| Flower-word wall |
Chapter 4- Assistance in Learning
The “A” in the P.A.R framework is the teacher’s time to shine! J
The P.A.R. lesson plan framework stands for “Preparation,” “Assistance,” “Reflection,” and Chapter 4 discussed the “A.” Providing Assistance in learning is essential. After teachers have accessed the student’s prior knowledge and prepared them for the reading it is time to help them improve their comprehension through the use of instructional strategies. As educators, we cannot assume that once a student reads the content that they fully comprehend what they have read. In my opinion, this is the part of P.A.R where teachers are given the chance to be creative in their lessons and do what they do best- help the students learn to the best of their capability.
Some examples of providing assistance in learning are the use of word walls, pictures, graphic organizers, and guided readings, segments of text, mapping, bubble maps, pattern guides, DR-TA, Mystery Clue Games, and collaborative reading.
I, personally, like using pattern guides to assistance students with the structure of the written material. This particular strategy is helpful when discussing cause and effect and when comparing and contrasting different viewpoints. I enjoyed learning more about the Directed Reading-Theory Activity (DR-TA). This activity helps the students to understand that each segment of the text can help them figure out the next segment. As a result, it can improve comprehension. I also enjoyed learning about the Mystery Clue Game. I love this strategy because it teaches sequence by using a fun game. As we learned in Chapter one, affect goes a long way with learning. Why not make learning fun?
I believe that guided reading one of the best ways to assistance a student when they are reading. One way to use guided reading is to break large reading material into small parts (5 sentences) and develop 5 or 6 written questions that go along with the reading. This will require the student to actively read and will increase their understanding of the material and the structure of the text. After all, writing is reading!
Richardson, J. S., Morgan, R. F., & Fleener, C. 2012. Reading to learn in the content areas. Belmont, CA: Wadsworth Publishing Co.
Hi, Christina, I like the way you connected ch. 4 to ch. 2. Have you tried the GRP with your students? If so, did they complain about having to reread text?
ReplyDelete
DeleteHello,
I have tried the Guided Reading Procedure with my students in my inclusion reading class. They enjoy the game of “who can remember the most” and debating with their fellow students about what statements are correct/incorrect about the book.
However, once they were asked to re-read/re-listen to the book for additional content it created concern. They did not understand why they had to do it again. For example, when a student does not do well on a comprehension quiz they think they should just be able to take the quiz again immediately without any additional assistance. They do not want to go through the process of “re-learning” it (exact words from a student). Although, Once they re-read/re-listen to the book they do see a vast improvement in their comprehension quizzes which makes everyone happy!
Now, I require that they read the content twice, in addition to the assignments, before they can take a quiz.
I agree that guided reading is one of the best ways to assist a student when they are reading, especially our special education population. I always break up what we are reading into 4-5 small sentences, and always give options when answering the questions on comprehension.
ReplyDelete