EDU 624 eLearning Module PPT

5/24/2018 EDU 624 eLearning Module PPT

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Independent Reading

e-Learning Module

Courtney Smith

EDU 624

Jennifer Wojcik


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Why focus on

Independent Reading?

Research is accumulating

that suggests that a

growing number of

children do not read for

pleasure (Department for

Education, 2012).

Academic performance isclosely related to reading

performance as quoted in

Cullinan (1999, para. 23).

Click Below towatch a

YouTube video!

Use Closed Captions

if needed!
https://www.youtube.com/watch?v=j8K_ZRZfBlA


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Environment

1. Students maylack

comprehension.

2. Students dont

choose a book thatfits

3. Students lackengagement.

There is a growing bodyof evidence which

illustrates theimportance of

reading for pleasure forboth educational

purposes as well aspersonal

development(Department forEducation, 2012)

Students reading

ability and desire toread are affected bythe structure of the

texts they read(Cullinan, 1999).

Elementary teacherssupport

independentreading, yet struggle

to implement iteffectively.


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Population

Inner city Waterbury elementary teachers that serviceinner city elementary students in grades K-5.

Majority of the students will be eligible for free orreduced lunch and about 20-30% population of Englishas a Second Language (ESL) and Special Education(SPED) students in each classroom.

Teachers experience with independent reading willvary, but majority do not implement it consistently.

FACT:

Half the children from

Connecticuts poorest

districts do not have the

skills they need to enter

kindergarten (Read to

Grow, 2014).


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Analysis

Other benefits to reading for pleasureinclude: text comprehension and grammar,positive reading attitudes, pleasure in

reading in later life, increased generalknowledge (Department for Education, 2012).

Children vary in the experiences they bringto learning to read, including different

cultures, background knowledge, oral andwritten languages, experiences withprint, 18and access to print (Commission onReading of the National Council of Teachers ofEnglish, 2004).

We allcan

benefit from

reading!


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Instructional Goal

The goal of this Independent Reading e-Learning

module is for elementary teachers to learn why

independent reading is helpful and how toincorporate it into a classroom with diverse

readers.Everyone

should enjoyreading!


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Instructional Analysis

Benefits

Teachers willneed to know

whyindependent

reading isbeneficial for

young readers.

Type of Readers

Teachers willhave to

distinguishbetween

different typesof readers.

Reader/BookLeveling

Teachers will

need to knowwhat books areappropriate for

independentreaders by

learning aboutbook leveling.

Encouragement

Teachers willlearn various

strategies toencourage

various readertypes to read

independently.


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Learning Analysis

Have had unsatisfying

results from independentreading strategies: D.E.A.R.& S.S.R.

Early researchers Watkinsand Edwards (1992) havefound that teachers

attitudes toward readingsignificantly affect theamount of extracurricularreading students do asquoted in Cullinan (1999,para. 23).

Students may choose

books that are too hardor too easy which deter

them from reading

altogether.

Struggling and low-performing need the

most practice with

authentic reading

experiences (Routman,

2002, p. 84).

Teachers Students


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Learning Objectives

Objective #1

identify the benefits of independent reading for students.

Objective #2

prepare a classroom library by interest level and/or reading level.

Objective #3

demonstrate to students how to find books based on their reading levelsand/or interest.

Objective #4

analyze student reading habits.

Objective #5

promote positive reinforcement and implement reading engagement

strategies.

By the time a learner finishes this

eLearning lesson, he or she should beable to


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E-Learning Module Design

The e-Learning will take place on a Weebly website.

This was chosen due to its possibilities of multimedia:videos, links, surveys, articles, etc.

The pages on a Weebly site makes learning organized.

Information can be viewed on a computer, iPad, orsmartphone.

The site can promote teacher collaboration across thegrades.

Development is customizable to make learning easy fordiverse learners and different exposure levels.

Possible challenge: Too much information can presentedon a page can be too overwhelming.


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References

Commission on Reading of the National Council of Teachers of English. 2004. On reading, learning

to read, and effective reading instruction: An overview of what we know and how we know it.

NCTE. Retrieved from http://www.ncte.org/positions/statements/onreading

Cullinan, B. (1998). Independent reading and school achievement.American Association of School

Librarians. Retrieved fromhttp://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent

Department for Education. (2012). Research evidence on reading for pleasure. Retrieved from

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_

for_pleasure.pdf

Read to Grow. (2014). Effects of low literacy. Retrieved from

https://www.readtogrow.org/Content/Literacy_Info_and_Statistics.asp

Routman, R. (2002). Plan for and monitor independent reading. Reading Essentials: The Specifics

You Need to Teach Reading Well.Retrieved from

https://www.heinemann.com/shared/onlineresources/E00492/chapter6.pdf

Documents

EDU 624 eLearning Module PPT