EngEd 275 – Chapter 10 – Week 12 – Nicole Kavajecz
Teachers organize their instruction in a variety of ways, varied and applied by the teacher according to their style preference.Guided reading, Basal reading programs, literature focus units, literature circles, and reading/writing workshops are a few of the types a teacher can implement an organization, but most teachers will choose two or more for their classroom in order to create a comprehensive approach (Tompkins, Smith, Campbell, & Green, 2019, p 325).
Commercial reading programs have been the go-to for most instruction institutions for many years (Tompkins, Smith, Campbell, & Green, 2019, p 335). Commonly known as basal readers, these resources scaffold books and activities for a whole school approach to teaching reading and writing. In modern varieties, they not only include the books, but also best practice and authentic texts that represent a variety of cultures and backgrounds. The components of a basal program are selections in grade-level textbooks, instruction about decoding and comprehension strategies and skills, workbook assignments, and independent reading opportunities. Assessment materials are included with the programs, which is very helpful for teachers due to lack of preparation time.
Implementing a literature focused unit is when a teacher chooses a popular and award winning story, non-fiction book, or book or poetry to feature, then directs students to read and respond to the literature (Tompkins, Smith, Campbell, & Green, 2019, p 340). The goal of using this technique is to inspire a lifelong reader within each student. One limitation of this technique is that all students read the same text at the same time. There is no variance for if it is at their correct reading level nor in their interest subject. Teachers take steps to develop their unit for their classroom, including selecting the literature of their choice, setting goals, developing a unit plan, coordinating grouping patterns with activities, creating a time schedule, and assessing the students.
“One of the best ways to nurture students’ love of reading and ensure that they become lifelong readers is through literature circles” (Tompkins, Smith, Campbell, & Green, 2019, p 346). One of the most enticing components of literature circles is student choice. Teachers can plan for students to choose which group to be a part of, what book to read, which role they will play, and anything else the teacher allows them to choose. According to the teacher from the SanBdo City Schools video, taking the time to explain the expectations at the introduction of the unit is imperative to success throughout the unit (2015, 58 seconds). They explain steps to take to ensure every students’ success through the literature circle unit, including the roles they can play. The roles students can play are discussion director, passage master, word wizard, connector, summarizer, illustrator, and investigator (Tompkins, Smith, Campbell, & Green, 2019, p 348).
Teachers can use reading and writing workshops within their classrooms to create authentic experiences through the use of time, choice, and response (Tompkins, Smith, Campbell, & Green, 2019, p 353). This is a beneficial approach to encouraging creativity through exploration, students have large amounts of time to read and write, they assume ownership of their learning, and confidence in their independent reading skills. Within Literacy for the 21st century, The Goldilocks Strategy is a great reference for students to use when choosing books for themselves (2019, p 355). The strategy has illustrations of the three bears, and accompanying descriptions of too easy, too hard, and just right characteristics that are easy for students to understand. Managing the workshops takes time and attention. Teachers should apply varied approaches to differentiate their presentation of information because students are developing new ways of working and learning (which takes time). Teachers should begin on the first day of school by establishing the expectations and providing time for students to read and write. Then, teachers need to develop a predictable schedule so students know what to expect. They also should use a running record to keep track of where each student is in their progress. The use of a running record will inform their instruction and allow them to view at a glance which students may benefit from mini lessons or conferences to strengthen their skills and independence.
Resources
Tompkins, G. E., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (Seventh ed.). Melbourne, VIC: Pearson Australia.
SanBdoCitySchools. (22 September 2015). Teaching strategies for introducing literature circles to a 4th grade class. YouTube: https://www.youtube.com/watch?v=khrmftWESQw&t=385s
