, describes his experience with a read aloud. When he first took the job, he thought he will be giving students written assignments to complete. However, when told to incorporate a read aloud, his entire perspective changed. He chose a novel to use and then wove it into his curriculum for the entire year. He found common threads in the different stories he was using and used them as a springboard for concepts to learn (i.e. making decisions, conflict etc.) Dolan says, “Reading aloud is also a way to differentiate. The common texts allow all students to share a foundation from which they can build upon with their own experience and ideas.” He also says that “stories bind us together. They come in many forms—movies, novels, biographies, short stories, graphic novels, cartoons—but they allow us to share and experience a journey together that would otherwise be impossible. Taking ten minutes a day to read to my students has become a cornerstone of my teaching.”

In this lesson plan, Lisa Cranston incorporates a read aloud as a springboard to teach her students about alliteration.

http://www.readwritethink.org/classroom-resources/lesson-plans/about-alliteration-responding-literature-825.html

 Dolan, T. (2016). The Power of Reading Aloud in Middle School Classrooms, Education Week. Retrieved from http://www.edweek.org/tm/articles/2016/03/22/the-power-of-reading-aloud-in-middle.html

 

Strategies For My ELL Student

To see my presentation, click here.
https://drive.google.com/a/nyit.edu/file/d/0B_xTNol2vDhOOE5kdkltMG45RU0/view?usp=sharing

Lesson Plan: Focus on Comprehension

View my lesson plan here.

Reflection on Running Records

Before taking this course, I had never done or even heard of a running record. When I began to research, and see examples of running records I first thought that it was a tedious method of assessment. It seemed really time consuming and complicated. The errors and examples that were given in the samples seemed far-fetched. However, that all changed when I did my first running record. The examples of errors are right on target, once you familiarize yourself with the jargon and symbols it’s not hard to follow at all. And, best of all, it provides you with a crystal-clear analysis and assessment of where the students are holding in all areas. It clarifies if the text was too hard and so on. In all, I find running records to be an outstanding assessment for all students.

My first running record was a practice one, off a recording of a student reading the text. I’ll admit, it was very hard to follow along at first, which is why I was so glad to was a recording so I could pause and go back when needed. However, after listening a few times, I managed to keep up. The methods and miscue analysis took some getting used to but once I caught on, it made so much sense!

The next two running records were on students and it proved to be an enlightening experience. I could go much faster this time around and I got a good grasp of the student’s strengths and weaknesses. Additionally, the comprehension and retelling rubric lends much insight into how much the students really understood of what they read.

Running records have taught me what to look out for in a good reader. I’ve realized that sounding out the words is important but it’s also important to keep the flow, understand what you’re reading, be able to figure out difficult words based on different techniques, and realize the structure of the sentences. Additionally, running records taught how important it is to assess readers so as to be able to address their weaknesses and build on their strengths. In a large classroom, there will inevitable be students on all different reading levels. That’s why it’s so important to keep a clear record of all student’s abilities so as not to short change anyone.

My experiences with running records will affect the way I will run my classroom. Firstly, I now realize that it’s crucial that all students be evaluated and assessed in the beginning of the year to see where to go from there. Additionally, I now see the pros pf dividing the class into reading groups based on reading levels. This is so that all the students can be instructed based on what they need. Finally, one last thing I have learned that can be applied to all areas, is how to minimize teacher intervention. When I began giving running records, I was so tempted to tell the student “repeat that word” or “maybe read that line again”. But, I had to keep quiet. Then I realized that by allowing our students to make their own mistakes and then find the answers/solution we are helping them learn in a way that will stay with them forever.   

Mini Lesson Based on Running Record

Candidate’s Name: Hannah Friedman

Grade Level: 2

Title of the lesson: Who likes shopping?

Length of the lesson: 20 min.

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? I want my students to learn how to comprehend sequences in a story. ●     what are the important understandings and core concepts you want students to develop within the learning segment? My students will learn about sequence (before and after) and how to apply this knowledge when reading.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? My students know how to read simple books and how to retell what they read. Now they are learning to sequence specific events in the story. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? My students don’t all have a rich background in reading which results in poor reading comprehension. Many grow frustrated when reading. My goal is to make reading exciting and not pressurizing.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Students will have to retell a story in the correct sequence using transitions. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. Creating a timeline of the story. ●     Describe language demands (written or oral) students need to understand and/or use. Students will have to summarize and retell. Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?

Learning objectives Sample: 1.    Students will understand the main context of the story. 2.    Students will summarize the events using the correct sequences.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Formal- The teacher will review how the students summarized the story. This can be adapted for ELLs or struggling students by allowing them to draw pictures or record the events. Informal- when viewing the book, check for understanding.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Read the book “To the Store” Ask the students questions that will make them think about the book and the events that took place. See how well they understood. Give each student a copy of the book. Explain that everything happens in a certain order. Use words like first, second, next, then, last etc. Have the students summarize the book using the correct sequences and sequence terms. This can be adapted for all students. Struggling students can record their summaries using podcast. ELLs can either do it in their own language, use a translating tool, or get assistance. Gifted students can write more complex summaries. Students that have difficulty writing can draw the summaries and only write the sequence terms.

Instructional resources and materials used to engage students in learning. The book To the Store Podcast Google Translate

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? This lesson provides areas to inset multiple entry points and to differentiate instruction. ●     What changes would you make to support better student learning of the central focus? I would give my students more time to read the book to themselves to get a better understanding. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. Research has shown that reading a text several times increases comprehension.

Dr. Hui-Yin Hsu Spring 2014

Running Record/Miscue Analysis

Here is a copy of the text I used for the running record.
https://www.readinga-z.com/books/leveled-books/book/?id=57