Real-Life Reading Inquiry

For my real-life reading inquiry project I decided to observe a reading lesson at a local elementary school.  I chose to observe a fifth grade classroom, which just so happened to have the best reading scores in the entire school.  The class was doing a book club activity like we have done in class, except that the readings were assigned and they did not get to choose.  Despite the fact that the students were not given a choice of book that they were reading, they were given many other options by the instructor. During their allotted reading time the students were allowed to choose where they wanted to read in the room, and often they were allowed to read with a friend if they were capable of working well together.  This seemed to give the classroom as a whole a sense of ease as the students read.  This reminded me of some of the first readings that we read in Classrooms that Work.  The instructor gave them a choice which allowed them to be happier, healthier readers.

During the reading time the instructor was pulling small groups according to the book that they were reading to the back of the room for their book club meeting.  The students gave the instructor a summary of what they read.  After the book had been discussed the instructor handed out a mixture of cards with main ideas and details from the chapter.  The students had to put the details around the main idea cards with nonverbal communication.  It was interesting to see how they were able to communicate without using words.  This activity reminded me of the different cards that we used in class to demonstrate onset and rime.  While this activity was obviously geared towards the fifth graders abilities it was great at increasing their awareness with the literature.  After this activity he gave them a worksheet to do with a partner that was a bubble diagram where they could complete one main idea and four details about either of the first two chapters that they read that week.

Some of the other things that the instructor in the class that I was observing did was that he encouraged his students to read at any available opportunity.  I was reminded of the article that stated that we provide our students with a text rich environment, and discussed the importance that our children learn to read for pleasure, as well as school.   The instructor provided a wide range of reading materials and gave out stickers for a small chart, located in the back of the room, that was specifically for these small, easy to read books.  The instructor stated that by giving the kids something at their level and rewarding them for amount of material read, rather than how many points they had accumulated many of the students that were not normally motivated had the ambition to read, and to read an increasingly more difficult level.   There was a computer set up specifically for AR tests.  I noticed two students finish their books and immediately take their tests without having to be reminded to do so.  This instructor encouraged the students to self-monitor themselves, which helps the students to hold responsibility and helps them with their self-confidences about reading.

I really enjoyed my experience overall.  It was really interesting to see the different levels and approaches that we have talked about in class in a real-life scenario.  I could definitely see that when the children had a choice of material and a comfortable environment that they were much more willing to read, and not only that they wanted to read.  I do not think that many of these techniques would apply to a younger audience, but for this class they seemed to work wonderfully.