Effective Intermediate/Middle Level Reading Programs
Amy Balcome
December 10, 2007
The focus today was how to establish a 3rd-5th and 6th-8th grade reading program in our classroom. We began our discussion by reviewing what we know about K-2nd grade learning environments. The class response was that in these grades the classroom should include:
- materials at the students level so that they are accessible
- learning centers that are related to the instructional objectives
- learning centers that are authentic and purposeful
-a print rich environment
-a structured schedule
-anecdotal notes to be placed in individual folders
-books, expository text, narrative text, literature of all types
-all of Cambourne’s conditions for learning which include
-Immersion
-Demonstration
-Expectation
-Approximation
-Responsibility
-Use
-Response
-Engagement
In grades 3rd-5th the learning environment will:
-have no phonemic awareness material as this should be taught before the end of 2nd grade.
-promote student responsibility
-include more use of technology
-cooperative group work for reading, writing, and skill work
-newspapers and magazines
-books that are nonfiction as well as fiction
-desks arranged in pods for effective group work
-all of Cambourne’s conditions for learning
In grades 6th-8th the learners will
-want to be independent
-will be able to research information using multiple resources
-take on different roles in group work
-be given more responsibility for their learning
-at times become leaders in the class
-construct guidelines for their desired classroom environment
We then worked in collaborative groups and considered how students learn through language and learn about language based on Hallidays’ model of language. We designed graphic illustrations that displayed multiple concepts, strategies, and ideas of how to instruct students in different grade levels. The first group focused on grades 3rd-5th and how teachers can help students learn about language. Teachers include instruction on:
-strategies that guide fluency, vocabulary, and comprehension
-factual and creative writing with journal entries
-guided reading
-literacy centers that focus on objectives
-word study with vocabulary instruction, word of the day, root of the day
-a wider variety of books
We then considered differences in 6th-8th grade and how teachers help students learn about language. Some of the differences include:
-guided reading but in these higher grades it is referred to as book study
-graphic organizers used for expository text
-critical literacy and strategies to teach it like “in your head, in the book”
-strategy lessons for student motivation
-skimming and scanning
-compare and contrast
-peer teaching of strategies
Learning through language in grades 3-5 includes:
-literature discussion
-logs/journals
-writing their own stories
-author studies
-using the multiple sign systems for learning
Learning through language in grades 6-8 includes:
-the use of expository text
- multiple sign systems including art, writing, and drama
-literature discussions
-literature logs
-author studies
-genre studies
We then received a handout labeled, Using one textbook with “inclusion” that was about how at these higher grade levels teachers should have more groups not fewer groups in their classrooms. These groups can be designed to meet the students’ ability levels. Before reading a text the teacher sets the purpose for the reading and activates the students’ prior knowledge. The first group of students may only need to be given directions and then they are allowed to work. The second group of students may need more instruction and more background knowledge before they begin reading which the teacher provides for them. The third group may read the text with teacher as a guided reading lesson. The second page of the handout was a chart that teachers may use in class to take notes on students during instruction. The concept is of four quadrant readers and it allows the teacher to takes notes effectively on all students. Quadrant A would include students who can read, and do read, and who do understand what they are reading. This quadrant will usually include 60% of a class. Quadrant B includes students who can read, but don’t read. These students need motivation and include 50 to 60% of classroom students. Quadrant C includes students who can’t read, but do understand when they are being read to. These students need instruction on decoding and usually consist of less than 40% of students. Quadrant D includes the students who don’t read, can’t read, and don’t understand when they are read to. The Four Quadrant Readers design notes came from Dr. Mary Howard’s BER workshop.