Assessment-Driven Instruction
Shared Reading:
Ms. Perez reads a poem with her students together as a whole group activity, and then branches it out into a short phonics lesson. The lesson addresses the essential components of oral language, phonological awareness, word identification, and phonics. Since it's shared reading, everyone reads together with the teacher so everyone feels comfortable, even the weaker students. During the explicit phonics lesson, Ms. Perez supports her students' problem-solving skills as we see in the following examples:
- When a student confuses "d" for "b," she explains his reasoning and helps him reach the right answer on his own.
- She encourages students to sound out each letter seperately, and then blend the sounds together to form words.
Shared reading promotes literacy by introducing harder words that children wouldn't necessarily be able to read on their own. It also boosts their confidence in reading, because no one will scrutinize their mistakes, since they're reading as part of a group.
Guided Reading:
During a guided reading session with a small group, Ms. Perez encourages the children to verbalize their strategies. I think this is important, because when students verbalize their strategies, it becomes more concrete, and other readers can learn from them, as well. She also uses the "masking" techique, where she covers a word in the text, and this helps students build meaning in text, since they have to rely on context clues to find the missig word. As they read along, she asks them comprehension questions to gauge their understanding of the text.
Differentiated Instruction:
Ms. Perez supports a wide range of learners in her classroom. She has a student teacher provide additional support to a struggling student by playing a word activity with her. She also stimulates gifted students by providing them with higher level reading materials, teaching them how to write notes on important aspects of a text, conducting their own research, and then writing about what they discovered in their research.
Assessment:
Ms. Perez integrates activities into her instruction based on what her students need more support in, according to thteir assessments. The class profile helps her group students according to different levels of literacy, and in that way she can better gear instructio toward each student's level.
Ms. Perez reads a poem with her students together as a whole group activity, and then branches it out into a short phonics lesson. The lesson addresses the essential components of oral language, phonological awareness, word identification, and phonics. Since it's shared reading, everyone reads together with the teacher so everyone feels comfortable, even the weaker students. During the explicit phonics lesson, Ms. Perez supports her students' problem-solving skills as we see in the following examples:
- When a student confuses "d" for "b," she explains his reasoning and helps him reach the right answer on his own.
- She encourages students to sound out each letter seperately, and then blend the sounds together to form words.
Shared reading promotes literacy by introducing harder words that children wouldn't necessarily be able to read on their own. It also boosts their confidence in reading, because no one will scrutinize their mistakes, since they're reading as part of a group.
Guided Reading:
During a guided reading session with a small group, Ms. Perez encourages the children to verbalize their strategies. I think this is important, because when students verbalize their strategies, it becomes more concrete, and other readers can learn from them, as well. She also uses the "masking" techique, where she covers a word in the text, and this helps students build meaning in text, since they have to rely on context clues to find the missig word. As they read along, she asks them comprehension questions to gauge their understanding of the text.
Differentiated Instruction:
Ms. Perez supports a wide range of learners in her classroom. She has a student teacher provide additional support to a struggling student by playing a word activity with her. She also stimulates gifted students by providing them with higher level reading materials, teaching them how to write notes on important aspects of a text, conducting their own research, and then writing about what they discovered in their research.
Assessment:
Ms. Perez integrates activities into her instruction based on what her students need more support in, according to thteir assessments. The class profile helps her group students according to different levels of literacy, and in that way she can better gear instructio toward each student's level.
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