4.1 determining and using students’ interests and reading abilities and backgrounds as foundations for the reading and writing program.
Students’ interests, reading abilities, and backgrounds should always be considered when developing a reading or writing program. In order to learn and make growth, a student needs to be interested in the material they are using. One way to find out about a student’s interests is to give them a reading inventory. This will highlight the things that they are interested in, as well as give the implementer some knowledge of the background of the student, their exposure to reading and ideas about reading. A reading inventory can also pinpoint some abilities the reader may already have when asking them questions about what they do when they are reading. Once these characteristics have been identified, a teacher can use their knowledge of the student to develop a program that will keep the student interested and motivated and build on the skills they already possess while expanding on new skills.
The artifacts I chose to show how I determine student’s interest, reading level, and background and use them as the foundation for the reading and writing program are two reading inventories and a response that I wrote for a Miscue Analysis class concerning a student I was working with. The reading inventories were given to the same student and focused on what his thoughts were about reading and the things he did while he was reading. It also brought out the experience that he had with written material. I was able to use this to plan instruction for this student based on his personal characteristics. The second artifact is a response that I wrote about a different student I was working with in Miscue Analysis. It goes into depth about how I used her responses during lessons and reading interviews to help guide my instruction with her. The first thing I did when I was working with her were reading interviews and then went on to do some specific activities based on the results. Her reading interviews along with her reading performance was taken into consideration when I planned the activities described in this response. By doing these things, I was able to use her interests, abilities, and background to develop a reading and writing program for her.
Students’ interests, reading abilities, and backgrounds should always be considered when developing a reading or writing program. In order to learn and make growth, a student needs to be interested in the material they are using. One way to find out about a student’s interests is to give them a reading inventory. This will highlight the things that they are interested in, as well as give the implementer some knowledge of the background of the student, their exposure to reading and ideas about reading. A reading inventory can also pinpoint some abilities the reader may already have when asking them questions about what they do when they are reading. Once these characteristics have been identified, a teacher can use their knowledge of the student to develop a program that will keep the student interested and motivated and build on the skills they already possess while expanding on new skills.
The artifacts I chose to show how I determine student’s interest, reading level, and background and use them as the foundation for the reading and writing program are two reading inventories and a response that I wrote for a Miscue Analysis class concerning a student I was working with. The reading inventories were given to the same student and focused on what his thoughts were about reading and the things he did while he was reading. It also brought out the experience that he had with written material. I was able to use this to plan instruction for this student based on his personal characteristics. The second artifact is a response that I wrote about a different student I was working with in Miscue Analysis. It goes into depth about how I used her responses during lessons and reading interviews to help guide my instruction with her. The first thing I did when I was working with her were reading interviews and then went on to do some specific activities based on the results. Her reading interviews along with her reading performance was taken into consideration when I planned the activities described in this response. By doing these things, I was able to use her interests, abilities, and background to develop a reading and writing program for her.