Module Information
In Course 2, you will focus on instructional practice and guided reading. In Module 4, you will learn to define the key components of a comprehensive literacy program. You will learn how to use a variety of literacy approaches to assist students in learning how to read. They are:
- Reading Aloud
- Language Experience Approach (LEA)
- Shared Reading
- Phonological and Phonemic Awareness
- Phonics and Interactive Writing
- Structured Independent Reading and Dialogue Journal
These approaches taken from proven best instructional practices and scientific research are effective for English and native language classrooms. Although the examples cited are in English instruction classrooms, teachers in the Pacific region should teach these approaches based on their department/ministry of education language of instruction policy. Many of these approaches are from a Western perspective. Participants are highly encouraged to use their professional knowledge in combination with these instructional strategies to deliver the most effective instruction they can.
As a participant, you will also engage in delivering effective instructional practices. The approaches that will be introduced are best learned when they are applied with children. You will learn how to use the Continuum of Reading Behaviors and your state standards to support your instructional practices.
In addition, you are asked to observe a peer conducting an instructional lesson. Observations are effective in that they allow others to see how the same concept can be applied differently. If you do not have a classroom, you may find a teacher who is willing to allow you to work in his/her classroom or partner with another participant who does have a classroom.
In Module 4, you will:
- Make personal connections through a reflective journal and weekly Collaboration Group meetings.
- Become familiar with a variety of instructional practices and strategies for teaching reading that are known to be effective.
- Apply different standards-based instructional strategies.
- Understand the stages of reading development.
- Understand why it is important to read aloud to children.
- Understand phonological and phonemic awareness.
- Learn classroom management techniques.
- Participate in the Collaboration Group process.
- Evaluate your own growth and the effectiveness of the module.
Key Elements of Reading Instruction
You may either read the link online or save and print it. To print, do the following:
- Put your mouse on the document and right click. You will see a window that asks you where you want to download the document.
- Determine where you want to save the document.
- After saving the document, open and print it in MS Word.
Module Overview and Due Dates
Note: Listed below are the individual assignments that will need to be emailed to the instructor. See the lesson directions for reading assignments and other group work due dates.
Lesson 4.1: Effective Instructional Practices
Collaboration Group meeting date _____
Reading Stages of Students Form and Comment Sheet due _____
Lesson 4.2: Reading Aloud
Collaboration Group meeting date _____
Reading Aloud Comment Sheet due _____
Lesson 4.3: Language Experience Approach
Collaboration Group meeting date _____
LEA Lesson due _____
Lesson 4.4: Shared Reading
Collaboration Group meeting date _____
Shared Reading Framework due ____
Lesson 4.5: Phonological and Phonemic Awareness
Collaboration Group meeting date _____
Phonological Awareness Activity Response Form due _____
Lesson 4.6: Phonics and Interactive Writing
Collaboration Group meeting date _____
Lesson Plan and Interactive Writing Lesson Questionnaire due _____
Lesson 4.7: Structured Independent Reading and Dialogue Journals
Collaboration Group meeting date _____
Structured Independent Reading Questionnaire due _____
Lesson 4.8: Profile of Reading Instructional Practices
Collaboration Group meeting date _____
Snapshot Profile of Reading Instructional Practices due _____
Lesson 4.9: Evaluation and Literacy Talk
Collaboration Group meeting date _____
Module 4 Evaluation due _____
Textbooks for This Module
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Retrieved May 1, 2003, from www.nifl.gov/partnershipforreading/publications/reading_first1.html
Burns, M. S., Griffin, P., & Snow, C. (Eds.). (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press. ISBN 0-309-06410-4
Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann. ISBN 0-325-00227-4
University of the South Pacific. (1992). Literacy education certificate course II. Suva, Fiji: Bluebird Printery, Ltd. ISBN 9-820-31286-8
University of the South Pacific. (1995). Literacy education certificate course IV (Rev. ed). Suva, Fiji: University of the South Pacific Extension. ISBN 9-820-31286-8
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