Approaches to Reading Instruction
Approaches to Reading Instruction EDRD 400
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This 5 page Class Notes was uploaded by Brooke Kuersten on Thursday April 14, 2016. The Class Notes belongs to EDRD 400 at Ball State University taught by Amy Leitza in Winter 2016. Since its upload, it has received 15 views. For similar materials see teaching of reading in today's schools in Education and Teacher Studies at Ball State University.
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Date Created: 04/14/16
Name: _______Brooke Kuersten________ Approaches to Reading Instruction Comparison Chart Column 1: Column 2: Column 4: Column 3: Approach Basal/Core Reading Literature Focus Units Literature Circles Reading/Writing Program Workshop To teach strategies Teach reading To provide students To provide students and skills that through literature, with opportunities with opportunities successful readers using high-quality, for authentic for authentic reading need using an grade level reading and literary and writing activites. organized program appropriate picture analysis. Purpose that includes grade- books and novels. level reading selections, workbook practice assignments, and frequent testing. Selections in grade Teachers involve Students form Reading Workshop: level textbooks students in 3 literature circles to Involves reading, Components Instruction about activities: students read and discuss responding, sharing, decoding and read and respond to books that they teaching comprehension trade book together choose themselves. minilessons, and strategies and skills as a class, teacher Often assume roles reading aloud to Workbook teaches minilessons for the book students. assignments on phonics, vocab, discussion. Writing workshop Independent reading and comprehension consists of writing, opportunities using the book they sharing, and are reading; and teaching students create minilessons. projects to extend their understanding of the book. Teacher centered. Both teacher and Student centered. Student-centered. Based on student centered. Literatures circles The workshop behaviorism Literature focuses reflect approach reflects because teachers units represent a sociolinguistic, sociolinguistic and provide explicit transition between transactional, and information instruction and teacher centered critical literacy processing theories students are passive and student theories because because students rather than active centered learning students work in participate in Theory Base learners because teacher small, supportive authentic activities guides students as groups to read and that encourage they read a book discuss books, and them to become the books they read lifelong readers and often involve writers. cultural and social issues that require students to think critically. Organize instruction Teaches teach unit Teachers often use Teachers often use into units with featuring a picture literature circles in reading workshop in weeklong lessons book or a novel, conjunction with a conjunction with a Applications that include reading generally using basal reading basal reading strategies and skill books on a district program or with program or with instruction, and approved list, or literature focus units literature focus units workbook activities. units featuring a so students have so students have Should be used with genre or author. opportunities to do opportunities to do other instructional Literature focus independent reading independent approaches to units are often and literary analysis. reading. They often ensure that students alternated with add writing read books at their another approach workshop to any of instructional levels where students read the other and have books at their own instructional opportunities to reading levels. approaches so participate in writing students have more projects. sustained opportunities to use the writing process to develop and refine compositions. Teachers select Books are available Students read books Strengths Textbooks are award winning at a variety of that are appropriate aligned with grade literature for units reading levels. for their reading level standards Teacher scaffold Students are more level. Students read students’ strongly motivated Students are more selections at their comprehension as because the choose motivated because grade level they read with the the books they read. the choose the Teachers teach class or small Students have books to read that strategies and skills groups opportunities to interest them. in a sequential Teachers teach work with their Students work program, students minilessons on classmates. through the stages practice them reading strategies Students participate of the writing through reading and and skills. in authentic literacy process. workbook Students learn experiences. Activities are assignments vocab through word Students learn how student directed, Teachers guide walls and other to respond to and students work provides detailed activities literature. at their own pace. instructions for Students learn Teachers may Teachers have teaching reading about text factors- participate in opportunities to Assessment genre, story discussions to help work individually materials are structure, and students clarify with students during included in the literary devices misunderstandings conferences. program. and think more critically about the book. Selections may be All students read Teachers often feel a Limitations to difficult for some same book whether loss of control Teachers often feel a students and to or not they like it because students loss of control easy for others and whether or not are reading different because students Selections may lack it’s written at their books. are reading different the authenticity of reading level. Students must learn books and working good literature or Many activities are to be task oriented at different stages of not include variety teacher directed. and to use time the writing process. of genres wisely to be Teachers have Programs include successful. responsibility to many workbook Sometimes students teach minilessons on assignments choose books that strategies and skills Most instruction is are too difficult or in both whole class presented to the too easy for them. groups and small whole class groups. Students must learn to be task oriented and to use time wisely to be successful.
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