Running Head: Instructional Level Social Studies Trade Books

I would like to begin my post by reacting to the popcorn type classroom reading instruction that was taking place in the fifth grade classroom. I can relate with Jon because I always hated this type of classroom reading, I feel as though through this whole class reading it embarasses you as as student and the students spend more time counting the paragraphs to know when it will be their turn to read and thus they have no idea about what is happening in the story or passage anyways. I know from experience that I was always counting ahead and then reading over my passage to make sure I knew where the expression should be read and to make sure I knew all the words or had adequate time to sound them out if I was unsure of myself. I feel as though it is more benefitial to spend time with each child and prepare appropriate materials to ensure they are able to progress in their reading fluency than it is to do any kind of whole class read alouds.

I really like the idea of catering to your students individual needs. I have never really considered allowing students to read different materials, most likely because of the model of instruction that I have viewed through personal experience. I feel as though this would be an extra step for the teacher to find specific materials for each student or a list of materials for them to select for themselves but I do feel as though it is a benefitial and necessary step to further reading instruction. I think that through this process of reading at your own independent level the student will eventually be able to progress through levels and catch up to grade level and then with extra help move past grade level. It does not do any service for a student to be frustrated and reading above what they are capable of reading as it only creates more of a self esteem defecit. I found it interesting in the study that they explicitly stated that students that were struggling with grade level text did not make gains in reading comprehension, this statement says it all by showing that students need to be on a challenge level to make gains and understand what they are reading but when the material gets too difficult they will not be able to progress.

I really like the idea of reading circles. I feel as though this would be a great way to have students grouped according to reading levels and you could assign different books depending on the circle of readers. Students can then work together through the text discussing comprehension and analyzing the text. They could work through vocabulary together and guide each other through each section of reading. Students would feel more comfortable working in a smaller group to discuss their problems with the text if they are grouped with readers that would have similar difficulties. This would also be a great place for students to work on group cooperation skills, speaking, writing, and thinking skills.

My favorite quote from this article stated that 

“What a teacher should “see” is a group of unique unto themselves. Not until differences are “seen” is the teacher ready to teach, because individuals,learning the child must precede teaching him…Differentiated instruction is a way of group of development of each individual in terms of his interests, needs, and capacities. evaluating and living with aindividuals in a classroom that results in a maximum of  development of each individual in terms of interests, needs, and capacities. I felt as though this quote really describes the way in which we should be thinking as teachers concerning our students and our classrooms. You will never have a room of students that all meet the criteria of a perfect fourth grade student. Each student will be on a different level that is specific for themself. It is your job as an educator to find each individual level and push that level to move onto that child’s next individual level. There is no set path or ladder to reach the top, and every child will have their own way of succeeding, your job is to find the right ladder to reach.

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