- Describe
and evaluate the approaches you observed from the classroom
In the third grade classroom that I observed, the teacher
uses a district-approved literacy program called Reading Wonders, a brand new core reading program by McGraw Hill designed specifically for the Common Core
State Standards. The
program emphasizes “close reading” which challenges students to understand
deeper meanings of the text, use evidence to support their comprehension and
connect the reading with writing. The program
employs a literature anthology approach with anchor texts for each unit along
with texts of the same subject with varying reading complexities. The teacher introduces each unit through a
read-aloud of the anchor text. During
and after this read-aloud, she checks for students’ understanding and provides
clarification on key words or phrases. Each
of these texts is a relatively short read which give the teacher the
opportunity to model “close reading” and teach comprehension strategies within
a class period. The units, typically
covered one per school week, include a large variety of fiction and
informational texts to appeal to a broad range of interests among students.
After the read-aloud, the teacher shows a publisher-provider
multimedia video on the classroom SMART Board that reviews and defines key
vocabulary words of the unit. The
interactive video shows how each word was used in the anchor text and asks for classroom
participation to select a sentence with another appropriate usage. Students are also given different classroom activities
and homework assignments to express their understanding of the passage and key
words. This connects their reading with
writing exercises. For example, some assignment
questions asked the student to write sentences to express the author’s purpose,
main idea and a detail from the passage.
By writing about their reading, the students are challenged to really
understand the passage, pay attention to details, utilize new vocabulary, and develop
more advanced writing skills based on critical thinking. Throughout the unit, the teacher has such
opportunities to assess her students through formative and summative
assessments.
The teacher also utilizes the reading programs leveled
readers to provide differentiated instruction based on varying reading
abilities. She conducts reading groups on a weekly basis where the twenty students are
grouped by their assessed reading ability.
She works with each group which is comprised of five students with
similar reading capabilities. The small
groups range from one that requires more aided instruction and lower level
texts to other groups that can read independently. When the teacher works with the lower level groups,
she asks the students to “preview, predict and picture walk” the new text of
their leveled reader to first gain an understanding and purpose. Then, she models the desired reading
technique so that the students can practice reading with more fluency and
comprehension when they each take a turn reading the text. She will offer assistance, correct mistakes
and assess each student. After reading
the passage, the students in the small reading group complete a graphic
organizer like a story map to organize and document the main idea and
supporting details of the text.
This approach appears
to be quite comprehensive, well-thought out and differentiated. It is quite challenging and the material is
presented in a fast-pace. The students,
however, seem ready and capable for the challenge. This program gives the teacher the
opportunity to model “close reading” so the students can do the same with their
leveled readers. The anchor text
provides a consistent theme for the unit so each student can stay connected
despite differentiated activities. By
writing sentences based on their reading, students are connecting the two
skills to deepen their comprehension and develop their abilities. The use of multimedia further engages the
varying preferences, styles and needs of the students.
