This course is where I was able to actually apply some of the skills and strategies I had learned throughout the program in a tutoring setting. The course is relevant to my main question because it actually allowed me to practice applying teaching strategies and methods with several students that were experiencing difficulties in certain literacy areas. I was able to see firsthand how one-on-one tutoring can be effective for readers that are struggling, but also how each area of literacy can be improved through modeled, strategic practice.
Word Flash
This is one of the stations I was able to work during the tutoring program. At this station each student had their own individual PowerPoint presentation with a word on each slide (about 60 words total). Each round the students would try to read as many of the words on the slides as possible within the minute time frame. Any of the words the student hesitated on were the words we would make sure to address after the minutes time. The second part of this segment was sentence building where students used some of the words from the PowerPoint and other small sight words to form complete sentences.The purpose of this station was to build and improve students' sight vocabulary so they were able to automatically recognize more words when reading (Frye & Gosky, 2012). This segment could be used in a classroom with students who are having difficulties in the area of word recognition to help them build their sight vocabulary. It could also be a skill practiced by several students in a small group setting in the classroom.
Discovery Reading
Above are just some of the books I had the opportunity to read along with students in the 'Discovery Reading' station of the tutoring sessions. This station was where students were able to read selected authentic texts to practice comprehension strategies such as predicting/inferencing, questioning, visualizing, monitoring, etc. This station also allowed students to practice writing skills by discussing aspects of the texts in a inquiry journal they wrote in each session. This station is relevant to the basis of my question because it gives students struggling in comprehension more practice with short selected passages, and models for students how to stop and monitor their level of understanding.
Breaking Words
This station in the tutoring segment focused on structurally analyzing multisyllabic words. Students in this segment would be given a multisyllabic word like celebrate and be asked to determine how many syllables the word had. After determining the number of syllables, students would then cut the word apart at each of the syllable breaks and then have to reconstruct the word. After putting the word back together the students were then asked to spell the word without looking at the paper. Lastly, students were then asked to determine which suffixes or prefixes could be added to the word for it to still make sense, and discuss how it changed the meaning of the overall word. This station was very useful and critical for students struggling in the area of decoding and phonemic awareness because it allowed them to break apart and analyze parts of multisyllabic words they are likely to come into contact with when reading and writing. Students could easily practice this skill with partners or in a small group setting in the literacy classroom to practice syllable breakage, prefix and suffix knowledge, and the ability to retain common multisyllabic words.
"When students are treated as competent they are likely to demonstrate competence” -Dr. Gloria Ladson-Billings
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
Standards Aligned:
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.