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Assessing and Teaching Reading by John Hopkins

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John Hopkins

on 18 March 2016

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Transcript of Assessing and Teaching Reading by John Hopkins

Assessing and Teaching Reading by John Hopkins
Core Reading Programs
These reading programs are effectively the base content that the student should know. They aim to teach the main content that that school district has selected for the students. This should serve as the prime reading content for he students and then teachers can supplement with materiel that is aligned with this. While I think this is a great thing to do because we all need a base to go off of but I feel like it limits teachers a lot. They are not really able to adapt what they are teaching. Principals are not giving my coworkers the ability to adapt what they are teaching.
Research Based Reading
This kind of reading involves looking at phonics, fluency, vocabulary, and comprehension. I see how all of these components are so important. The big one for me is vocabulary. I find it very striking how I can talk to my students and see how they truly do not understand what i am saying to them and I do not feel like the vocabulary is that hard. These kids that I teach seem to just come into school with far less words than other students. It can be related the socioeconomic situation they grew up in. Low SES students come into school with far less vocabulary than others . Comprehension is also key. Kids can read the content perfectly but the next level is being able to dive into the text and see what is actually being said.
Evidence Based Reading
With evidence based reading we try to get students to understand their reading. To understand their reading they must look deeper and try to dissect the literature to show that they really understand it. This would include using direct quotes, and showing in summaries that they truly grasp the text. I have seen this a lot when I do my book reports with students. I always ask them that I expect them to show me answers from the text. When they use quotes I also want to see how they can relate them to the answers and then explain how they understand it. I find this to be difficult with special education students because very often they are a little bit behind the other students and they need extra assistance to answer the questions.
References
http://reading.uoregon.edu/cia/curricula/core_program.php

http://lincs.ed.gov/publications/pdf/EDVAE09C0042EBRILAUSD.pdf
My Take
Teaching reading to anyone is very hard. Often I think of how I learned to read and I do not even know when it happened. I have been reading since I was 3-4 years ago so it feels like 2nd nature to me. In reading about this topic seems to seem even harder for students who are special needs. They need a lot more help and when teachers already have many students struggling it makes the prospects of helping them very bleak. The answer has to be smaller class sizes and interventions to help these students.
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