Reading Method
Tompkins defined guided reading as a literacy activity where teachers support children's reading and writing during guided literacy activities, but unlike modeling or sharing the children actually do the reading. (Tompkins, pg. 18). Students meet with the teacher to read a book on their instructional reading level, and the teacher follows certain guidelines to ensure that their students maximize the activity. First, the teacher introduces the book and guides the students as they begin to read, as the child becomes more comfortable the teacher will release the student to read on their own. After the child completes the assigned reading activity the student and teacher reconvene and discuss important topics in the book and the child often re-reads the book. (Tompkins, pg. 19). Interestedly enough, the author appears to have left out some crucial points that occur in the background like how a child is chosen to be a member in a certain guided reading book level. This paper will discuss those behind the scene assessments but first it will address the interpretive approach it takes to guided reading. Working at the Mason Elementary School, a full inclusion school in the Boston Public School system, the tenants to
The student that I focus on in this class is Toya and her cognitive level and interest level in anything is very low. She decodes on an early third grade level as well, and her comprehension of text is around the same level as well. She is currently reading Amelia Bedelia Helps Out, she is an adamant sound-outer, her resource teacher is a firm believer in phonics but Toya has issues when she comes to a word that she has told herself that she cannot read. Ms. Hoffman and I are trying to teach her how to break down the word, because many words have words in them that she may know. We are trying to help her use a more balance approach to reading, because as a good teacher knows she needs to combine both skills in order for her to read. If nothing else this approach will give her more options and too many African American children have their options taken away from them too many times. In conclusion, Tompkins may have outlined the guiding principals that help foster effective guided reading but one of the principals or factors that also help is the approach the teacher takes to guided reading it can bring to life guiding reading or it can seem like a chore. The student that I focus on in that class is Emmanuel, he has been diagnosis with ADHD, but he is not medicated so he unlike the other students is not able to sit still for any period of time. He is not like Toya, in my Ms. Hoffman's class, his cognitive ability is high and he can comprehend a great deal of the his reading but that is only when the teacher practically sits on him and forces him to concentrate, and at the end he and the teacher are mentally exhausted. Nonetheless, the main technique that I use with him is more of interactive reading instead of guided reading, this way we both share the responsibility for the reading. Since guided reading is hard for him and he tends to get too distracted and in model reading he is not apart of the process the interactive approach is best. Interactive reading is a good medium because he has some stake in what is being done, and believe me he is very aware when it is his turn to read. Ms. Ostiguy hopes to transition him to guided reading later on in the year, when we can figure out how to get his foster parents to make him take his pills. In conclusion, I want to stress that my observation have not yielded the conclusion that Ms. Ostiguy's method is more successful than Ms. Hoffman because she has a couple of students that need that structure, but guided reading looks completely different in each classroom. In Ms. Ostiguy's class it looks like a chore while in Ms. Hoffman's class it is a shared experience. Carol Ostiguy is a sophomore teacher and she goes by the book when it comes to teaching, during many of her math lessons she has the Turk book in her hand reading f
Some common words found in the essay are:
Ms Hoffman, Ms Ostiguy, Ms Hoffman's, Reading Tompkins, Ms Ostiguy's, Public School, Public Schools', Jackie Robinson, African American, Carol Ostiguy, guided reading, ms hoffman, ms ostiguy's, ms hoffman's, ms ostiguy, guided reading books, reading teacher, guiding reading, tompkins pg, reading level, reading writing, ms hoffman's class, book world records, approach guided reading, guinness book world,
Approximate Word count = 1888
Approximate Pages = 8 (250 words per page double spaced)
|
