Standard 6 - Reading, Writing, and Oral Communication

Guided Reading Lesson

Description: This is a guided reading strategy I choose because it is a great way for students to learn how to read and to understand the clear purpose of the story. This teaches students to focus on specific points or details in the story to make predictions and understandings. 

Connection to Illinois Learning Standard 6: This is a great way for students to become better writers as they take notes and answer questions that guide them through the story. "Recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning"  (6F). This way we can make sure students learn to stay focused on details of the story to be able to formulate their own opinions. "Understands that the reading process involves the construction of meaning through the interactions of the reader's background knowledge and experiences, the information in the text, and the purpose of the reading situation" (6B). This strategy also helps students by giving them guided support to respond to questions as a group or individually. "Uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction" (6K). This is beneficial to each student in their understanding and strengthens their writing skills. 

Self-Reflection: The lesson plan is based on the book “Sylvester and the Magic Pebble.” My students would learn reading comprehension, and new vocabulary words. They would complete individual work and group discussions with predicting the events in the book. They would learn that their parents love them and family is the most important thing. I hope to teach them that everyone has a different family, but we should always respect that not all families are the same.

Context clues and Chunking Strategies

Description: This was a mini strategy guide and example assignment that was for teaching and helping students learn how to recognize specific ways to help improve their reading fluency and understanding. 

Connection to Illinois Learning Standard 6: This helped me reach ILTS 6 because it shows that I have "understanding of appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas" (6A) knowledge indicator. Students are normally are required to analyze, summarize, and pick out the main theme or idea while reading. These strategies require students to work on reading comprehension skills and how to communicate what the main idea or central theme in whatever piece of information or topic a student is reading. 

Self-Reflection: I decide to create this strategy assignment while taking one of my teaching courses about literacy. This assignment specifically targets students that are at a higher level of education, but have a lower reading level. I lot of students that I worked with and will be working with typically read because they are told to do so, but they are not comprehending what they are reading. This strategy that I created are specific tips on how to understand what they are reading based on context clues and the experiences that each student might understand themselves. As students get older they need to learn that reading is need to understand and process information in our world. I would want these strategies to be a step forward in making progress for students to improve their reading fluency.