Based on my school's 90-minute reading block, each RTI (Response to Intervention) group receives extra support four days a week. My supervising teacher is in charge of instructing the lowest 2nd graders in the school. We work on reading mastery, word recognition, and phonics (recognizing blends, vowel sounds, and individual letter sounds) rather than building comprehension. We introduced our students to letter chunks (such as -eck, -ay, -ee) and worked on building words using these chunks. Teaching these chunks rather than working on comprehension allowed us to increase our students' word recognition and helped them decode unfamiliar words.
Several of the students in our reading group are ELLs (English Language Learners). My teacher is challenged each day to provide him with the extra support he needs. We allow him to whisper read and ensure each of the stories he reads contain enough visuals that he can interpret the meaning of each page using just the pictures. Over the past few weeks, I have seen his word and letter recognition improve greatly. Echo reading has also improved his fluency and intonation. He is able to mimic my intonation and phrasing as I read and apply it to his own reading.
RECs 6.4, 6.11, 6.12, 6.3, 6.2
No comments:
Post a Comment