I use several methods of reading instruction in my classroom:
Self-selected reading time. Each morning, the students are to settle in with a book and read. I have learned through research that simply providing students with uninterrupted time for reading a book of their choosing increases their reading performance as much as using some published reading textbooks (basal readers). This time is generally from 7:45 to 8:30.
Read Aloud: During self-selected reading time, I read aloud to my students every day. I have found that reading aloud to students increases their vocabulary. Reading aloud exposes students to the pronunciation of words they are not familiar with. It also gives them a guide for how a fluent reader sounds.
Literature Circles is student-led reading program where students make novel selections and read the book in small groups. Each group member takes on a role. From leading the discussion to illustrating the reading selection, students examine the book through several experiences. The groups meet twice a week to discuss their assigned reading. The students participate in a small community of learners -- discussing the author's style, the interesting words on the selection and making connections and predictions. After the meeting ends, students complete a self-evaluation based upon their preparation, participation, and active listening skills during the meeting. They then set learning goals for the next meeting.
I use literature circles to enable students to "hook into their books" by having discussions about the books with their peers. My goal is to have my students enjoy and appreciate reading in a realistic context so they develop a love of reading that lasts a lifetime.
Reading Workshop is an individualized reading program that I use that involves allowing the student sufficient classroom time to "hook" into a book of their choosing. By "hooking" into a book, I mean that they start to read the book and want to finish it.
I will conduct weekly conferences with each student to assess their use of reading strategies, comprehension, and fluency. Along with the individualized instruction, I will conduct whole-class mini-lessons using recommended books to focus on specific reading strategies. I use conference notes, rubrics and inventories to document each child's progress. Some of the reading strategies and terms we will be learning are:
- Genre
- Summarizing
- Story Elements: characters, plot, conflict, setting
- Main idea
- Making inferences
- Making predictions
- Connections: relating the story to real life or another story
- Building vocabulary: deriving meaning of words from context clues
Reading Response Journals: Each week, my students write to me about the book that they are reading. This can be a book from their literature circle group, or from their self-selected reading. I will then write them back. In this way, the students will carry on a weekly dialogue about their learning and interests in books. Sometimes, the students will write to their parent, another teacher or a friend in the classroom. Writing about their reading makes the students think about what they read, and their purpose for reading.
Reading For Success: Each week students will bring home a short story or article to read with their parents or caregiver. The students are to talk about the article with their parents and answer a few short questions. These are due on Friday of the week they are given out.