Reading Teaching Survey

A survey of reading teachers in Grades 3-5 to prompt discussion and provide continuity of instruction across upper grades.


         

       

Name (optional): 


A red asterisk (*) indicates required questions.

  1. What grade level do you currently teach?*
    3
    4
    5
    6


  1. Please check all of the following that you regularly include in lesson plans (at least once weekly):*
    phonemic awareness lessons
    phonics lessons
    fluency drills/instruction
    vocabulary instruction
    oral comprehension questions
    literature circles
    book discussions
    written comprehension questions
    extension activities
    written responses to literature
    analysis of literature and its elements
    CARS work
    Centers
    Graphic organizers (story maps, character maps, comparisons)
    conferences about children's independent reading selections
    Computer Games/Activities
    SmartBoard Lessons


  1. How often do you include the following components in your daily lesson plans? *

            1 2 3 4      
      Phonemic Awareness Activities Never  Daily  
      Phonics Lessons Never  Daily  
      Fluency Drills/Work (Improving Reading Aloud) Never  Daily  
      Vocabulary Instruction Never  Daily  
      Written Comprehension Questions Never  Daily  
      Literature Circles Never  Daily  
      Written Responses to Literature (Over a paragraph long) Never  Daily  
      Skits, Acting, Role Play Never  Daily  
      Group Discussions on the Book Never  Daily  
      Small group guided discussions (prepared by the teacher) Never  Daily  
      CARS Work Never  Daily  
      Graphic Organizers (story maps, character maps, comparisons) Never  Daily  
      Center Work Never  Daily  
      Conferencing on Independent Reading Never  Daily  
      Analysis of Literature and Elements Never  Daily  
      SmartBoard Lessons Never  Daily  
      Computer Games/Activities Never  Daily  
      Kinesthetic Activities Never  Daily  


  1. How many books do you currently read with your class a year*
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11


  1. How many books do you think students at the grade level you teach should be reading each year in reading classroom?*
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11


  1. Is there something that keeps you from reading more/less books with your students?


  1. What is the minimum time you think should be spent on a book?*
    1 week
    2 weeks
    3 weeks
    4 weeks
    5 weeks
    6 weeks
    7 weeks
    8 weeks
    9 weeks
    10 weeks


  1. Wat is the maximum teaching time that you feel should be spent on a book?*
    2 weeks
    3 weeks
    4 weeks
    5 weeks
    6 weeks
    7 weeks
    8 weeks
    9 weeks
    10 weeks
    11 weeks
    12 weeks


  1. Check all that best describe the ways in which you plan for your daily lessons and larger reading units? (you may check all that apply)*
    We plan collaboratively and plan for the unit as a whole
    We both make shared goals, and plan individual lessons seperately
    We read the book, decide on skills and content that would be best taught in each chapter and plan backwards from there
    We plan as we go along chapter by chapter
    We are cognizant of themes of the book, and most often plan for discussions
    We use a set of materials and teach the book similarly year after year
    We assess our students as we read the book and change the plan as we begin to see where they need to focus
    We often supplement work in the book with skill work from other sources
    We most often make our own materials
    We most often use pre-made materials
    We most often use materials that have been made by other teachers in the past
    We use a combination of materials (teacher made, some from past teachers, and some pre-made)
    We use written questions as the primary way of assessing our students
    We use assessment data from previous teaching to decide what to teach in the new book
    We use what was mapped in previous years
    We mostly use what was mapped in previous years but make some changes to it


  1. List 3 areas that you think are strengths of your current reading curriculum. *


  1. List 3 areas where your curriculum could improve?*


  1. How to do you select the groupings for reading instruction? (You may choose more than one if apply)*
    They are heterogeneous
    They are based on common skill needs
    Groupings are flexible and change after each book read
    They are based on assessment results
    We use the same half groups for all academic instruction
    Reading groups are specifically designed for reading only


  1. When children struggle to achieve success in your reading class, what are some common problems that get in the way of their success in class?*


  1. What 2 aspects of reading instruction would you like to learn more about from your colleagues, other professionals, or the Reading Coordinator?*


  1. Do you give written tests and quizzes as a regular part of reading class?*
    yes
    no


  1. If you give quizzes and tests, about how often do you give them?
    We do not give quizzes and tests
    After each book
    Once a week
    Once every 2-3 weeks
    About once a month
    Less than once a month (Seldomly)


  1. Quickly list some of the ways that you assess your student's comprehension of the book and the themes relating to the book, besides written quizzes and tests.


  1. Do you think the assessments that take place in the Lower Grades three times a year, would be helpful to you in better planning for the reading instruction of your students?
    Yes
    No
    I'd need to hear more





Karen McDonald
MA