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Academic Discipline and Pedagogy: |
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As I reflect back upon the instructional practices, approaches, methods, and curriculum materials that support reading and writing I realize that I use numerous strategies throughout each day. In any given day I use modeling, guided practice, peer teaching, small groups, or even one on one instructional time. I have found though that students that are placed in a smaller group, tend to learn more effectively than those in a large class. I have taught a large class for reading using the Smart Board to help students with blending and chunking words. They enjoy interacting and clicking the bubbles to see if they make the correct sound as the computer. Using the same program I have done small group work and the students that are in the small group tend to have more opportunities to interact with the Smart Board, but everyone still has the same chance to learn. Besides teaching with a smartboard I have also had the opportunity to do a guided reading lesson with students. (see Duck Goes to the Farm). The students really enjoyed the small group, modeling of the lesson, group discussion, and then ending with a project. The students thoroughly enjoyed having a cumulating project to complete. I found that while doing the guided reading lesson, the students were more engaged and excited to read. For the guided reading component that I taught we used Houghton Mifflin Leveled readers. The students enjoyed these stories more than what we had been reading before. The only problem was that while I was doing the guided reading I was not following the SFA program. This actually brought up a great opportunity for me to step up as a leader and share what I found while working with my students. Reading is one component, but writing is just as important. In our district we use the Lucy Calkins Writing Series. The series has lessons scripted out for you, but using graphic organizers to help students put their thoughts down on paper is a great way to guide students in their writing process. Teaching students to use the stages of writing, (brainstorming, drafting, revising, editing, final) is crucial in aiding them to become better writers. Just like reading, writing goes through stages and identifying what stage your students are at will best help them to be confident and become better writers. So many people think that reading only
takes place during reading time. I
thoroughly enjoy incorporating chapter books, tradebooks, picture books and
many other forms into teaching social studies, science, and math. The students are able to relate and
comprehend what we are learning about more clearly by using other forms of
text. When designing units, I try to
work in as many varieties of books as possible, with still maintaining the time
and the material being covered. (see Alaska Unit). The students are able to
connect and then when visiting the library they want to find similar books
about what we are learning. During a
unit I also try to incorporate a few writing activities as well. They are never the same, keeping it exciting
and enjoyable for the students and teacher as well. (see Muggie Maggie Unit) Being able to teach in a wide variety of ways, having several approaches up your sleeve, knowing the methods that work and using other materials to support reading and writing will help to have a well rounded reading program. |
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