Chapter 6-Reading Instruction

I've taught several students that were culturally and linguistically diverse, but I haven't had any students that were CLDE. I've seen that most students that are ELL have the biggest issue with the subject of reading. Most of my ELL students could read, but struggled with comprehension and reading in other content areas. To help these students and all my students with reading, I make sure to form relationships with all my students. I learn about their family, likes, dislikes, etc. Once I know my students I am able to make connections to my students and help them make connections with their reading. When my students are able to relate to the text we are reading, they are more likely to understand the text and be motivated to read it. I was able to use students' prior knowledge to make connections to texts we were reading in class. I also use guided reading in my class everyday to help all my students. Guided reading enables me to sit down with a group of students and focus on certain skills with these students. I am able to pinpoint what skills my students need the most help on. Guided reading also helps with fluency and comprehension. I was able to use guided reading and making connections to help my students become better readers.

Something I struggle with in reading instruction is letting my students have ownership of their reading. I lead most of the reading instruction in my room and ask most of the questions. I feel like my students would benefit from having the opportunity to take ownership, ask questions, and take a role in the reading instruction. I also struggle with oral language instruction. I need to give my students more time to read aloud and share stories with the class. Students gain so much from reading aloud and asking questions to students reading aloud. I especially think it is important for students to read aloud and have discussions about content area textbooks. Often times, these textbooks are written on grade level so some students have a hard time understanding the text. Listening to students read aloud and asking questions can help with reading instruction.

Right now, I am having one student a week read aloud a picture book to the class. This is helping with fluency and students are listening and asking questions about the class. I also am putting more responsibility on my students by having these students have roles in their guided reading groups. I have my students read together in their group, ask questions, and make predictions together.