After evaluating the literacy teaching practices currently being used in the building, 2012-2013, it was very apparent from the formative and summative reading assessments, K-5 in place that the reading instruction has not focused on reading comprehension strategies in conjunction with phonics, vocabulary, phonemic awareness and fluency but only phonics based basal instruction. The curriculum is lacking reading instruction in the area of reading comprehension strategies. I have used the relevant theories and developmental characteristics of K-5 learners and how they learn best I have also explored the professional consensus on best teaching practices used when teaching children in elementary school how to comprehend what they read.
After reviewing the literature and disaggregating the current reading data (DRA2, DIBELS, Iowa Assessments, ELDA, MAP). I have decided to implement the best practice of teaching the reading text comprehension strategies to my K-5 teachers. I have learned from reading the literature on best practices for teaching reading comprehension and found that explicitly teaching reading comprehension is for readers to connect with each other and the text by discussing and talking about the text. I plan on engaging my teachers into more lively discussion of what they know about comprehension and what they read to build background knowledge and to connect prior experience with new experience and then model those strategies to their students.
After reviewing the literature and disaggregating the current reading data (DRA2, DIBELS, Iowa Assessments, ELDA, MAP). I have decided to implement the best practice of teaching the reading text comprehension strategies to my K-5 teachers. I have learned from reading the literature on best practices for teaching reading comprehension and found that explicitly teaching reading comprehension is for readers to connect with each other and the text by discussing and talking about the text. I plan on engaging my teachers into more lively discussion of what they know about comprehension and what they read to build background knowledge and to connect prior experience with new experience and then model those strategies to their students.
B. Evaluation of Teaching Practices
|
International Reading Association Standard
(2.2 , 2.3, 5.3) Current Literacy Practices Trends In Literacy Literacy Recommendations Reading Comprehension Stems Pg 1 Reading Comprehension Stems Pg 2 Reading Comprehension Making Connections Reading Comprehension Metacognition Reading Comprehension Fix-Up Strategies Reading Comprehension Schema Reading Comprehension Synthesizing Reading Comprehension Visualizing Reading Comprehension Inferring Reading Comprehension Asking Questions Reading Comprehension Determining Importance |