Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Najat Abdulkariem
H00283493
Contents
1 | Page
Pages
Cover page .........
1
Introduction .....
3
Guided Reading ..
3
Strategies and activities
used.3
Bottom up and Top down...
4-5
Recommendation.
5
References: ..
........6
During the
observation
7
2 | Page
Introduction:
Examine the use of a variety of elements and techniques for teaching
reading such as, independent reading, reading aloud by the teacher, guided
reading, and shared reading. Elements of the reading program are enhanced
by comparable elements in the writing program and the use of content
instruction as additional opportunities for reading and writing strategies.
Guided Reading:
However, during my Teaching practice in American Creative Science
school, my monitor school teacher, used a variety of reading method
during her teaching, for grade two. But the most technique was guided
Reading.
Guided reading gives teachers the opportunity to monitor her students
while they are reading stories at their instructional reading levels. This
guide the teacher to support her students in what they need. In the
following definition, according to Harris and Hodges (1995) , guided
reading is reading instruction in which the teacher provides the
structure and purpose for reading and for responding to the material
read. (Michael P. Ford ,Michael F. Opitz, 2011). Thats lead to building
on childrens prior knowledge, skills and experiences. (Laurie Makin, Criss
Jones Diaz, Claire McLachlan, 2007 ).
3 | Page
4 | Page
Recommendation:
The teacher used guided reading to maximize the students reading
potential because, all children need to teach by skilled teachers. And to
get the students to become metacognitive, check what they know and
what they need. However, the teacher used the bottom-up and top-down
approaches. Furthermore, she used step of having the students with the
same level in one group. On the other hand, the teacher doesnt regroup
the students to the next level unless the whole group had been improved.
There is no reason to stop or delay the students progress if he/she are
able to move. So, I gusset to regroup the students depending on their
level, even if its just for one student. Conversely, from the types of the
5 | Page
book. The teacher used, the types depending only on the students level.
Well, the teacher needs to think about what the students are interesting
in, and what match their knowledge base. Learning can only occur if the
experience of the learner is engaged, at least at some level. (Jan Wrenn
and Bruce Wrenn , 2009). Students are enhanced learning, when they are
engaged and interested. However, the teacher doesnt focus on
producing the three stages of reading ( pre, while,and post), from the
reading skill. In the pre stage, she asked the students to read the title,
and read the Authors name. In while stage, she asked them to tell her
what they understand from each text. But, that doesnt show her if the
students pronounce the words correctly. As Bailey mentioned, speaking
in a second or foreign language has often been viewed as the most
demanding of the four skills . (Tennant, 2007). In spite of, the teacher
asked the students to retell the story, and read the new vocabulary words.
The teacher creates a schedule for each student and a check list. For
better guided reading.
References:
Biddulph, J. (2002 ). The Guided Reading Approach: Theory and Research . New
Zealand: Learning Media Limited.
Clay, M. (1994 ). Reading Recovery: A guidebook for teachers in training. .
Portsmouth. : NH: Heinemann.
Croft, M. (2010). Preventing Misguided Reading: New Strategies for Guided Reading
Teachers. United Status. : The International Reading Association. .
D. R. Reutzel, R.B. Cooter. ( 2013, July 2013). Bottom-Up Theories of the Reading
Process. . Retrieved March 19, 2016 , from education. :
http://www.education.com/reference/article/bottom-up-theories-readingprocess/ChromeHTML/Shell/Open/Command/
Jan Wrenn and Bruce Wrenn . (2009). Enhancing Learning by Integrating Theory and
Practice . Enhancing Learning , 259 .
Laurie Makin, Criss Jones Diaz, Claire McLachlan. (2007 ). Literacies in Childhood:
Changing Views, Challenging Practice. Australia : University of Western Sydney .
Liu, F. (September, 2010). A Short Analysis of the Nature of Reading . English
Language Teaching , 154 .
6 | Page
Michael P. Ford ,Michael F. Opitz. (2011). Looking Back to Move Forward with Guided
Reading . Reading Horizons , 226.
Tennant, A. (2007). Pronunciation matters. Solution for English teaching , 3 .
7 | Page
Reading in
groups.
8 | Page