Chapter 8 focused mainly on listening to and assessing students’ oral
reading using the informal reading inventory (IRI), the modified miscue
analysis, and the running record. These assessments help teachers gain insights
of areas/skills that students need more instruction with. I am most familiar
with using a running record to assess students while they read orally. Like the
videos the text provided examples of how to mark a running record. The text
even pointed out on p. 172 that running records are a more popular assessment
choice and used more often than IRIs. I have had experience with using an IRI
while completing coursework for college, but it is not an assessment method my
school uses. However, I do like how an IRI provides comprehension questions and
doesn’t solely focus on the students’ reading miscues and level. Since
comprehension is the main goal of reading I feel that these comprehension
questions can provide teachers with valuable insight. The modified miscue
analysis is an assessment I cannot recall administering, but I would be
interested to do so in the future. It is important to remember that it is not
just about how many errors a student makes while reading, but it is important
to understand the types of errors being made. Then, plan future instruction to
address those errors and help fix/prevent them from continuing.
Student choice and providing
a variety of texts seem to be a common theme throughout my coursework. Student
enjoyment/interest while reading/learning leads to more academic progress.
Chapter 9 focused on these topics. I have watched my students year after year
get excited when I introduce new books, especially science and social studies
books. I really play into their enthusiasm now and set the stage for exciting
learning now because I know which books really spark their interests. I also
love being able to read to my first graders and stop and discuss the book with
them throughout the reading. This chapter explained several different types of
books that all can have a meaningful purpose in the classroom. When students
start asking to take books home I know they really have an interest in them, so
I allow them to check them out of my classroom.
Chapter 10 discussed
comprehension and the various levels of comprehension. Four comprehension skills were explained and
several comprehension strategies were explained within Figure 10.13. I liked
the graphic organizers that were provided. Since comprehension is the main goal
of reading I found this chapter very meaningful.
Chapter 12 focused on phonics instruction. I
enjoy teaching phonics in my first grade classroom, and I find it beneficial
for my students to be actively engaged in a phonics lesson each day. Decoding
skills are essential for readers to become fluent and phonics instruction is
how students gain these skills. The sample exercises provided are similar to many
of the activities provided in my phonics lessons. This chapter provided five
meaningful ways to assess phonics and examples of these assessments through the
use of the figures within the text as well as seven ways to teach phonics. This
information provides a valuable resource and refresher for how to provide the
most effective phonics instruction in a classroom. Like our summer reading
endorsement class/text, the Opitz text also emphasized that phonics instruction
should be about learning words and not memorizing rules, and it should be
taught as a part of reading instruction. Guided reading is the perfect
opportunity to combine phonics instruction with reading.
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