These strategies work with many different kinds of literacy learnings and can

These strategies work with many different kinds of

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assignment well. These strategies work with many different kinds of literacy learnings and can be adapted to fit other needs. The reciprocal learning method is a great tool for this because the different parts of the activity can be assigned based on the type of learner there is. For example, a student who panics and is not capable to speaking to the entire class yet would not be placed as the group leader to present findings, but instead more likely to be the summarizer. This student has a small part to help them speak within their own group but it is brief to minimize their exposure but get them to come out of their shell too. It all depends on the learners strengths and weakness on which group they will join and what their assignment will be, this is where it is important to know your literacy learner. Getting to Know the Literacy Learner Part 4—Selecting Texts Informational text is supported by text, pictures, graphs etc. and Cummins (2013) stated that” students need to pay attention to the content in both text and features.” (P.79) Based on text complexity, there are two informational texts that I would suggest for Julius at his level of reading. These suggestions are Great White Sharks by Josh Gregory and The Usborne Book of Scientists by Patricia Fara and Struan Reid. Data Collection Data Collected prior to these selections helped determine which informational texts would be most beneficial for Julius. Some of the factors that contributed to the suggestions are his different areas of interest. Julius is very interested in sharks and history facts. Julius wrote an essay at the beginning of the year all about sharks and their relation to the northern coast. He often talks about shark week; a TV show he watches every year on sharks. He also shows interest in science by asking questions during class discussions, being one of the first in his group to
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complete his assignment to bring up other facts not discussed during the lesson and is constantly talking challenging things that are by making hypothesis’ and predictions. Text Selection There are a few differences between the current method of text choice used and the methods used in the Hiebert article. Heibert stated that “ There could be a temptation to rely on Lexiles or guided reading levels of text, because this information is easy to access on the Internet” This is something a lot of educators use as time and availability are very rare when you have 18 plus students to prepare for. This technique can lead to missing information such as ways to challenge students, meet their needs and help them grow as readers. The main difference is that I keep a reading inventory, assessments and questionnaires on my students and pair that with a tool such as Lexiles. These tools can help cut down on time and provide great suggestions for texts and my personal tools fill in the other areas for each individual student.
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  • Summer '19
  • Writing, Julius, Julius. Julius

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