One of the key approaches mentioned in Tompkins, chapter 5, is that explicit instruction is crucial for non mainstream students who may not have the same literacy background as the middle class students have. The book gives several examples of the things that would differentiate these learners. They might not have been read to as preschoolers. In addition they may not have recited nursery rhymes which can help develop phonemic awareness. I can remember when my mom was teaching in Chicago she was surprised at the students unfamiliarity with nursery rhymes. She began finding ways to incorporate these rhymes and poems into her students reading opportunities. Another example that was listed was the students might not have experience with writing letters to family members. I think this is an unfortunate generational loss. I imagine if we were to ask our class when the last time someone received a letter that was not email we would find it is infrequent. Things that we as teachers can do to increase word identification and fluency are:
Post high frequency words on word walls. This cold include adding words from the book club book that will be important to the story. In my placement the students have a personal journal that they keep in their desk that is their personal word wall. In theory it seems like a great idea except I have been their for how many weeks and I have never seen any of the kids actually use it. I have also not seen them add any words to it. ( my intention is to ask my CT during field this week if they put their weekly spelling words in their personal word walls)
Practice reading and writing high frequency words throughout literacy activities
Introduce key words before, during and after reading
Model word strategies with the students during read aloud and shared readings
Practice! Present more reading opportunities. Have students reread passages. The best books for reading practice are ones that a student is interested in and that are written at a level just below their instructional level. In my field placement each student has a bag that they keep the books they are currently reading inside, there are usually between 5 to 7 books in the bag. They get to choose the books by getting them out of the classroom library during their daily choice time. The CT just went through and had the kids bring up their bags and he went through the bags with them. It gave him a chance to see what they are interested in and what type of book they are choosing. He then had them read from one of the books. He would either tell them what a good choice they had made or tell them if they were having trouble. If they missed more than 5 words he considered the book a little to challenging and encourage them to add some easier books to their bags. He explained it to them as the only way that you can get to be a better reader is to read more.
For a mini lesson on Roll of Thunder, Hear My Cry. I would do a quick write to develop writing fluency. The idea that I would like the group to explore is: If you were Stacey and TJ came to you for help what would you do and why? (keep in mind what would be appropriate in this time period )