Scope and sequence: the objective of providing a vertical arrangement of skill development and to ensure continual skill development. This usually means diagnostic and achievement tests are frequently given.
Basal reading approach (bottom up curricula): Basals provide everything a teacher needs to a complete reading program, but most teachers use supplements as well. They contain both narrative and expository text that use a wide range of genres. They provide a scope and sequence of skills and strategies to be taught at various levels and grades.
Language experience approach (LEA): heavily prevalent in preK and kindergarten classrooms. This is often associated with story dictation, recording the language of children on chart paper or newsprint and using what they say as the basis for reading instruction. LEA includes planned and continuous activities such as individual and group dictated stories, the building of word banks of known words, creative writing activities, oral reading of prose and poetry by teacher and students, directed reading-thinking lessons, the investigation of interests using multiple materials, and keeping records of student progress. It also emphasizes student experience with reading and writing and uses meaning text and meaning lessons.
Integrated language arts approach: this extends the concept of language experience experience throughout the grades by immersing students in reading, writing, talking, listening, and viewing activities. Teachers who use this belief that systems of language should not be taught as isolated skills and that reading, writing, speaking, listening, and viewing should be tough in concert. In this approach, the language arts support one another and are connected through the use of information and imaginative literature.
Literature based approach: an approach that encourages students to select their own trade books, with the sessions followed by teacher-student conferences, where students will be asked to read aloud from their book. This approach aids individual student differences and abilities, while also focusing on meaning, interest, and enjoyment.
Technology based instruction: learning to read using mobile and desktop devices if as commonplace as using a nasal used to be. This technology can include interactive games, audiobooks, and access to information faster. Web-based applications allow students to access and retrieve information immediately, construct their own texts, and interact with others, using desktop computers, laptops, and mobile devices. Children become skillful in their ability to organize, revise, and edit what they write.
Technology based approach: This essentially means using technology in your curriculum, this can be using audiobooks, online activities, etc.
Instructional scaffolding: providing enough instructional guidance and support for students so that they will be successful in their use of reading strategies.
Explicit strategy instruction: clear and direct instruction, makes they who, what, when, where, and why of skills and strategy use.
Running records: This is a method for marking miscues of beginning readers. The student reads a passage aloud as the teacher follows along, they mark correct words by a tic mark above, circle words the student missed, write in words they added, and cross out words they said wrong/ replaced it with a different word. Afterwards, the teacher asks the student a few comprehension questions as well.
Classroom application
I love learning about running records! This was interesting to me because its learning and practicing something that I will do very frequently. I liked this because its very straightforward, and the way I practice these will be the exact way I orchestrate them. In a sense, it makes it feel more “real” because it looks exactly the same now, as it will when I’m doing it in the classroom.
Payge Rivord 