This Reading Rockets video details the importance of effectively teaching students how recognize the relationship between letters and sound(s), and monitoring students' progress towards becoming strategic readers.
Source: www.readingrockets.org
Read the following scenario and respond to the questions.
It’s early Monday morning in Lisa Diedrich’s second-grade classroom, but already Katie, one of her students, is in tears.
Katie’s upset that three of her friends in class are talking about a chapter book they all finished over the weekend that Katie found too challenging to read. “I’m so dumb,” she says miserably to Diedrich.
Diedrich knows that Katie’s reading skills are better than some of her peers at this urban elementary school, but she also knows that Katie is performing slightly below grade level. Katie has good phonics skills; she’s able to read words and spell using beginning sounds, ending sounds and blends. She’s also able to identify the number of syllables within a word by clapping out the sounds she hears.
However, during her reading she’s getting frustrated by the multisyllabic words she encounters. She uses the decoding skills she’s developed but gets discouraged when she’s unable to sound out the word: most often, she’ll often get the first part of the word, but then not be able to keep moving through the word to sound it out completely. Usually she just skips these words and continues, sometimes losing the whole meaning of the sentence in the process. Eventually, she becomes so lost in the meaning of the text that she’ll put the book back on the shelf and look for another. Katie doesn’t finish many of the books she starts.
Diedrich has tried to reinforce Katie’s strengths as a reader and writer, and she knows that Katie wants to improve her reading level, but Diedrich doesn’t feel like she’s been very successful in supporting Katie’s perseverance as a reader, remedying the causes of her problems, or alleviating Katie’s profuse embarrassment over her inability to read the same books as many of her friends.
Clearly, Katie is feeling frustrated and embarrassed because she knows she is not able to perform at the same level as some of her peers in class. This presents Katie’s teacher with several challenges.
Read the student work sample below and respond to the questions that follow.
“Titel Wave!” But befor she could do eny thing a dig hug hole opend up in the middle of the wave. The two gerles started to run, but the wave was tow fast for them. It suked them in the hole and then they startet flopping around, they hit ther hedes on part of the rocy bottom. They both got knoked out dead. When they woke up they were in a room whith a deap blue ceiing and the bed they were laing on was made of orol and the blanket was a dark blue tint over them. Gust then they herd the dore creek open. A girl with really long brown hair and a white sooba biving shurt and pants with a “sbc” on the shurt. Walked over to them and said “hellou” my name is Maddie, wats your name.” I’m mary and shes ruby mary said. “Well come with me and lets get some food.
The following article is this week's reading assignment. Please come to class prepared for collaboration and discourse.
Source: www.ascd.org
