1. Teaching reading in today’s elementary schools Chapter 9 – Major approaches and Materials for Reading Instruction

2. Basal reading series For many years, basal reading series have been the most widely used materials for teaching reading in the elementary schools Provide anthologies of stories Include a teacher’s manual with detailed lesson plans Many include workbooks and masters skills sheets Some series offer suggestions for differentiating instruction

4. Strategy instruction should be planned to fit the needs of their class

5. Discussion of completed workbook pages should follow completion

6. Provide additional enrichment activities to stimulate critical thinking

7. Do not have to follow all suggestions in the manual- provide students with a variety of reading materials

8. Basal instruction is a good as the teacher using it

9. Should be looked at as a total reading program

11. Beginning readers should be presented with material that uses only a single sound for a letter at a time

12. Irregularly spelled words should be avoided in beginning reading material

13. Word attack skills are taught with minimally contrasting spelling patterns

14. Sounds should not be isolated from words

15. Intensive phonics series- synthetic phonics approach, strong emphasis on decoding

17. 5 components to DRA

18. Motivation and development background-activating schema

19. Directed story reading-teacher provides purpose, and directs reading

20. Strategy or skill building activity-direct instruction

21. Follow up-practice strategies and skills- worksheet, games

24. 5 steps

25. Making predictions from title clues

26. Making predictions from picture clues

27. Reading the material

28. Assessing the accuracy of predictions, adjusting predictions

29. Repeating the procedure until all parts of the lesson have been covered

31. Foundation of a literature based approach is trade books

32. Reading skills and strategies are taught within the context of the material that students are actively reading

33. Can be hard to assess that all needed strategies and skills are being covered

35. Literature circles Teacher chooses several books for which multiple copies are available Four or five groups of no more than 6 students each Each group reads a different book Groups may be heterogeneous Groups meet two to five times a week Student leader conducts discussion of book Reading response journals or literature logs allow for collections of the reactions Books may be chosen by theme, genre, setting, author

37. Thematic literature units Structured around themes based on topics like homes, families, survival, social studies or science topics, authors. Allows students to delve more deeply into ideas and thus develop deeper understandings and connections Enhances metacognition Promotes positive attitudes toward reading and writing Time is less fragmented – teacher can embed instruction from one subject into another Can use a single book as a focus or read aloud multiple books of the same topic

39. Self selection- students choose material

40. Self-pacing- each student reads at his or her own pace

41. Strategy and skill instruction-teacher helps as needed

42. Recordkeeping-teacher keeps individual records of student’s progress

43. Student-teacher conferences- one or two times a week teacher meet with each student

44. Sharing activities-each week students share books that they have read

47. Consistent with the schema theory

48. Works well with students who have a variety of learning styles

49. Kindergarten-children see the transformation from oral language to print, students dictate stories and teacher records, class edits

50. Primary grades- after students have participated in shared experience they compose a group story. Teacher records title, students contribute content

52. ECLECTIC APPROACHES Combine the desirable aspects of a number of different methods rather than strictly sticking to a single one An effective teacher integrates material and methods as is appropriate to meet students’ needs Effective teacher are eclectic Requires teachers who are adaptive decision makers

53. Summary chapter 9 Basal reading series are the most widely used materials for teaching reading in the elementary schools in this country. DRA is the teaching strategy presented in many basal manuals. An alternative to DRA is guided reading-matching students to reading material in leveled books. Literature based reading approaches include whole class reading of a core book, literature circles, thematic literature units, and individualized reading approach. The LEA interrelates the different language arts and uses students’ experiences. CAI individualizes skill based instruction. An eclectic approach combines desirable aspects of a number of different methods.