Term Paper on "Teaching Reading"

Quoted Instructions for "Teaching Reading" Assignment:

ASSIGNMENT INSTRUCTIONS

BACKGROUND INFORMATION:

Reading fluency is the "freedom from word identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading." (Harris & Hodges 1995, p.85). Worth & Broadus, (2001), go on to further define Fluency as "equated with phrasing, smoothness, and expressiveness as well as rate, accuracy, and automaticity." Current research suggests that reading fluency, in both oral and silent reading, has a high correlation to comprehension.

TASK INSTRUCTIONS:

In this task you will design a plan to integrate fluency teaching strategies into a given unit overview. Read the following unit and then complete Parts A and B1 & B2.

Part A: Identify a minimum of five fluency building strategies and provide an explanation and rationale for each strategy. (suggested length: two pages)

Parts B1 & B2: B1.Describe how you will include at least three reading fluency activities (strategies) in the following Dr. Seuss unit. B2. Include a rationale for each activity (strategy). (suggested length: two pages)

Weekly Outline for DR. SEUSS WEEK

Brenda Beaty, 1999

Second Grade

Day 1. Teacher will initiate a discussion of Dr. Seuss. As a class, complete a KWLW chart on what the students know about Dr. Seuss. Continue discussion by asking the students which Dr. Seuss books they are familiar with. Teacher will take a straw poll of the students' favorite books. The teacher will then read one of the Dr. Seuss books included at the site: http://www.randomhouse.com/seussville. For seat work/computer time that day, students will work in pairs (higher ability readers with lower ability readers) to complete the learning activity from the site that corresponds with the chosen book. The teacher will have the computer opened to the internet site http://www.randomhouse.com/seussville.

Day 2. Entire class will continue work on the KWLW chart by filling in what they learn from the web site. Students will be invited to add to this chart as they gather information during the week. Teacher will then read another Dr. Seuss book and have the students complete the corresponding learning activity on the web page.

Day 3. For entire-class work for this day, teacher will direct a discussion of the story elements. The computer work for the day will be playing the corresponding learning activity on the site. (These learning activities are short so the entire class can be rotated through in one day if they work in pairs or possibly triads.)

Day 4. Venn diagrams will be used in class work today. Teacher will use them to model how to compare and contrast two of the previously read books. The teacher will determine which two items will be compared/contrasted. A more complicated Venn diagram of three items could be added if teacher feels that the class is capable of this level. The teacher will then read a fourth Dr. Seuss book. This day will be used as a catch up day for any students that have not completed their work on the web site.

Day 5. Teacher will read a final Dr. Seuss book of the teacher's choosing. After the reading of this book, the students will vote on their favorite Dr. Seuss book. This information will then be graphed during math class. After the vote, the teacher and class will e-mail another second grade class (the teacher will have previously arranged this with a second grade teacher in another building) to report the results of their vote. The other class will then respond with their vote. This information will be used to write word problems for math. (ex. Class 1 had 9 students that voted for Green Eggs and Ham. Class 2 had 5 students that voted for it. How many more students in class 1 voted for Green Eggs and Ham than in class 2?) For the computer/seat work time on this day, the students will return to the Seussville webpage to participate in a final learning activity.

Note: When using outside sources to support ideas and elements in a paper, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly.