Rationale:
During my teaching practice as a cycle one teacher, I had noticed that many students struggle with reading. I believe that reading is the primary block of education, hence why it‟s a skill which needs to be focused on. Guided reading is one of the most important approaches for learners, as it is an instructional approach that involves the teacher working with a small group of students who demonstrate similar reading levels and can all read similar levels of texts. Lots of educators believe that the guided reading approach is an effective method to improve young readers‟ skills in the classroom, because students get direct support in individualistic ways from the teacher. According to Pinnell (as cited Biddulph, 2002) “helping readers develop independent, effective strategies, involves engaging them in reading texts that offer just the right level of support and challenge as well as providing skillful teaching”.
Strategies:
This term I will focus on implementing guided reading groups for grade 4 students. I will focus on weak reading levels by integrating pre-reading and guided reading to improve students‟ reading abilities. To help students comprehend new texts, I will start with new vocabulary and ask some questions related to the text. For example,
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What is this story about?
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What is the meaning of what I have read?
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What does the main character want?
Asking questions will engage students and let them be more excited, motivated and think deeper. According to Piaget, “the teacher must begin asking. Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that the student comes to the conclusions on their own instead of being told”. (TeAchnology, 2013). After that I will move to the guided reading approach, and will ask students‟ to read the same passage. During the reading time, I will ask continuous questions which would help the students understand the concepts deeper.
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Documented Evidence:
Documented Evidence
Timeline
Assessment (how did I assess my work?
Questioning „Bloom‟s taxonomy‟
Reflective journal
During TP
During TP
week 9
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Questions written in lesson plans
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Apply different types of
questions during the reading
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Gathering information from my experience and analysis it to what I have observed
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MCT/MST observation notes
Using semi-structured interview to collect data
Aim:
Critical reflection
Target / focus:
To use guided reading strategies to increase students‟ comprehension of the texts.