The Efficacy of Reading Aloud in the Upper Elementary School Classroom PDF
Preview The Efficacy of Reading Aloud in the Upper Elementary School Classroom
! ! ! ! ! "#$!%&&’()(*!+&!,$)-’./!01+2-!’.!3#$! 455$6!%1$7$.3)6*!8(#++1!91)::6++7! Sarah Carnicella 2008-2009 Intern: Park Forest Middle School Sixth Grade [email protected] Inquiry Conference April 25, 2009 ! 0<:36)(3! ! 0:!).!’.3$6.!’.!)!:’=3#!/6)-$!(1)::6++7>!?!#)-!3#$!+55+632.’3*!3+!@+6A!@’3#!:32-$.3:! ’.!)11!)()-$7’(!)6$):B!?!@):!@+.-$6’./!)<+23!3#$:$!255$6!$1$7$.3)6*!:(#++1C7’--1$!:(#++1! 1$D$1!:32-$.3:E!)33’32-$:!3+@)6-!6$)-!)1+2-F!).-!#+@!’3!)&&$(3:!3#$!6$)-’./!:36)3$/’$:!3#$*! 2:$B!?.!+6-$6!3+!)::$::!6$)-’./!:36)3$/’$:!<$’./!23’1’G$->!:32-$.3:!<$/).!A$$5’./!.+3$<++A:! -26’./!6$)-!)1+2-!3’7$!’.!@#’(#!3+!3)A$!.+3$:!+6!-6)@!:A$3(#$:B!?!7)-$!)!6$(+6-!+&!3#$! 3*5$:!+&!3#’./:!3#$*!@$6$!2:’./!3#$’6!.+3$<++A:!&+6>!6$)-!)1+2-!+<:$6D)3’+.:>!).-! 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L! ! ?.36+-2(3’+.! !"#$%&$’ As a Professional Development Intern through The Pennsylvania State University and its partnership with the State College Area School District, I have worked in a sixth grade self- contained classroom at Park Forest Middle School during the 2008-2009 school year. In this classroom, there are twenty-four students, nine male and fifteen female, each with unique likes, dislikes, backgrounds, and needs. Of these students, there are three African-American females, one Korean male who is an ESL learner, one Sri Lankan female, one multiracial female, and eighteen Caucasian students. The majority of these students come from middle to upper class families; however, there are a few who qualify for free or reduced lunches. Academically, there is a wide range of ability levels in our class. Five students earn A+s and As, grasping concepts quickly, consistently meeting or exceeding expectations my mentor and I set for assignments, and submitting these assignments on time across all academic subject areas. The majority of the class consists of middle-achieving students, who typically earn low As and Bs for meeting or nearly meeting expectations set for assignments. There are a few students who have difficulty following directions or remembering to complete or turn in their work, earning Cs and sometimes even Ds. Three students have learning differences and receive one-on- one attention to aid them in understanding and completing their assignments; two go to learning support for math, two for reading, and two for writing. Focusing on reading, most of the students are reading at a sixth grade level, with eight students above grade level and five below grade level. Two students are enrolled in the Title I Reading program. The State College Area School District has adopted an integrated language arts/social studies curriculum meaning that all thematic social studies units are supported by novel-based literature collections. As students read these novels, they are engaged in tasks including literature ! M! ! circle discussions and other activities that focus on different aspects of the books such as literary elements, setting, and plot. The entire class rarely reads the same book. Instead, students are offered choices and form smaller book groups. In addition to these individual instructional books, there are also books pertaining to each unit that my mentor and I read aloud to the class. In our classroom, read aloud is scheduled five out of six cycle days for ten to fifteen minutes. ! 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