Teaching Reading at a Third Grade Level
This is a third grade reading class in an elementary school in NewMexico. The student population is ninety-nine percent Navajo (non-englishspeakers). The school is on the Navajo reservation and the students sharemany cultural attributes. There are no dissenting 'clan' issues within theclass and the students are more than willing to share cultural experiencesand understanding with the non-Navajo teacher. It is a school under''correctional action'' as a result of poor performance scores. The classis aligned according to level scores and includes two second graders, seventhird graders, four fourth graders and four fifth graders. There are nospecial education students in the class. All of the students showedreading skills appropriate to beginning third grade. Developmentally, these students encompass a wide range as their agesdiffer as much as three years. The two second graders are seven years old,just beginning to understand group dynamics in terms of social interactionand are much smaller, physically, than some of the older students. Thereare issues of impulse control, especially in talking at inappropriatemoments and being able to sit for longer periods of time.
The three boys are identified as behavior problemswithin the first class period. These contentstandards are divided into nine units to span the nine week grading period. The course is focused on assessing, providing and strengtheningskills in a number of areas, including phonics, word identification,comprehension, study and writing skills. Thefirst several classes are spent on group bonding and identificationexercises. master listof words taken from text; 4. recognize and identifyproblems and solutions; and 26. identify and use suchtraditional sources as reference books, library materials, experts, andelectronically stored sources to locate and acquire information; 23. use phonetic skills to decode words with fluency; 2. draw inferences andconclusions from text; 13. raders are seen as a cohesive group (for the most part)because of prior shared experiences and association in other, grade levelsubjects. The female fifth grader has acousin in the class with whom she enjoys conversing and with whom she workswell. identify use of graphics, graphs, tables, and diagrams, parentheses,italics, and bold print; 24. gather information for avariety of purposes, including alphabetical order of words and inferredmeaning; 11. evaluate new information andrelate to known information and ideas; 17.
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