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Teaching skills in isolation vs in the context of reading

by Sherry

Jun 4, 2011

What is everyone's view on teaching reading skills in isolation? Do you think students learn best when skills are taught independently or when they are taught as part of an authentic reading situation?

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Mortini the Great Hi.

I think it's pretty effective to teach the skills.

I tend to teach all of the skills (genre, point of view, figurative language etc.)

and then reinforce them in context.

Of course it depends on your students. My students generally have little to no exposure to these regularly assessed skills.

On 6/04...See More

Jun 5, 2011

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Mark Pennington The real debatable issue in reading circles is over the use of your word "authentic." Skills-based instruction uses contrived reading, for example, decodable texts to efficiently isolate variables in a part to whole pedagogy. Literature-based (or whole language)instruction demands real reading and a whole to part philosophy. More in my article..

Jun 5, 2011

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rt2 Another good reason for skills in isolation is its impact on spelling. Short exercises for older students a few times a week can greatly improve spelling abilty.

On 6/05/11, Mark Pennington wrote: > The real debatable issue in reading circles is over the use of > your word "authentic." Skills-based instruction uses > contrived rea...See More

Jun 8, 2011

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Mark Pennington Absolutely. Relegating spelling instruction to the editing process without skills instruction based upon diagnostic assessment makes no sens whatsoever.

Jun 8, 2011

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Lisa Levitch Both. Teach phonological/phonemic awareness in insolation > and with authentic texts. With older students, include > multisyllable words from texts. > Here is a lesson plan that I taught in isolation. It would have been more beneficial if it was taught in small group instruction.

Lesson Plan Rationale: Teach a reading strategy (a...See MoreBoth. Teach phonological/phonemic awareness in insolation > and with authentic texts. With older students, include > multisyllable words from texts. > Here is a lesson plan that I taught in isolation. It would have been more beneficial if it was taught in small group instruction.

Lesson Plan Rationale: Teach a reading strategy (anticipation guide) that can be used amongst a variety of content areas. Set a purpose for reading while activating schema. Students are currently working on creating an aquatic life mural in art and I wanted to incorporate informational text to support the knowledge of the animals that he added to his mural. Standards: E1C- Read and comprehend informational materials. E1D- Read aloud fluently E5A- Respond to non-fiction using interpretive and critical processes Materials: Chart paper, marker, expository text, L.R. Taylor et al, Sharks & Rays (Nature Company Guide) Focus: Promote interest, read for information, and encourage higher-level thinking. Grouping: Individualized instruction (school mandated) Objectives: The student will be able to locate information in the text that supports and/or opposes each statement. The student will be able to use their prior knowledge to help create logical reasoning to support their thoughts and ideas. The student will be able to stimulate personal responses to text.

Mini-Lesson: Motivation- Activating prior knowledge about sharks by informally discussing facts that he already knows. I will also be referring to his mural that he is currently creating in his art class. I previously modeled how to use and create an anticipation guide in a previous lesson (skateboarding). Review the previous anticipation guide that we completed. Discuss how we were able to find the proof from the text to support the newly acquired information that supported or opposed our original thought about each statement. This lesson will be an application of the studentâ€™s ability to independently develop reasoning to back up his thoughts and pulling proof from the text to show his understanding of the new information learned. Procedure: Pre-Reading: Activate schema through informal discussion of aquatic animals and focusing on sharks (characteristics of where they live, what they do, what they look like, etc) while writing down all of his prior knowledge of sharks on the chart paper. Write 4 statements about sharks to begin the development of the anticipation guide. 1) Sharks have the strongest jaws on the planet 2) All sharks are dangerous 3) Sharks eat other sharks 4) Baby sharks are called pups Have student read each statement aloud and indicate whether he agrees or disagrees with the statements. Encourage him to debate/defend why he agrees or disagrees by providing reasoning for each statement. The student will then add his reasoning to the chart paper next to the written statements. During Reading: The student will read the text aloud. I will remind him to use the headings to help locate the information to find out if the text supports his original thought regarding each statement. I will encourage the student to underline the sentences in the text that either supports the initial statement or causes him to rethink the statements. While he is reading, I will be following along with the text and supporting his comprehension by stopping after every couple of paragraphs to see if we can locate information regarding the statements listed on the chart paper. Post Reading: Ask if he changed his mind about any of the statements after reading the text, and tell him to explain why or why not. Discuss the information from the text that he found. Does it agree or disagree with the original statements made. Encourage him to use information from the text to support his position. â€œIs it true that all sharks are dangerous? Show me the proof in the text.â€ The student will then refer back to the text and record the proof from the text onto the post reading anticipation guide. Culmination: After the post reading discussion, the student and I will informally discuss how his views have changed or stayed the same and why. We will discuss how an anticipation guide can be used amongst different content areas. â€œWhen reading for information in Science, Social Studies, or English can you use this type of strategy?â€ Assessment: Measure by the studentâ€™s ability to use evidence from the text to support his newly acquired knowledge of the content. Determine if student is able to analyze and show appropriate reasoning through informal discussion and written responses on the chart paper.

> On 6/04/11, Sherry wrote: >> What is everyone's view on teaching reading skills in >> isolation? Do you think students learn best when skills are >> taught independently or when they are taught as part of an >> authentic reading situation?

Jul 8, 2011

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