Self Study Project: Teaching Reading

krn0004
Mind Map by krn0004, updated more than 1 year ago
krn0004
Created by krn0004 almost 4 years ago
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Key questions about reading instruction this semester.

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Self Study Project: Teaching Reading
1 How can a teacher implement techniques to scaffold learning for ELL students while still providing a challenge for advanced students?
1.1 front loading ELL students
1.1.1 tap into their background knowledge
1.1.1.1 help them to make connections
1.1.1.2 see if they relate to the book
1.1.2 introduce new vocabulary or unfamiliar experiences
1.1.3 give them time to prepare to share something or answer a question during the lesson
1.1.3.1 classroom community
1.2 accommodations during the lesson
1.2.1 give ELL students their own copy of the text
1.2.2 acting out/ motions
1.2.3 get the whole class to repeat unfamiliar/ key words
1.2.4 model thought process
1.3 visuals
1.3.1 graphic organizers
1.3.2 pictures
1.3.3 anchor charts
1.4 sharing ideas
1.4.1 think alouds
1.4.2 talk partners
1.4.3 writing down ideas
2 How does a teacher create an environment that supports cultural and language differences while still encouraging ELL students to grow in their English language abilities?
2.1 encouraging growth
2.1.1 interactions with peers
2.1.1.1 group work
2.1.1.1.1 reading groups
2.1.1.1.2 partner work
2.1.1.2 table set-up
2.1.1.3 free time
2.1.1.3.1 lunch/snack
2.1.1.3.2 recess
2.1.1.3.3 centers
2.1.1.4 circle time
2.1.1.4.1 morning meeting
2.1.2 teacher-student interactions
2.1.2.1 listen to them
2.1.2.1.1 show interest in their personal lives
2.1.2.1.2 Conversations help build oral language skills.
2.1.2.2 Make sure they know that being bilingual is an awesome skill to have.
2.1.2.3 show that you care about them
2.1.2.4 provide extra assistance
2.1.2.4.1 scaffolding techniques
2.2 supporting differences
2.2.1 be respectful
2.2.2 be compassionate and understanding
2.2.3 be aware of differences
2.2.3.1 talk to the family
2.2.3.2 allow them to share
2.2.3.2.1 Children can write stories in their journal that reveal more about their cultures and family values.
2.2.3.2.2 Parents or child can share with the class.
2.2.4 teach about other cultures and languages
2.2.4.1 promote diversity
3 What are the different types of reading instruction?
3.1 teacher reading with the student
3.1.1 literature discussion
3.1.2 guided reading
3.1.2.1 each student has their own copy of the text
3.1.2.2 small group
3.1.2.2.1 similiar reading needs
3.2 teacher reading to the students
3.2.1 read aloud
3.2.2 shared reading
3.2.2.1 big books
3.2.3 interactive read aloud
3.2.3.1 Students answer questions or participate in the text.
3.3 student-directed reading
3.3.1 independent reading
3.3.1.1 access to a variety of text levels
3.3.2 buddy reading
3.4 specific reading instruction formats
3.4.1 reading workshops
3.4.1.1 authentic reading activities
3.4.1.2 reading/ reading aloud to students
3.4.1.2.1 responding
3.4.1.2.2 sharing
3.4.1.2.3 mini lessons
3.4.1.2.4 writing
3.4.2 Basal Reading Program
3.4.2.1 teaching strategies and skills for reading
3.4.2.1.1 explicit instruction on skills
3.4.2.2 independent reading opportunities
3.4.2.2.1 grade-level reading selection
3.4.2.3 management plan with grouping and assessment
3.4.2.4 workbook assignments
3.4.3 literature circles
3.4.3.1 authentic reading and literary analysis
3.4.3.2 Students choose books.
3.4.3.3 specific roles for book discussions
3.4.4 literature focus units
3.4.4.1 teaching reading through literature
3.4.4.2 read and respond to a book as a class
3.4.4.3 mini lessons on phonics, vocabulary, and comprehension
3.4.4.4 projects to extend learning
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