Looking
across Chapters 10 and 11, which of the understandings and strategies in the
comprehensive literacy program are you already addressing/doing with your
students (or have you done, or do you plan to do)?
I have incorporated several of the
components of a comprehensive literacy program in my classroom. Some that I already address in my classroom
are read-aloud, shared reading, sustained reading, guided reading, reading to
learn, write-aloud, shared writing, guided writing, sustained writing,
individual writing conferences, journals, and writing to learn.
Read-aloud is probably my favorite
component of the literacy program. I’ve
always enjoyed reading to my students, especially when I know it is a book they
probably wouldn’t read independently, but I know they would enjoy and be
interested in the story or when the book teaches a valuable lesson. I like to read chapter books with my students
because I feel that it helps strengthen their comprehension by recalling what
was read a few days ago, and it leads to class discussion. I also often find that I can relate the
events in a chapter book to our classroom by making text connections. Three or four years ago I started reading Magic Tree House Books to my second
grade students. I fell in love with
these books and so did my students. They
would go to the library to check out books and come back SO excited that
they had found a Magic Tree House Book. Later, I was lucky enough to receive two free
sets (about 30 books) of Magic Tree House
Books from my librarian during a book fair.
Then, last year I was moved to first grade and was disappointed because I
didn’t think I would get to use my new books because I didn’t think they would
understand the books as well as second graders did. During my first few months in first grade I tried
reading other chapter books with them, but I missed the Magic Tree House Books. I
decided I would start reading one and see how it went. I was pleasantly surprised by how much they
loved the stories too and were able to understand and comprehend the
books. They started checking them out
from the library was well. One the last
day of school this year I found myself racing to get through the last chapter
of our current Magic Tree House Book
while they packed up for dismissal because I just couldn’t let them leave for
the summer with the book unfinished. The
Weaver text pointed out that reading aloud provides an opportunity to read
texts beyond the students’ independent ability, which reassures me that I made
the right choice to incorporate the Magic
Tree House Books in my first grade classroom as well.
Several of the other components are
used during my literacy center block. Students
go to the library at least once a week and participate in sustained or independent
reading. Often students complete book
reports on these books or fill in graphic organizers, so I have an idea about
how much they are reading and understanding.
To form leveled guided reading groups, I use a running record to
determine each student’s reading level. During
centers students often participate in some type of sustained writing to
reinforce a previously taught topic or style of writing.
We use the Writer’s Workshop model
at my school, which includes the writing components of a comprehensive literacy
program. One of the most beneficial
parts of Writer’s Workshop is individual conferences. These writing conferences allow me an opportunity
to meet with individual students about their writing, show them how to revise
and edit, and provide feedback about the content.
A few areas of the comprehensive
literacy program that I would like to develop or improve on are individual reading
conferences, literature circles, and inquiry.
I look forward to learning even more about teaching these components effectively.
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