The two teachers in the Brown article used the optimal learning model in a couple of ways. First they used read-alouds of authentic text for demonstrating fluency and comprehension strategies. They also used small, focused reading groups to work on strategies with children by demonstrating skills. For example, with Travis who is in the first phase of Learning About Print, the teacher used shared reading of the text, modeling her actions as she showed where to start reading and how to move through the page. Next, the teacher moved the reading group into shared demonstration by asking students to read along, follow with their fingers, and point out letters and words. Reading these texts again on their own or to a partner let the children practice what they learned, with the text or the partner providing the scaffolding they needed for guided practice. Finally, the students spent much time in independent reading time and moved on to set goals for their reading such as Reader’s Theater and Book Clubs. By using a text that was appropriate for each child’s developmental level in reading, these teachers were able to move the children into guided practice and independent practice more quickly and with more ease.
In my main placement I see this model used without the small reading group step. Maybe this has started by now, (the teacher was busy testing kids during September); although I think she might use individual reading conferences too. It will be interesting to observe when I return in January.
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