Parliament Blog Post 3, Hood: I Do Teach and the Kids Do Learn

The importance with readers is that we allow them to find themselves that we are not choosing their books, but they are choosing books based on their interests. When listening to the students read, my students that are more confident readers are clearly identified just walking in my room during reading time. On a daily basis, I am pulling students into small group where I am able to hear each individual student and check for fluency, miscues, and understanding of the text. I enjoy listening to them read, because each individual constructs their own meaning to the print. If they are unable to sound out a word, a lot of times they use prior knowledge to fill a word in that spot that might make sense. According to Hood, she felt that it was important to group students together based upon similar strengths of their classroom. As the children grow, they will meet along the reading process at different time. Since they grow at different rates, enables the teacher to reevaluate and rearrange the groups on a regular basis. Also, she felt it was important to regroup the students every nine week period. In reading I place my students into their small groups based on their current reading levels at the beginning of the year, and them place them using the intervention program placement test. These students in my room will use workbooks based on where they are placed at the beginning of the year, but will be usually staying in these groups, unless they made tremendous growth top move to a higher reading level group. This will allow a fresh change every nine weeks, and be able to relate and socialize in book talk with other students than the same six students all year.