In the future inayas literacy instruction will center

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In the future, Inaya’s literacy instruction will center around Guided Reading instruction. Prior to Inaya’s most recent assessments, she received reading instruction whole group during shared reading, as well as basic reading instruction in small group settings using pre-decodable text. Now that Inaya has mastered print concepts, understands letter sounds and their
6 relationships, is able to decode CVC and can recognize high frequency words, she is ready for more complex instruction aimed to increase her reading proficiency. Guided Reading offers small- group support and explicit teaching to help students take on more challenging texts (Fountas & Pinnell, 2010). Guided Reading instruction focuses on specific skills such as understanding the relationship between vowel pairs. Guided writing is another integral aspect of Guided Reading. Guided writing is an interactive and collaborative process between the teacher and students. Interactive writing is an instructional method during which the teacher serves as the expert writer for students as they work together to construct a meaningful text while discussing the details of the writing process; together, they plan, compose, and review text in a variety of genres (Dabrowski& Roth, 2016). My next step is to give Inaya a DRA (Developmental Reading Assessment) to determine her instructional reading level. Assessments are a key element of instruction. The assessments I used helped me determined my student’s strengths and identified areas of improvement. This week’s assignment initially challenged me. I struggled to find assessments that met the needs of my young ELL student. I located two new resources that I will continue to use to assess the needs of students.
7 References Dabrowski, J., & Roth, K. (2016). Interactive writing: A guided approach for writing instruction in Pre-K-5. Literacy Today, (5), 44. Retrieved from - com.ezp.waldenulibrary.org/login.aspx? direct=true&db=edsgea&AN=edsgcl.447638034&site=eds-live&scope=site Fountas, I.C., & Pinnell, G.S. (2010). The continuum of literacy learning, grades preK–8: A guide to teaching (2nd ed.). Portsmouth, NH: Heinemann. Lipp, J. R.& Helfrich, S. R. (2016). Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction. Reading Teacher , 69 (6), 639–646. - org.ezp.waldenulibrary.org/10.1002/trtr.1442 Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson. Shahnaz ,V. & Boindala, S. (2016). Nutrition, Brain Development and Cognition in Infants, Young Children and Elderly. Proceedings of Indian National Science Academy, (5), 1495. Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J., & Alanis, I. (2013). Decoding. Retrieved from

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