Module 1:PowerPoint/Reading Response

                This PowerPoint was such a good reminder of reading basics, definitions, and misconceptions that teachers often forget. Over the summer we mentioned how proficient readers read “whole to part” verses “part to whole”.  Proficient readers read for understanding instead of focusing their time and efforts on sounding out individual phonemes. I enjoyed learning different terms to apply to these approaches such as, “Bottom up” and “Top down”.  This year, it is my goal to assist and support my struggling readers to use context clues for unfamiliar words verses pronunciation.

                As a teacher who teaches reading, it is important for me to understand and refer back to The Stages of Reading Development. By knowing these stages, I am able to use an additional tool to assess student’s reading abilities. After looking at these stages, it is good to know that my previous thoughts about what fifth graders focus on according to reading were correct. Fifth grade students (or stage 4), focus on “Reading to Learn”, or comprehending a specific text.

                This year, my school is emphasizing Standards Based Bulletin Boards, and creating a central theme (unit) across all subject areas with the help of our wonderful academic coaches. This was the first time that I had ever heard of the importance creating a thematic unit can have on students. After reading this statement in the PowerPoint plus the information our academic coaches have provided us with, I am looking forward to using a theme and referring back to it across all standards and skills. We have not gotten too deep in our SBBB yet or thematic units, but the 5^th grade team plan to use the theme of Beliefs to guide our instruction across all content areas.  

                I am excited to learn various ways of assessing students, ensuring all areas of reading are evaluated and thoroughly reviewed. To be honest, I tend to focus on the comprehension aspect of reading, instead of including phonics and fluency. This class will help me be more detailed in my assessments, giving me the knowledge I need to understand my student’s strengths and weaknesses. As the text stated, teachers must create a “success cycle” for struggling readers instead of allowing students to continue down the path of being a “less proficient” reader.   

Module 1: Watch & Learn: Assessing Reading Skills Review

               From watching this video (Watch & Learn: Assessing Reading Skills Review) regarding Becca’s reading deficiencies, I was able to gain a better understanding about the importance of assessing students.  I think I am guilty of ‘labeling’ a student as less proficient, and moving on. I work with that student(s) on comprehension on a thorough and consistent basis, as fifth grade is a big year for being able to “read and understand”.  This video helped me see the importance of assessing students in all areas, such as phonics, fluency, comprehension etc. It is important as the teacher, to know what aspect of reading is slowing down the reader, not just saying they are a struggling reader.  By being able to pinpoint the direct issue, teachers will be able to differentiate instruction on a higher level, and ensure the needs of that student are met. I also found the comment regarding IQ very informative, as an IQ level is not an indicator of a student’s reading abilities. Like Becca, her IQ was high, where her math excelled but her reading struggled. I cannot tell you how many times I have heard IQ used to determine a student’s academic abilities. As a fifth grade teacher, it is my job to ensure that my struggling readers have not given up on reading. Many students do so, as their reading deficits become emotional over the years, instead of solely academics. By the time students reach fifth grade, they have a good idea of what “type” of reader they are. For example, they have been placed in particular groups, pulled out for extra support, or even made fun of by peers. I must ensure that the desire and confidence are instilled in the struggling readers I work with in the years to come.   

Module 1: Opitz- Pg. 14 #4

           This school year, I have a classroom full of 5^th graders who are predominately proficient readers. As I have completed DRA2s this past week, I have been able to understand where my students stand based on reading level. I have a couple of students whom are reading above grade level (60 and 70), while a hand full of students are still reading at a 40 (4^th grade). The majority of my class (about 25 students) is reading either on grade level or above for this point in the school year. When looking at my CRCT reading scores from last year, I have one student (out of 32) who scored a level one. This is great, as it allows to me spend time with him, helping him conquer his struggle with reading.

                I chose to focus question fourteen from Opitz’s text on my struggling, or less proficient reader. While I was listening to this student read, he read word by word, ultimately slowing down and hurting his fluency. From this past summer, I now have a better understanding of the difference between proficient and non-proficient readers, as one reads for understanding verses word by word or individual letter sounds. As my less proficient student would come across an unfamiliar word, he would substitute it with a word in which began with the same letter. Nine times out of ten, the substituted word did not have the same meaning as the initial text (he just guessed and did not take into mind context clues). My goal this year in assisting this student is to help him gain understanding as he reads. When he comes across an unfamiliar word, I will encourage him to explain what he thinks this sentence is about. By doing this, I hope he will be able to give me a word to replace the difficult word. In my opinion, if he can gain correct meaning from the text, it does not matter if he uses synonyms or the exact word.