PDP Goal 3
I aim to implement a reading workshop for the students
In my previous teaching practice, I noticed that about most of grade five students enjoyed reading and were very excited to read during the class and some also were struggling to read, but they were trying so hard to improve themselves in reading. Besides, I giving the students the chance to read will help them in developing their reading, writing, and speaking which is very important as they are close to moving from primary to secondary school. This goal can also support my second goal as they may learn new vocabulary from reading and they can write sentences about the story they have read. By working on this goal, I want to develop the effectiveness of my reading workshop so students can improve their reading skills and for me to develop my strategies in scaffolding their reading.
Working on this goal will support me to learn how to better scaffold students reading skills, and it will help me to know how to develop their vocabulary and confidence to read. In which they will be practicing their reading, and it will give them the confidence to read during the lesson, and it may develop the student interest in reading. Additionally, this goal links with Vygotsky ZPD (zone of proximal development) theory, in which what can do with other guide is in the zone. It can also happen by doing collaborative activities that will support the student to go beyond the zone (Wilhelm, 2001). As I will guide the students to read and it will help me to achieve my goal, and it will help them in developing their reading skill.
Planning for Learning
Implementing and Managing Learning
Monitoring, Assessment and Evaluation
Critical Reflection
This competence is linked to this goal, in which I will be planning the lesson with including the strategies to support the student reading. Also, I would include that in my lesson plan, and I would plan the activity for the students so that I can scaffold the students reading skill.
This competence is linked to this goal because I could assess the students learning while they read, I will be a formative assessment to check the development of their reading skill.
This competence linked to this goal as I will be implementing a reading workshop for the students and I will be managing the students learning by scaffolding and modeling for them through the teaching practice.
This competence is linked to this goal, in which I would reflect on the progress for this goal by making notes about how is the class is going and how effective my skills are on implanting workshop for the students. Also, I will record what I have developed and gain from working on it and about the things I will discover while working on this goal.
Week 1
In this week, I had started working on this goal by explaining to the students about the reading workshop, in which they should take a story with them to practice on reading it as they I will set a time in the begging of the lesson for one of the students to read a story shew likes and to tell them about her feeling about reading which can encourage them to read. Moreover, I told the students they can help their friends in choosing a story by suggesting a story to their friends that would help them in improving and developing their English language and reading skills. Lastly, I reminded them that from next week they would start reading and they should bring their stories.
Week 3
In this week, I had noticed that about most of the class were interested in the workshop and they wanted to participate in reading as in the previous week half of them were interested, in which when they saw their friends reading and suggesting some stories for them to read they got interested and they started to participate by bringing stories to read in the begging of the lesson. Furthermore, during these weeks I had some difficulties in making a time in the begging of the lesson for the students to read, I discussed this with my MST and we found some solutions which were to have only three days of the week for the students to read in the begging of the class and to see if they were some extra periods that we can take to give the students the chance to read and to tell their friends about it. To keep track on the students’ level and development I used their name list to note down anything that is related to their reading level and development.
Week 6
Overall, working on this goal had benefited me in developing my strategies to scaffold the students reading skills and during these weeks I had supported the students reading skills as I gave the chance to read more which will help them in practicing their reading skills and in improving it. By this week I can say that I noticed some of the students who had an improvement in reading and some who had enjoyed reading as they said it is one of their hobbies. At the end of this week, I can say that I achieved 85% of this goal, I think that if I had more time I would have noticed more improvement in the students.
I had included the reading activity in the engage phases in some of the lessons.
This was during the reading activity, in which I have chosen one of the students to read a short story and to tell the students about her opinion on the story to give the students an idea about the story and to make the feel interested and motivated to read.
I used this checklist to write notes about the students reading skills during the activities.
I had included the reading activity in the engage phases in some of the lessons.
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Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies . Jefferson : Scholastic Professional Books.
