I teach a sixth grade reading class that consists of varying reading levels. Thereare some in the class that love to read and have several books checked out at one time.There are others that never want to read. There are some that love to read out loud andothers that don’t enjoy reading in front of the class. One of the reasons that students maynot enjoy reading in front of others is that they may not read with fluency.I have decided to do my video on students who are reluctant readers and showthem how to become better readers and begin enjoying reading for pleasure. Myintended audience for this video is going to be my sixth grade reading class.
Standard 4 – Pursue personal and aesthetic growth.4.1.1 – Read, view, and listen for pleasure and personal growth.4.1.2 - Read widely and fluently to make connections with self, the world, and previousreadings.4.1.5 – Connect ideas to own interests and previous knowledge and experience.
Students in my 5
grade ELA class are 10-12 years of age. There are 31 in this class.There are 16 girls and 15 boys. There are 17 students that are Caucasian, 8 Hispanicstudents, and 6 African American students.
Out of the 31 students, two students are tier 3 and receive support services throughExtended Learning Time (ELT). One student receives ESOL services, and three studentsreceive services through the Migrant Education Program. At the school, classes aregrouped by ability level. These students are considered “average” ability level and gradesrange from Cs to As with the majority of students maintaining a B average in their classes. The majority of students met the CRCT standards in Reading and Language Arts;however, 5 students failed reading and 2 failed the Language Arts section of the CRCT.Six students exceeded in either Language Arts or Reading.
Specific Entry Skills:
Since my video is focusing on reluctant readers and making them read more fluently, thestudents need to know what fluency means and how fluency will help them become better readers.
The students participated in the CAPSULE Learning Styles Inventory. According to thislearning styles assessment, 12 are primarily visual learners, 8 are kinesthetic learners, and3 are auditory learners. Several students scored equally as having strengths in more thanone area. Four students are equally visual and kinesthetic learners. Three are equallykinesthetic and auditory learners, and one is equally a visual learner and auditory learner.