Basal reader
Schools and districts are constantly in search of materials that will benefit student learning. Often, the answer is a commercial program that claims to be research-based and boasts student achievement. Basals are a common form of commercialized reading program found in many schools. They are scripted and highly structured, usually in hierarchical form, and are accompanied by worksheets. But the reality is that student learning depends on their teacher's knowledgeable use of materials, not any particular program. Teachers can incorporate the program as part of their curriculum, while supplementing it with additional instruction and materials to meet individual student needs.
My first artifact is chapter 7 in Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). This chapter discusses how teachers can use a basal series in a discretionary manner and guidelines for selecting basal reading programs. My second artifact is a sample guided reading lesson from my school's basal program. Every book title has a similar lesson plan. I use these books for my guided reading groups, but I do not closely follow the scope and sequence or the lesson plan. I read over the lesson and use parts that are applicable to the students that will be reading the book. Frequently, I create my own before, during, and after reading discussion and activities. I do find the many of the books to be engaging for my students, and the lesson plans to be a helpful resource. These artifacts typify my comprehension of utilizing basals in the classroom.
Schools and districts are constantly in search of materials that will benefit student learning. Often, the answer is a commercial program that claims to be research-based and boasts student achievement. Basals are a common form of commercialized reading program found in many schools. They are scripted and highly structured, usually in hierarchical form, and are accompanied by worksheets. But the reality is that student learning depends on their teacher's knowledgeable use of materials, not any particular program. Teachers can incorporate the program as part of their curriculum, while supplementing it with additional instruction and materials to meet individual student needs.
My first artifact is chapter 7 in Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). This chapter discusses how teachers can use a basal series in a discretionary manner and guidelines for selecting basal reading programs. My second artifact is a sample guided reading lesson from my school's basal program. Every book title has a similar lesson plan. I use these books for my guided reading groups, but I do not closely follow the scope and sequence or the lesson plan. I read over the lesson and use parts that are applicable to the students that will be reading the book. Frequently, I create my own before, during, and after reading discussion and activities. I do find the many of the books to be engaging for my students, and the lesson plans to be a helpful resource. These artifacts typify my comprehension of utilizing basals in the classroom.