| |
Reading Improvement Initiatives in Arp Schools

Read/Write/Discuss/Question


-
Before
Initiating ANY classroom reading activities
"walk
through" the text with the students to identify major concepts, issues,
vocabulary words, and anything you want students to be accountable for
remembering, using, or synthesizing.
-
Oral reading and classroom
discussion
of word meanings &
concepts and guided (teacher modeling)
practice
for
reading
comprehension.
Students should take turns discussing at appropriate points
(What do you think will happen next? What does this
remind you of? ) – books
should be grade level appropriate, yet challenging because the teacher is
there to help and discuss new vocabulary and
concepts.
-
Read
along (on grade-level)– teacher reads &
class follows….context clues are used for new words.
Site words can be spoken out loud by whole class.
(Example: Teacher is reading the Three Pigs.
Class previously practices all the “animal” words as an
enrichment. As teacher
reads and comes to the word “Pig” or “Fox”, “Chicken” or
“Cow”, the entire class says it out loud following along in the text.
This teaches children fluency, expressive reading, and keeps them using
their eyes across the page.
-
Vocabulary building &
Vicarious Learning Experiences – books should be
above grade level…in other words too hard for
students to read by themselves…but an enjoyable story that all children
will be interested in hearing and learning more about the subject matter as
the teacher reads. Students
hear vocabulary words first….they should learn to use them in discussion
before learning to read or spell them….this is the natural progression of
language acquisition. Oral language should be stressed using questioning
techniques every day in the classroom…building oral vocabulary before
reading level.
-
All classrooms and
courses must put an emphasis on writing with reading,
questioning, oral discussion, and productivity artifacts.


Example
of Alternative Assessment Project

|
|