Melanie+Charles

===Reading fluency is one of the defining characteristics of good readers and a lack of fluency is a common characteristic of struggling readers. I teach thirty-seven standard five boys of which 40% of my students are challenged frustrated readers who lack the skill of reading fluently. They are challenged daily in the areas of oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, vocabulary and reading comprehension. To confirm this instructional problem, I administered an instrument called the Gray Oral Reading Test IV which tests reading (Rate + Accuracy). The results of the test confirmed that 40% of my students are indeed reading at the frustration level. After informal chats with teachers, the struggling readers and viewing of test reports, I have come to the conclusion that the problem exists mainly because the correct strategies for teaching reading fluency are not being implemented in the school. Teachers seem burnt out and their strategies are mundane and not task oriented. Students have not been exposed to the rich experiences such as modelling, silent reading, echoed reading, paired reading, choral reading, repeated readings, read alouds or shared reading, which enhances reading fluency. It is also evident, based on the my school’s most recent results at National Test 2012, that our students are failing poorly in Language Arts, particularly, at Comprehension.===

===It has been my observation that my non fluent readers have difficulty adjusting reading rates according to reading purpose and text difficulty, they experience a diminished ability to comprehend text because more cognitive energies are spent on decoding and identifying words , they have limited sight vocabularies as compared to fluent readers of similar age or developmental level and they place a reading emphasis on identifying or decoding words in isolation before discerning meaning because of word recognition difficulties, they tend to decode laboriously, without automaticity and with lower than expected reading rates for their age or academic level. They read slowly and with difficulty, both orally and silently, do not use expression and intonation when they read out loud, are unable to see and process more than one word at a time, do not always self-correct when something sounds wrong. Often these children are seen saying words under their breath when reading silently ,they often need to reread text to gain understanding or comprehension and have difficulty moving forward when interrupted by a word or phrase that needs to be decoded. These disabilities frustrate my struggling readers and they are not motivated to read. Sadly, these struggling readers are not given the needed support at home to help alleviate the problem since most of their parents are not well educated, do not have the time to spend with them or have no value for education. It is my opinion that not enough effective instructional time is made available for the improvement of reading fluency at school. If effective instruction as those mentioned in the aforementioned is implemented, pupils will develop the rate at which they read, prosody and accuracy. It is my goal that I can take my struggling readers from the frustration level to the instructional or independent level through supported reading over a period of six weeks.===

Use this form to give your peer feedback on their Instructional Goals during your tutorial session.

 * ===Your Name:===

Alix Patterson
|| ===Your Partner’s Name:===

Melanie Charles
||
 * ===Criterion – Does the instructional problem statement give a review of different factors in summarising and identifying the performance problem? Explain why or why not.=== ||
 * === The statement identifying the performance problem gives the reader the idea of what the issue is. The students’ needs are identified and there is a general statement given on what the students must achieve. The writer has summarised the problem and her observations and has also assessed the learners and seen where there is a lack of skill that needs to be re-taught or introduced to the learners in order for them to achieve the general goal that was set. === ||
 * ===Criterion – Will instruction solve the performance problem? Explain why or why not.=== ||
 * === Instruction can solve this problem if the teacher takes on the new strategies for the student as the strategies that were given were student centred and can, through instruction, for the most part solve the problems that are occurring. === ||
 * ===Criterion – Is the performance problem linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted? Explain why or why not.=== ||
 * === The performance problem is linked to the Ministry’s goal in the primary school’s curriculum to peak the learners’ interest, to motivate learners and to utilize different strategies to support a student’s development. === ||
 * ===Criteria - Is the goal a broad statement of what is expected over time, not at the end of the lesson? If not, explain why not. If so, explain why it does.=== ||
 * === The goal is a broad statement of what is expected. She did say the desired outcome through instruction. On your first draft you forgot your time line. However, I do see that you have edited and put it in. === ||
 * ===Criteria - Does the goal describe the outcomes of instruction not the process, ways or means of instruction? If not, explain why not. If so, explain why it does.=== ||
 * === The general goal describes the outcome of the instruction. The specific goals then tell you about the process in which she plans to achieve these goals. These specific goals are the objectives and the desired outcome in what is planned to be done to allow the students to achieve the general goal. === ||
 * ===Criteria - Is the goal written in terms of what is expected of the student (not the teacher or school)? If not, explain why not. If so, explain why it does=== ||
 * === The general goal is written for what is expected of the students. The specific goal is also what is expected of the student along with what the students will be doing in order to achieve the general goal and all of the smaller goals throughout the time that this will take place. === ||
 * ===Criteria - What changes would you recommend to your partner’s instructional goal?=== ||
 * === The only change will be to set a realistic timeframe this way it is easier to see how this will take place in the classroom. The goal was not a farfetched goal and is attainable by the predicted 80% of the class population. === ||


 * ===**Cognitive Objectives**=== || ===**Audience**=== || ===**Behaviour**=== || ===**Condition**=== || ===**Degree**=== ||
 * ===**1)Standard four students when provided with an instructional-leveled reader, will read aloud at a rate of 45 words per**===

|| ===Standard four students=== || ===Will read aloud.=== || ===With an instructional===

leveled reader.
|| ===Will read aloud at a rate of 45/ 90 words per minute with 85% accuracy.=== ||

**Affective Objectives**
|| === ===

**Audience**
|| === ===

**Behaviour**
|| === ===

**Condition**
|| === ===

**Degree**
||
 * ===** 1)Struggling standard four readers will appreciate modeled fluent readings of fictional and nonfictional passages at a rate **===

** 2)Struggling Standard four students will discuss and orally justify the importance of prosody in reading fictional and non fictional passages at a rate of 90 words per minute. **
|| ===Struggling Standard four readers.=== || ===Will appreciate, discuss and===

justify.
|| ===Fictional and non fictional===

passages.
|| ===At a rate of 90 words===

per minute.
||

**Psychomotor Objective**
|| === ===

**Audience**
|| === ===

**Behaviour**
|| === ===

**Condition**
|| === ===

**Degree**
||
 * ===**Given ten sight words with related descriptive pictures, struggling standard four readers will construct and read aloud ten self generated descriptive sentences with at least 85% accuracy**.=== || ===Struggling Standard four readers=== || ===Construct and===

read descriptive sentences.
|| ===Ten sight words===

and descriptive pictures.
|| ===With 85% accuracy.=== ||

===**// The objectives listed on this sheet have errors. They might not include the required components (ABCD), may be placed in the wrong domain, may be ambiguous, or they may describe how the student will learn rather than what they will learn. Identify the error (s) and correct the objective. Post your response to the Objectives Worksheet forum in the Unit 3 block on The Learning Exchange. Your tutor will provide you with feedback. //**===