Module 4: Reading Reflection

As I read through Chapters 10 and 11, I noticed that I am incorporating many of the major components and strategies that make up the comprehensive literacy program.  A few of the main components I incorporate on a regular basis are read-aloud, guided reading, and sustained reading. These three components work to make readers grow to become more fluent and understanding while reading text. 

As stated on page 232 on the Weaver text, read-aloud is a time for teachers to give an example of what reading should sound like, using expression.  This is also a great time to read text that is a little more difficult for your students, because it is easier to follow along when someone is reading this for them. Read-aloud can form how a child reads. 

The next component I current use is guided reading.  I believe many teachers today include this important approach into their reading block. I use this time to read with a small group of students, listen to them read, track progress being made, and understand their current struggles in reading. This time can also be used to work on a specific strategy or topic. Sometimes I will group students who are having difficulty with one particular aspect, say comprehension, and decide which strategies would work best to allow these students to improve. Usually, my guided reading groups are based on reading level, which is determined by a Running Records, or DRA.

Sustained reading is also a very important time for students to grow in reading.  Students build skill after skill usually by practicing, which means they are reading, reading, reading. I think independent reading is the time to allow children to read books they want to read and it will hopefully create a love for learning. It is important to allow children to have independent reading time throughout the day.