Week 9 IRIS
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School
Fitchburg State University *
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Course
8917
Subject
Communications
Date
Apr 3, 2024
Type
Pages
4
Uploaded by AmbassadorCrabMaster1051
Ashley Sousa-Costello
Week 9 - IRIS
1.
How is a comprehensive core reading program related to high-quality instruction?
Why is it important to implement high-quality instruction?
High quality instruction utilizes both research validated practices and core reading programs.
To implement high quality instruction, a comprehensive core reading program should be used as the
primary instructional tool that implements effective reading instruction. By using a comprehensive
core reading program, teachers are able to rule out inadequate instruction as a reason for a
student's poor performance in reading. Comprehensive core reading programs are important for
many reasons. First, they provide research-validated materials and strategies that assist teachers
with scope and sequence of skills so that teachers aren’t making up lesson plans as they go. This
creates consistency for the students but also for the classroom, grade levels, schools, and districts.
Comprehensive core reading programs identify targeted benchmarks at each grade level that reflect
the state's standards.
2.
List the 5 critical components of effective reading instruction and briefly describe
how each contributes to reading success.
Phonemic Awareness
- Teaching the relationship between sounds and words begins with
phonemic awareness. The teachers focus in Kindergarten and first grade is to help students listen
for, identify, and manipulate speech sounds. This is important in early grades so the students can
recognize and create different words. Students with poor phonemic awareness skills in kindergarten
and first grade are more likely to have reading difficulties in later grades.
Phonics and word study-
Teaching students with a combination of phonics and word study helps
with word recognition, reading, and spelling. Using the combination allows students to decode more
advanced words by identifying word parts such as root words, suffixes, and affixes. A major factor in
reading comprehension is having the ability to sound our and recognize words in a text. If the
students possess strong phonics and word study skills they can easily translate the text into spoken
words quickly and accurately. With these skills, the student will focus on understanding the text
meaning rather than focusing on the individual letter sounds. This should be taught beginning in
kindergarten and continue throughout first, second, and third grade.
Fluency-
Fluency instruction is important because it helps students understand that reading out loud
should sound as though they are speaking naturally. When reading out loud their speech should be
quick, accurate, and with expression. Practicing reading out loud will help with fluency. It will allow for
better understanding of where to pause, and how to alter their tone. Since fluency and
comprehension are closely related, fluency instruction will help them understand what they are
reading because they will not be working so hard on decoding each word.
Vocabulary-
Vocabulary is the knowledge of words and what they mean. Vocabulary can be learned
through many contexts and include oral vocabulary and reading vocabulary. Vocab instruction is
important because readers cannot understand what they are reading, or hearing, without knowing
what most of the words mean. Vocabulary instruction should occur in all grades because it benefits
all students both in school and in social contexts, regardless of their reading levels.
Comprehension-
Reading comprehension is necessary to achieve academic success and should
be taught throughout all grade levels. Instruction should include showing students how to implement
reading comprehension strategies. Reading comprehension strategies is different from simply asking
comprehension questions after reading. Strategies are effectively taught through explicit instruction
before reading, while reading, and after reading.
4.
Mrs. Harrison is practicing fluency instruction with her first graders during
whole-class instruction every day. Her students’ reading ability levels range from
kindergarten level to third-grade level. Choose a flexible grouping practice that Mrs. Harrison
can implement to more adequately teach fluency to all of her students. Describe how Mrs.
Harrison will implement this grouping practice for fluency instruction.
Flexible grouping is a strategy where Mrs. Harrisons students are grouped together based
on their individual needs, interests, and abilities rather than on their grade level. Since Mrs.
Harrisons students have a range of reading abilities, Mrs. Harrison can implement a flexible grouping
strategy that will adequately teach fluency to all of the students. In addition to whole class
instruction, I would suggest that Mrs. Harrison implemented a rotation of small reading groups. The
small reading groups should include students with different reading abilities and should be rotated so
that lower leveled readers are not put in the same groups consistently. Paired reading would also
benefit her students. She should assign a struggling reader with a peer with a higher reading level
for extra reading practice.
5.
Develop a 90-minute schedule of reading instruction that includes learning
centers, small-group instruction, whole-group instruction, paired instruction,
independent practice, and progress monitoring.
8:30-8:40- Whole group instruction
8:40-9:00- Divide the class into 3 small groups:
Group 1: small group instruction
Group 2: learning centers
Group 3: Independent practice
9:00-9:20- Small groups
Group 2- Small group instruction
Group 3: learning centers
Group 1: independent practice
9:20- 9:40- small groups
Group 3: small group instruction
Group 1: learning centers
Group 2: independent practice
9:40-9:50- paired group instruction
9:50-10:00- Whole group instruction
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