Module 8: Reading Recovery

            I immediately was able to relate to this video because I am currently working  in a 1^st grade classroom with students that are below grade level.  I found it interesting when the particular teacher broke up the sentence strips by each word. I think this program would be very beneficial for the teachers that teach at my current school. I love how the teachers that are in training are able to watch behind the glass how a tutoring session takes place. I would like to know what other techniques that this program used in order for students to be so successful. I loved how they approach this type of learning to focus on one student at a time and to move from there. 

Module 8: Factors Involved Reading

            While reading through the power point, I was really able to relate to the fact that students want to learn to read when they have an interest in the particular subject. Many of my students are referred to having a “Visual Processing Deficits.” Often time’s my students reverse the letters b&d as well as p&q. Not only do they reverse letters, but numbers as well. I really enjoyed reading through the slide on language factors. The students that I work with have language disorders and I found it interesting to read that many students that have this also have articulation disorders. When working with small groups, I have found that a couple of my students experience the “Fight or Flight” factor. I have one student in particular that experiences frustration when he is not able to read a word.

            I really enjoyed reading the slide that discussed “ Helping Students Overcome Negative Behavior.” Whenever the students enter into the classroom in the morning, I make sure to greet them at the door and ask how they are doing. I have found this to be important in order to evaluate how each of their morning is going.  I also found it interesting to read about the family factors that influence student’s education. Students whose parents have more reading materials around their house are more exposed and inclined to have a desire to read. Getting students excited about reading is something important to address early on with a student.

Module 7: Opitz and Article

            One of the key concepts that I took away from the readings of Opitz text was the importance of conducting informal assessments on students throughout the school year. Throughout this particular chapter (5), I made key notes on keeping a journal on children, preparing lessons around needs for instruction, forming lessons on interests, and getting students excited about reading. I feel as though in order for students to be engaged throughout different readings, they need to be able to relate to the text and make personal connections. One thing that I am going to do next year when I have a classroom of my own is make a portfolio with each student pointing out the strengths and weaknesses with students. This allows you to take writing samples throughout the entire school year and it allows students to take ownership of their learning. I really like how the text discusses having students choose their best work. This provides students with self-confidence and excitement to see the progress that they are going to make throughout the entire school year.

The text provided an example of a reading interest survey in order for students to complete. I love how the entire class is laid out in this format so that you can see the similar interests between students as well as what is most popular as a class.  If the teacher is able to become aware of students interests for books and writing ideas/topics, they will be more inclined to want to complete the assignment and be engaged. Something else that I took away from the text is making sure to have informal interviews with students throughout the school day. I really like how the text discussed talking with students on whether or not they are enjoying school and the lessons that are being conducted in school.  Making a point to interview the student several times throughout the school year is very important to make sure that students are in fact enjoying your lessons and able to make connections to them.

Throughout that discussed strategies for adult literacy, the author stressed the importance of engaging students in active learning so that they use these strategies in their own instruction with their students. This type of active learning allows students to talk, listen, write, etc. about the content that is occurring within the classroom. This relates to Opitz text in that the text discussed the importance of conversing with students on their opinions of what is occurring in the classroom. The text and the article were very similar in that they both stressed the importance of student attitude throughout the classroom and incorporating their interests.

Article: http://ehis.ebscohost.com.proxy.kennesaw.edu/eds/pdfviewer/pdfviewer?vid=2&hid=20&sid=ba56205f-65df-4015-8160-733e0d49a514%40sessionmgr110

Engaging Teachers as Learners 

Module 7: Robert Slavin Video

Reading strategies and classroom management strategies are key components for success for all learners. I agree with this in that these are very important concepts in order to have a successful learning environment. Not only are the school employees involved with this, but also the community is involved as well which I believe is very important. Before this video, I was not aware how many states were involved in this program for success for all learners.  I agree with Slavin in that it could be very difficult that this program is getting so large that they are not on a first name basis of each principal. I can’t imagine how much professional development that takes place with this program. 

Slavin stressed the importance of the amount of time that it takes in order to train individuals in order to improve the quality of the program.  I agree with Slavin on how important it is to allow individuals that are on site to be involved with the program and facilitate success for all.  I found that the most important thing that I took away is when Slavin said that the things that were thought of in order to create this program was common sense. It can be completed in other professions. 

Module 7: Comprehension Strategies

            I found it quite interesting to read that particular paragraph and immediately be assumed that I was going to be able to answer comprehension questions. First of all, I did not have background information on the reading and therefore I did not have an interest while reading the paragraph. It goes to show how important it is to provide students with background information and really get students excited to read the text. It is amazing how many teachers I have seen do this before and I even remember doing this when I first started student teaching. I immediately learned the importance of hooking your students into the reading. I agree with the text in that when you are able to connect the text to your students, they are more engaged in the reading as well as are more likely to have an interest to read the text. One of the teachers that my students rotate through stresses the importance of creating images while they are reading a particular text. She is the speech teacher and she always allows the students time to close their eyes and visualize what is occurring in the reading. I have used some of these strategies when I am working with my small groups.

            Throughout the different readings, I am constantly allowing students to predict what is going to occur next in the text. I also provide students the opportunity to create questions themselves in order to ask their classmates. They love being able to do this and see it as more as a game rather than gaining reading comprehension skills. 

Module 7: Perspectives of the Learning Process

            I agree with the power point in that one of the most critical aspects of assessment is allowing the student to view how he/she performed. If they are not provided this opportunity, how are they supposed to learn from their mistakes? Also, students should be allowed to give their opinion of what they would like to learn or gain from the material that is being taught. I feel as though the parent questionnaire that was provided in the power point could be modified in order to ask appropriate questions concerning your students. I would definitely be able to alter some of the questions in order to best meet my students. These questions could be very beneficial to send home in the very beginning of the school year in order to get to know your students from day one. I was required to send home a parent questionnaire form in my undergrad and I was able to immediately form connections to my students. 

Module 6: Assessment and Instruction

             When one of the first quotes was introduced that teachers spend too much time assessing, I thought to myself, how do you know whether or not your teaching is effective and the students are attaining the information that you are presenting in the class. Assessments do not have to occur from standardized testing, but rather having everyday assessments throughout the school day.  I agree that assessment is a part of the learning process as well as that good teachers are constantly providing students with feedback on how they are performing. Throughout my undergrad, we had to complete a variety of informal as well as formal assessments. Some of the assessments that I completed everyday was a simple raising of the hands, holding up a card (which the students saw as a game and enjoyed), ticket out the door, etc. This allowed me to gather whether or not students comprehended the material or whether or not I needed to review certain areas. I loved the quote for teachers as well as students to , “focus on assessment as learning.” Teachers should not see certain forms of assessment as a hassle or even to stress students out, but rather to measure student’s success. 

Module 6: A Flipped Classroom

            This video begins by discussing how this teacher was spending time teaching to the middle group of the class. This is so ironic in that we were just discussing this issue in my current math course that I am taking. Often time’s we are only reaching the middle group of learners and boring the high learners as well as the low learners.  The material was not challenging the higher-level students and the lower leveled students needed more help in order to be more successful. I found it interesting that 90% of the teaching time was used in front of the classroom where students were not applying themselves in the application of math problems. I love the idea of allowing students to be introduced a lesson beforehand, but I think it may be rather difficult to complete with the lower level grades. I didn’t know if this were to be completed at home or maybe the day before a lesson was introduced in the class. I do however love the idea that the teacher is able to work around the classroom with different groups and students are able to work at their own pace. 

Module 6: Differentiated Instruction

I was really able to connect to the beginning of the video on differentiated instruction because my action research involves interviewing students on their interests in order to incorporate them into my lessons. Students have a variety of learning strategies and it is important to approach all of these strategies.  I found the question, “How can you diagnose your students’ needs accurately and practically” to be very relevant to all classroom teachers. One goal that I took away from the power point was to challenge each learner by incorporating what the student may enjoy reading about.  I love the idea of providing students with a menu of options in order for them to be able to choose what they would like to complete in the classroom.

Allowing students to work in a variety of instructional situations is important in order to meet the needs of each learner. I found this power point to be very informative and relative to my current study of action research. 

Assessment of Cognitive, School, and Home Factors

After reading through the power point, I found it interesting to read about the effect of intelligence tests on students. It does not seem fair for students morale to lessen because of a test that does not measure problem solving skills which measures how he/she perform in the real world. If a student begins to lack confidence because of a specific intelligence test, then how are they going to have the desire or motivation to become better learners. Before reading through the Peabody Picture Vocabulary Test I have had several students in the past that would benefit great from this type of test because they have a more quiet manner. When administering the CRCT last year in my 3^rd grade class, I noticed that several students had a lot of unanswered questions and at the last minute they guessed on all of the questions. The power point explained how students have timed tests and students end up guessing on questions, which happens a lot of times. I have administered an IRI to my students in the past and I was able to plan lessons based on my students needs. Completing an IRI at the beginning of the year is beneficial because you can plan strategies in order 

Module 6: Reading Strategies

            After reading through the power point, I love the idea of incorporating a word wall in your classroom. Using a variety of colors as well as placing it in the classroom where it is visual to each student is essential. The power point stressed the importance of limiting the word wall to few words as possible. If there are too many words on the word wall, the students may feel overwhelmed and it may not be effective for the students. The word wall is useless if the teacher does not make a point to address it each and everyday. I have never seen games used to incorporate the word wall in the classroom and I absolutely love this idea. Students would become excited and motivated when asked questions concerning the words wall. Throughout the classrooms that I have been in, we have incorporated KWL charts with small groups of students. The students are then able to refer to this throughout the text and make a goal for themselves.  I had never heard of the RAFT strategy that was explained in the power point and I feel as though this would be very effective to use in the classroom. Often time’s the students become tired of constantly completing a KWL chart and this would be a great change for the students. 

Module 5: Opitz Reading Summary

Chapter 13
Throughout chapter thirteen of the text, one of my favorite pieces was the student checklist of study habits and strategies. I feel as though this is very important for students to be aware of study habits in order to increase the effectiveness of their studying. I feel as though I could alter this survey into something I may be able to use in my action research of student interests. I remember being assigned chapters to read throughout middle and high school and I feel as though the modeling SQ3R approach would have been very effective with my reading skills. Making students aware of different techniques for studying is important in the success of the student. 
One of the main skills that I have used when introducing a text is to state the purpose for reading it or allow the students to answer why they believe reading the text is important. When students know that there is a reason or importance of reading, I have found them to be much more motivated. I really enjoyed reading in the text how to address to students, “Asking Questions about Tests.” I have found that after I explain an assignment, several of the students did not follow the directions afterwards and completed the task incorrectly. If I had followed the texts guide as to addressing with students important questions, this may not have occurred. I found this reading to be very informative in areas that I needed additional assistance in. 

Chapter 14
I was really able to connect to chapter fourteen because I completed a literature review on the importance of parental involvement in the classroom. I agree with the text in the importance and positive effect parental involvement in the classroom has on students. The text discussed an example of a family literacy project, which I had to complete in my undergraduate study. Not only did this get parents involved with their students through literature, I was able to communicate with the parents and get to form a relationship with each parent. Another way to get involved with student’s lives outside of the classroom is to attend any sporting event, etc. that he/she may be involved in. This allows the teacher to talk to parents in an informal environment and get to know them better. 

Module 5: Assessing Vocabulary

            An important point that I took away from this power point was the importance of choosing which words are necessary to address to students. It is essential for students to develop a connection to a vocabulary word in order for them to gather the full meaning of the word. If I am introduced a new word, I am going to remember it longer and be able to use it in my everyday language if I am able to personally connect to the word. I feel as though creating a vocabulary wall for students is something that should be displayed in the classroom. I love the idea of having “keeper” words in order to review throughout the school year. One could even create a word wall containing these keeper words. Whenever I completed a vocabulary instruction activity last year during my student teaching, students discussed the vocabulary word with a peer, wrote a sentence using the word, and drew a picture to go along with it. I really like the idea of incorporating a rubric into this type of lesson. 

Module 5: Vocabulary Development

            Throughout the decodable readers each week, the students are taught to “tap out a word” if they come across a word that they have trouble reading. They sound out each letter in the word in order to pronounce the word. I found that one of my struggling readers has seemed to memorize the text by the end of the week. When he is introduced a new text the following week, he pulls names and words from the previous text. I have to remind him to slow down while reading and sound out each letter in the words that he is reading. It was very helpful to be reminded of the semantic, syntactic, and phonetic cues in order to ask students while they are reading. I also found it very informative to read about how necessary it is for students to balance their reading strategies. Throughout the school day, we are constantly singing songs in order for the students to learn a variety of subjects. They recently learned the “ck” ending of words by making sock puppets and singing a song to go along with it. They loved being able to do this and saw it as a fun and interactive activity.

            In the classroom where I completed my student teaching, we constantly had the students follow along reading a story with a tape. While this was effective for some students, I found that many of the students had a difficult time following along with the story or paying attention. Throughout the school week in my currently classroom, the students read their decodable reader about 5 or 6 times in the classroom throughout the week. By the end of the week, a majority of the students are able to read the text fluently. 

Module 5: Linking Phonics and Vocabulary Development

            I found this power point to be very precise in defining phonics instruction. The two teachers that I work with, as well as myself are constantly incorporating the skills that are taught in phonics instruction into other lessons. Students are reading a decodable reader each week that allows them to revisit their phonics lesson. Repetition is key for my students in order for them to practice as well as master a new concept. If students practice reading their decodable reader each week, they are provided the opportunity to read to the individuals who work in the front office. 

Teaching Phonics, High-Frequency Words, and Fluency

            Throughout my first grade class, we are working on introducing all of the vowels to my students. They complete hands on activities in order to engage in the lesson. I was able to relate to the power point in that we use “tapping it out” in order to sound out words. I found it interesting to read that it is important to introduce about 5 or 6 words to students when they are learning to build the rime. The PowerPoint discussed the importance of allowing students to read books and I have found that my 1^st graders are very interested in reading. They were given the opportunity to select four books to place in their personal book box. This way the students are able to choose books that they have an interest in. When my students are reading a story for the week with either the lead teacher, or myself it focuses on the specific phonetic skill that was introduced. I loved reading about the idea of allowing students to create a book for themselves. When working in small groups, students are constantly engaged in a hands on activity and orally repeating what they are learning and completing. The currently classroom that I am working in does not have a word wall and I feel as though my students would benefit greatly from this. 

Module 5: Video Analysis

During my undergrad, I was required to create a rubric in order for my students to have an idea of what is expected of them. I never thought of how one may in fact use a rubric when determining whether or not they enjoyed a chocolate chip cookie until I completed an activity similar to this in my undergrad. Not only do individuals complete this when they taste food, but when they are meeting others, buying clothes, houses, etc. We actually completed this exact activity in my undergrad course with completing a rubric on a cookie. Almost every course that I was in throughout my college career involved a rubric. I have found that in elementary schools, a rubric is not used as much. If students are provided a rubric in a variety of subjects, they will know what is expected of them and may in fact complete an assignment with their best work. If I did not know what was expected of me, I may not complete the assignment to my fullest potential. I feel as though this is very important to incorporate in many lessons and activities that are involved in your classroom in order to help benefit student success. 

Opitz Chapter 12

               In my 1^st grade class, we are constantly creating activities to improve phonics instruction in order to help students reading strategies. One activity that my students really enjoy is listening to a letter sound and being able to write the letter in the sand tray. Through this, I say, “Write the letter that makes the sound ___.” This allows students to have to listen to the sound for the particular letter as well as practicing their letter writing. I really enjoyed this chapter because it is very applicable to my current classroom. I have never worked in a 1^st grade classroom before and I feel as though I am still new to the whole phonics instruction. Luckily I have been able to watch my lead teacher present different forms of phonics instruction and take note. The most important concept that I took away from this reading was how to take phonics instructions and have students apply this knowledge. I also really enjoyed reading about the whole-to-part phonics instruction. As a first year associate teacher, I feel as though I am able to take the different readings and apply them into my teaching strategies in order to become a more effective teacher for when I have a classroom of my own. 

Opitz Chapter 10

            In order for a student to be a fluent reader, he/she must be able to comprehend the text. The text stated that without reading comprehension, there would be no reading. The text also discussed the term schema as to how students are able to comprehend a text better if they have background knowledge on the particular reading topic. Not only would the student have more background knowledge, the student would more likely to be interested in reading the text. I have found that when a student has background knowledge on a text, they are more willing to contribute to the class discussion and are anxious to read the book. The student is also able to provide the class with a personal insight into the reading. I really enjoyed reading about instructional strategies for intermediate grades. I am constantly trying to come up with more instructional strategies for the students that I am working with in order to best meet their needs. I am definitely going to incorporate the main idea/ supporting detail hand into my lesson if I change grade levels. I would have loved to be able to use this last year throughout my student teaching.

            Throughout my class, the two other teachers as well as myself constantly use the repeated reading strategy. Every time a new text is introduced, I read the text to the students first, then we choral read, next students take turns reading, and lastly I listen to the student read independently. By the end of the week they are confident in their reading ability and are provided the opportunity to go to the front office and read the text. 

Opitz Chapter 9

Chapter 9

            For my action research project, I am researching how incorporating student’s interests can benefit motivation as well as student success. Chapter nine discussed the importance of incorporating student’s interests when choosing texts and I am going to incorporate this into my reading groups after students are surveyed. The text stated the importance of motivating children to be readers. I think this is one of the most important aspects when teaching reading. If students are not motivated or have the desire to read, students will not want to take part in reading on their own. Presenting texts that students can relate to is another important aspect when choosing texts. Just as students, I am more interested in a text if I am personally able to relate to the reading. This chapter was very beneficial in that it provided me with a variety of texts to read as well as reasons as to why you should incorporate them in your classroom. 

Opitz Chapter 8

Chapter 8

Through this chapter, I really enjoyed reading about the purpose of an informal reading inventory. When I completed this in my undergrad I was able to use the information gathered from the inventory to create effective teaching strategies in order to improve my student’s reading skills. Through watching the videos as well as reading this chapter, I feel as though I am much more prepared to code as well as give a reading inventory. I found with my student that I am tutoring I was able to gain a better understanding of his functioning reading level. This has allowed me to better my teaching during reading. I have never administered a running record before to any of my students. I found it interesting that this assessment does not measure a students comprehension on a story. I feel as though this is one of the most important aspects for a student's reading fluency. A student may be able to read a text but it is essential for a student to be able to comprehend the reading. I found this reading very helpful and beneficial in that I am currently working at a school for students that are identified with language-related learning differences that include dyslexia

Power point: Identifying Reading Disabilities

I currently teach at a school for children with dyslexia. One of the most important aspects for the students when they are reading is for them to experience success. The student at my school often time’s have entered the school with a lower confidence level because they have struggled in their previous schools. If these students do not experience any sort of success, then they are going to give up. I have found in the past that my students really enjoy reading when it is of interest to them. I think that it is very important to incorporate student’s interests into the lessons that you are planning. Throughout the weeks thus far of school, the two other teachers that I work with as well as myself are constantly evaluating the progress each student has made thus far. This is important to see if the students have benefited from the lessons that have been conducted and if not, there needs to be a change made place.  I found this reading interesting to look over when I am currently working at a school where instruction is centered on students who are identified with language-related learning differences that include dyslexia

Module 4: Video Analysis

            I really liked how this teacher started off asking the student his goal when reading the text. I feel as though it is very important for students to establish a goal for themselves when reading. Not only was the student able to state that he wanted to be able to read fluently, he was able to explain what fluency meant. After the student completed the reading, the teacher was able to explain specific components of what she liked about his reading style. The student that I am currently tutoring is a struggling reader and I always find different ways to compliment him during his reading. The next time I complete a tutoring session with my student, I am going to ask him what his goal is when reading the text. This will allow me to evaluate if he knows or even has an overall goal when it comes to reading. If he does not state a goal, I can help him come up with a personal goal in order to set for himself.

            In this next video, I loved how the students were able to share with one another in order to explain something they recalled. Allowing them to hold the television set created a spotlight on the particular student that was speaking and makes the student feel as though their comment to the class was very important. I have found the videos thus far in the course to be very beneficial and I can use them in my classroom.

Running Record Video Analysis

Running Record Video 1

            I found this video to be very helpful because although I learned how to code a running record in my undergrad, I have forgotten how to do so. I really liked how she used the “fraction format” in order to take note of what the students had read aloud. This is something that I will be able to remember when I complete a running record. I also found it helpful when she explained why to write a dash above when the student may have omitted a word while reading the text. Having these different codes when giving a student a running record is necessary in order to track his/her reading quickly and efficiently. When I have given running records in the past, I was not sure of the proper coding when a student added a word to the text that was not there while reading. This video was very beneficial and I feel as though I will now be able to remember how to code when giving a running record.

Running Record Video 2

            I have found this video to be very thorough and insightful. Being provided an example of each coding strategy is very beneficial. This video will allow me to remember how to code a running record and apply it to my classroom. By the end of this video, I was able to correctly code the text before she explained how it would be coded

Running Record Video 3

            When I have previously given a student a running record and he/she has repeated a word, I simply wrote the word again above the text. Learning how to code a repeating word makes it much faster to follow with the student when he/she is reading. 

Module 3: Formative Assessment Article

After reading the article on formative assessment, I too agree with the importance and value that it has on students in the classroom. It is crucial to know where students stand during a middle of the unit rather than a summative assessment that occurs at the end. How can you better your teaching instruction if you get to the end of a unit and realize you did not reach your students academically? I have found formative assessments to be very beneficial in order to change teaching methods according to your students needs. I really enjoyed the analogy “gap minder” that the text referred to. This is so important to apply to the classroom in order to differentiate instruction according to the students that are present in your class. When I completed my full time teaching in my undergrad, I constantly had students complete tickets out the door, ask them personally about whether or not they enjoyed the lesson, and simply had a raise of hands concerning different skills or concepts. I really like the idea of having students complete self-assessments. This allows students to create personal goals for themselves instead of living up to the teachers expectations. Starting this at a young age is very important for students to learn because this is a life long task that they will be doing when they are in the real world and have a job. I found the tips about assessing students to be very helpful because it can be quite an intimidating process. Focusing on a group of students at a time is important so that you are not overwhelmed by trying to learn about how to effectively approach over twenty students. This will allow you to better learn how to differentiate your instruction based on the needs of each student in your classroom. 

Module 3: Opitz 7,8,&12

Chapter 7

When first beginning to read chapter 7 of the Opitz text, I could not believe that kindergarten is not required in several states. I feel as though kindergarten is such an important year in transitioning children into school and I do not know how the child would be ready for 1^st grade without going through kindergarten. At the school that I work at, new students are required to complete the Gallistel-Ellis that is administered by their teacher. This provides teachers with an idea of students reading comprehension skills as well as spelling from the very beginning. The students are required to come in before the school year begins and therefore the teacher is not wasting school time as the text discussed.  I really enjoyed reading about the suggestions to take away from administering students pre-reading tests. I feel as though one of the most important aspects is to use the information in order to better your teaching strategies by planning effective lessons based on the students needs.

Reading through the chart on page 111 is very useful when deciding which test to administer to students based on the concept or skill that you want to know. I feel as though I will definitely refer to this chart when I have my own classroom. When I am working with a small group of students during rotations, I constantly have the students repeat the concept or skill we are working on as well as verbally communicate with one another. The text discusses how important oral language is within the classroom and this occurs everyday in the classroom that I am currently working in. When introducing a new book to the students, I have found it important to discuss with the students what they think the text is going to be about, read the book aloud to the students, read the text together as a small group, discuss what happened in the text, and finally have them read to either myself or a partner. I have found this to be very beneficial for the students that I work with and the repetition provides them with reading comprehension.

I found it interesting to read about the letter identification test. I feel as though this would be interesting to have given my 1^st graders on the first day of school. Although many of students can recognize the letter in the alphabet, they write the letter incorrectly. There are many steps that take place when completing letter identification in my 1^st grade class.  First, we look at letter cards and as a small group say the letter, the word that begins with the letter that we are reviewing, and the sound it makes. As the students are saying this orally, they are writing the letters in the sand trays. There are several other steps that take place in small groups that is a constant repetition in order for the students to master the letters. I loved being able to read the text and really relate it to my classroom.

Chapter 8

            Throughout my undergrad, I was required to give an IRI to one of my third grade students. I was able to determine the student’s instructional level as well as her frustration level. I was able to use these scores when planning my reading lessons with the students. Although I was shown how to calculate the different reading levels in my undergrad, this reading was a nice review and a beneficial source to refer to.  Before this reading, I had never heard of the listening capacity test. I found this to be very beneficial because often time’s students get so wrapped up in sounding out words that they lose focus of gathering meaning from the story. If I had known about this type of test earlier then I would have administered this format with the student that I am tutoring. I have really enjoyed the readings thus far in this class because I feel as though it is very informative as a first year teacher. Reading about the different tests to administer to students is very beneficial when deciding which are the most appropriate for the group of students in your classroom.

Chapter 12

            I feel as though something that I always struggled with during undergrad was working with students on phonics. I have learned that this is something that takes time as well as experience to master. I have seen a lot of auditory and visual discrimination in the 1^st grade class that I am working in thus far. This is very important for students in order to hear the letter as well as visually see the letter. I have completed an activity with my students where they are required to circle the words that are similar just as they discussed in the text. I really like the idea of allowing the students to work together as partners in order to complete this type of activity rather than individually. This way they would be able to use the auditory and visual discrimination method.

            With my current group of 1^st grade students, my lead teacher as well as myself is working with the students on initial consonants. When the students are first learning their sight word, they are required to tap it out using their fingers. They also use their arms as a source to tap out their words. Just as the book discussed the letter “Q’, was how we introduced the letter last week. We practiced writing the letter in the sand tray, with dry erase boards, as well as on a piece of paper. I really enjoyed reading about the whole to part using nursery rhymes that the text discussed. I found this to be a very helpful and beneficial idea when introducing a new text with students. 

Module 3: Phonics Evidence and Strategies

I found this power point to be very useful when discussing what high quality instruction is based on according to research. I was placed in a 1^st grade class during my junior year of undergrad where the teacher assigned the students worksheet after worksheet and she wondered why her students were not as successful as the other classes. It is so important for students to be engaged in the learning through hands on activities. I have found that the school that I am currently working at is constantly using a manipulative and hands on activities in order for students to become interested in the learning. If we gave students worksheets everyday, they would lose interest and lack the motivation to complete assignments. I found the students at the school I completed observations in during junior year to lack the desire to come to school each and everyday. The students at my current school discuss with one another how much they love this school and coming everyday. I have never seen such a positive attitudes from the majority of students because of the engaging and interest based lessons.

I currently work at a school for students with dyslexia and they are constantly experiencing letter reversals. Each week we practice two letters and after that week, the students are required to fix the letter if they complete a letter reversal. We begin the exercise by “sky writing” the letter in the air, speaking in a funny voice all together how the letter is formed, tracing over the already written letter on their own chalkboard with a wet sponge and going over it with a paper towel, and finally writing it on their own on the chalkboard. When students are learning their sight words for the week, we create “word tents.” Each letter of the word is written on a note card and it is folded into a tent.  When working in small groups, the students take turns sounding out their particular word. They love being able to do this because it is visual as well as hands on. This power point is very beneficial as well as reading what others in the class have written about how phonics is used in their class. I loved being able to read the power point and identify how phonics is used in my classroom.

Module 3: Overview of Assessment

I have found that throughout my teaching, assessing students daily on what they know is crucial in order to create your lessons on the needs of the students. Providing students with a ticket out the door on the concept that they were just taught would provide you with a quick idea of which students may need additional help in the particular subject. Assessments can be completed throughout the day by simply walking around the room and taking notes on the students work. When you have an idea of which students have mastered a particular concept, you can partner them with a student that may need extra help. If you are not assessing students on what is being taught, then you will not know whether you should move on to the next material or review the material because half of the class did not understand it the first time. The power point stated the importance of knowing where students stand in order to report back to their parents. By administering formative assessments such as tickets out the door, raise of hands, observations, etc. the teacher can provide parents with feedback. This will help the teacher create effective teaching strategies in order for students to succeed on the summative assessment at the end of the unit.

I completely agree with the power point that high-stakes tests should not be used when considering what the curriculum should consist of. When students are placed under pressure, they often times do not perform as well as they should. Often time’s they are intimidated by a formal test and their nerves distract them from focusing on the material. 

Module 3: Video Analysis

I found the first video to be very helpful because I am currently teaching in a 1^st grade classroom. A lot of my students are struggling readers and I am always looking for new ideas in order to improve their reading skills. The students are introduced a new letter each week and they practice echoing words that contain these letters just as the students did in the video. When students have trouble sounding out a word, they are asked to “tap out the word.” This allows the student to individually sound out each letter in order to read the word. The “tap it out” method is the same idea as the block strategy used in the second video. I really like the idea of using blocks in order for students to point to the different sounds that the letters make. I feel as though this would be a very beneficial strategy for when students begin learning words with digraphs. My students have not learned this concept and have trouble when trying to sound out words when they are writing in their journals. The only problem that seemed to confuse the student in the video was that she was sounding out the words and using the manipulative from right to left. We read from the left side to the right side and so this is how the activity with the manipulative would have been completed if I were to administer this activity. Overall I feel as though this is very effective and beneficial for students.

When I am tutoring Daniel in the mornings and he comes across a word that he does not know, I remind him to use the “tap it out” strategy. I feel as though it would be very helpful for Daniel if I were to gather a manipulative for him to use. This also might be another strategy to use with my students when we are working on reading their story for the week. My students are very hands on learners and I think that this might be a helpful tool that they could even use at home. 

Module 2: Power Point

Emergent Literacy

In the beginning of this power point, I really liked the idea of having students reflect back to previous years of literacy. I feel as though this could be an assignment completed during the first week of school in order to gather your student’s opinions on literacy. Throughout my undergrad at Georgia College, we completed a theorist project. Reading about the different theorists reminded of important theories that are applied in the classroom. It is important to remember Piaget’s theory discussing how children’s view on reading/writing differs from that of adults when teaching literacy in the classroom. I really agree with Vygotsky’s theory that learning takes place in a social context. Often time’s students can learn just as much from collaborating with their peers than listening to the teacher. It is amazing to observe students while they are working in groups and listen to the different conversations that are taking place.

After completing a QRI with one of my first grade students, I have discovered that he is in-between the emergent and alphabetic (early reading) stage. We just started our third week of school and I am still learning the different levels that my students are on. He could not gain meaning from the text and was only able to answer certain questions when I directed him. He also had a lot of trouble reading a majority of the words in the story without my help. I found that he was demonstrating characteristics from two stages, which was discussed in the power point.

Assessment of Reading and Writing Process

After reading through this power point, I have determined the importance of observing student’s conversations between one another. This can be used as a tool to measure their vocabulary. Throughout the different readings thus far, I have found that when have I have a classroom of my own, I will keep a portfolio on each student. This will be a way for students, parents, and teachers to visually see the progress that the student has made throughout the school year. During my undergrad, one of my professors stated the importance of providing students a rubric before they begin their writing piece. This will allow the students to know the teacher’s expectations. I have seen teachers allow their students to get involved in the construction of the rubric and I found this to be very effective. This allows students to point out what is important or necessary in a writing piece. Verbally going over the rubric and the class expectations reinforces how the writing should be completed.

As a first year teacher, this reading was very helpful in how to set up an appropriate portfolio.  Allowing the students to set personal goals in their portfolios provides them with a sense of ownership of their work. If they set the goals, then most likely they will strive to achieve those goals. 

Emergent Writing in the Primary Grades Article

            I found this article to be helpful in that it discussed how students may in fact have characteristics within two different stages of the, “same piece of writing.” It also stated the importance of recording student’s work from the very first day of school in order to see the progress the student made by the end of the year. On the very first day of my first grade class, we completed a time capsule. This time capsule consisted of a writing piece and a drawing to go along with it. We asked the students what they had written and recorded it below in order to refer back to it in case the students were to forget. We also measured each student with a string in order to see how much the student has grown throughout the school year. I found this to be a great idea in that the teachers, students, and parents can visually see the progress that the student has made.

Throughout the classroom that I am working in, there are many posters of words as well as the student work hanging on the walls. This allows students to visually refer to the posters as well as feel a sense of confidence that their work is hanging in the classroom. While observing my student’s writing thus far, most have not applied spacing, punctuation, and capitalization. The article discussed that once the students begin to develop this, it is often times follow by a concern of spelling a word correctly. I found it also to be interesting that the article compared a student’s work in Spanish to that of English. It was amazing to see the difference as well as the Spanish influence her writing had when completing an assignment in English. 

Opitz 5 & 6

Throughout the reading of chapters 5 & 6 in the Opitz textbook, I took note of how important it is to keep a journal on children of different things that you observe throughout the day. I find this to be very important in that you can go back at the end of the day and reflect on each child. This journal can also be kept to write down conversations between students as well as interests of the students. Preparing lessons around the interests of the students as well as addressing specific struggles within the classroom is key for effective teaching. Being a first year teacher, this course has really allowed me to take notes of what to do with students academically the first couple of weeks of school. Asking students questions about their perspective on reading is crucial in order to get them excited about reading and increase their confidence level if they are insecure with reading. Creating questions to ask students about their reading habits as well as book interests allows the teacher to make connections with students when different books and writing assignments are being introduced.

One of my favorite components that I took away from the reading was the importance of “record keeping.” When I have a classroom of my own, I will be sure to create a portfolio of students writing samples that I chose as well as allowing my students to pick out their best work. This allows students to take ownership of their learning and strive to work harder. Not only are portfolios beneficial for the student as well as the teacher, they can be used in conferences as well as sending them to the students teacher the following year. This will help point out students’ strengths and weaknesses in order to plan effective lessons accordingly.

Being a new teacher, I am still learning all of the standardized tests that are administered throughout schools. The 3^rd grade class where I completed my student teaching during my senior year took the CRCT. A week before the CRCT, my host teacher as well as myself stressed the importance of the students getting plenty of sleep and eating a healthy breakfast. We told them to remain calm during the test and to do their best. I really enjoyed reading about the criterion-referenced test. I had never heard of this test and I found that it would be very beneficial in order to discover each student’s specific strengths and needs. I am still learning about the different forms of assessments and this course is already doing a great job of informing me of important tests. 

Video Analysis

In the beginning of the video, I really liked how she was able to ask the student a few questions about her view on reading. This allows you to get a better idea of whether or not the student enjoys reading. Also, I found it important to gather information on which type of stories the student is interested in. This provides the teacher with a better idea of which stories the student would like to read in order to incorporate them into different lessons.  I have given a student a QRI during my student teaching and I found that when you are able to explain to students that this will not negatively effect their grade and that they should not be nervous, then they are much more relaxed and as a result, more successful.

When I complete the QRI, I will make sure to make the student feel very comfortable and remind the student that it is ok if he/she does not know a word. This test should not be administered to stress out a student, but rather to gather a better idea of a students’ reading level in order to become a more effective teacher.  

Module 1: Powerpoint

One of my favorite sections to read out of all of the readings for Module 1 was in the power point that discussed assessment.  I have already found that during the first two weeks of school that several of my students lack motivation to complete any schoolwork. They often time’s either get frustrated or do not feel like completing the work. I really enjoyed reading about how important it is to build on what students already know in order to store a sense of self-confidence. I have used this information and emerged it into how I have worked with different groups of students. I also have seen a significant increase in student’s engagement in the lesson when it involves something he/she is interested in. Incorporating student’s interests into a lesson is key for a successful lesson. When I was able to incorporate sport’s throughout many of my lessons, it was amazing to see the difference in how engaged my students were before and after. Throughout my student teaching experience, I found that many teachers provided students the answer without giving students the opportunity to attempt in on their own. The power point stressed the importance of never completing something for a student for what they can do on his or her own.

Throughout reading the power point, I really focused in on question three that discussed the importance of assessing a student’s home life in order to construct the most effective lesson plan. I have found this to be very important because I have had students in my classroom that have had rather difficult home lives. This can very easily negatively affect a student’s performance in the classroom. I had one student whose parents were going through a custody battle. It was very important for my host teacher as well as myself to be very supportive of her especially when she first arrived to school in the morning. We often time’s altered her morning work because pushing her to complete schoolwork first thing in the morning was not beneficial for her education.

            Distinguishing whether or not an ELL learner is struggling because of a language barrier rather than the actual reading process is essential in the classroom. During my senior year I was placed in a third grade classroom with two ELL learners. These two male students were in the lower reading group. They were taken out of the classroom by an ESOL teacher and she was able to work with them to find different reading approaches that would positively benefit them. These two males students did in fact struggle with reading in their native language so we were able to identify that it was not due to the language barrier. This power point was very informative as a first year teacher and I look forward to further assignments in order to help me become a more effective teacher. 

Module 1: Activity 4

I feel as though some of the main characteristics that I took away from table 1.1 were that students that are less proficient readers do not use their own background knowledge when reading a text. A less proficient reader is so focused on decoding words that they lose focus of gaining meaning from the text. Another characteristic that really stuck out is how students break down the meaning of a text.

Throughout my student teaching experience, I noticed that when students had background knowledge on the particular text we were about to read, they were able to gather a deeper meaning. I had one student that struggled in particular when it came to reading. During a reading circle, I provided students with a preview of a story that was going to be about plants. This particular student immediately became interested and started asking questions about the story. When we read other stories that were not of interest to him, he appeared confused and bored. Throughout the entire story, he was constantly raising his hand to answer questions and tell his classmates additional information about plants. I had never witnessed him to become so excited about reading a text before this day. He did an awesome job on the test at the end of the week because he was engaged in the material.

This particular student showed me the importance of providing students the opportunity to read a particular text that they have an interest in. I found that this particular student not only developed meaning from reading the text, but he also referred to pictures to gather a better idea of what the text was conveying. Often times when I am working with a group of students that are reading a particular text, I encourage them to refer to pictures, graphs, etc in order to develop a better understanding of the story. I did not have to remind this student because he was so interested in the text that he wanted to refer to the pictures and graph on his own. I have found a major increase in comprehension skills in a text when students are engaged and interested in the text that they are reading. 

Video Analysis

I really enjoyed watching this video as it gave me insight for a first year teacher. It is amazing that this particular student excelled in the subject of math but had a rather difficult time with success in reading. The video stated that having a high IQ does not mean that an individual is going to be successful when it comes to reading.  I agree with the importance of completing an on going assessment with students. This provides the teacher of an idea of where the student started and how he/she has progressed throughout the year. This also indicates to the teacher, which areas the student may need additional help in.

Throughout my student teaching experience in my 3^rd grade class, I completed a case study with one of my students. I first completed an assessment on word identification. I began with a list of words that was two grade levels below this particular student. I completed it until she reached her frustration level. Next, I completed a spelling inventory and a writing sample. I also had this particular student read a story and after she completed reading the story, she had to recall details from the story. This allowed me to see whether or not the student comprehended what she was reading. I have found that although students may be able to read every word in a text, often times they are not gaining meaning from the text. In the video, Dr. Lyon stated that better fluency means better comprehension. I often found that when students had a more difficult time reading a story was because they were concentrating on decoding the words that they were not able to recall details from the text. In the current school that I am working at, new students are given the gallistel-ellis assessment during pre planning in order to place students in particular classes. Students that have been to this school in previous years have already been placed into a classroom by the teacher they had the year before. This provides each grade level with a low, middle, and high-leveled classroom. I have found my courses thus far in my M.E.D. and classmates have provided me which such great insight as a first year teacher. 

Module 6: Activity 1

As a first year teacher, the Weaver text has allowed me to come up with some great reading strategies to incorporate into my classroom. During my third grade placement, I realized that many of the reading strategies that Weaver discussed were modeled throughout my student teaching experience. I feel as though for the students who did not meet the standards, it is very important for the teacher to read aloud to the students. This will model fluency as well as expression. I found that throughout my student teaching experience, my students loved listening to a book being read to them. Another strategy that should be used is to allow students to read independently as well as with a small group of students. Creating literature groups allows you to focus on specific areas that the students need additional help in. My third grade students used something called a whisper phone. This was made out of pvc pipe and they were able to hear themselves read aloud. This is a great opportunity for the teacher to walk around and listen to students read as well as ask different reading comprehension questions. If the majority of the students were on free and reduced lunches, they may not have the proper resources at home in order to further their reading skills. Sending home books with children would be a great idea in order for them to have the same opportunity as other students in order to be provided the chance to read at home. Throughout my student teaching experience, some of the teachers that I worked with had students come in before school if they needed additional help in a particular area. This would be a great opportunity to work one on one with students who were struggling or needed a little extra help.

Module 6: Instructional Challenge

            If I were presented with this situation in my classroom, I would make sure to include predictable texts throughout my reading instruction. If students were more familiar with the text, then they would be able to gather meaning. When students possess a particular interest in a subject, I have found that they are more engaged in the lesson. Not only is it important to provide students the opportunity to have a choice with a particular text, it is important to allow them to chose what they wish to write about. Students are just like adults in that they will be more motivated to read as well as write about something they have an interest in.
           Throughout my student teaching experience, I found my students to be the most engaged and relaxed when I was reading a particular text to the class. It amazed me that some of my most behavioral challenged students were engaged in the lesson when I was reading a book to the class. Not only did my students enjoy this, I was able to model fluency as well as expression. I was also able to recognize different reading strategies that took place while reading to the class. Providing my students with specific comprehension questions as well as predictions throughout the text was a perfect model of what should be taking place while one is reading.
          I feel as thought involving parents as well as the community is the key to a successful classroom. Creating a classroom website where students as well as parents are informed of specific assignments is very important to a students' success. If students were struggling with a reading assignment, the class website would be benficial for these students in that it would provide additonal assistance.  If students did not have Internet access at home, I feel as though it would be vital to send home books with students. In order to become fluent readers, students need constantly practice reading skills. Sending these books home would provide students with additional resources.

Module 6 Reading Reflection

After reading chapter fifteen, it is evident that studies have shown that predictable texts are easier to read for children than decodable texts. This often occurs because when students are reading predictable texts, they are familiar with the language. When students are able to relate to a particular text, they are able to use their background knowledge, or schema, to gather meaning from the text. This goes back to providing students with the opportunity to choose which books they would like to read as well as which writing topics they would like to complete. I agree that when students are read to, it helps them develop language that they read in texts as well. Weaver stated that students are more likely to engage in learning when they are presented with real life experiences that not only relate to the students inside of school, but outside as well. Making this connection is key to students learning in order to for learning to become a life long process. I found the statement that students benefited more when teachers focused on content rather than accuracy and letter-phoneme to be rather beneficial to apply to my classroom. Throughout my student-teaching experience we grouped the students in three different literature groups. Within these groups, we focused on comprehension skills and discussed story details. Knowing that studies have proven that incorporating these methods into literature groups is much more successful provides me with reassurance when going into my 1^st year of teaching.

After reviewing my DeFord TORP scoring guide, I was able to make a significant change after reading Weaver’s text on literacy. When reading the second question, I noted that I strongly agreed with the statement that an, “increase in reading errors is usually related to a decrease in comprehension.” Now that I have finished with this particular reading course, I strongly disagree with this statement. It is very important to observe students while they are reading and take notes of which miscues that are occurring. Even though reading errors can occur, this does not mean that the child is not gaining meaning from the text. 

Personal Model of the Theory of Reading

Taylor Gonzalez

EDRD 7715

Personal Model of Reading Theory

            After reviewing my initial response to my reading theory, I feel as though I have kept some of my same beliefs as well as furthered my insight of applying reading skills and strategies to a classroom. I was amazed at how many comprehensive strategies were modeled for me during my student teaching experience this past year in my 3^rd grade classroom. Whole group instruction, literature groups, independent reading, guided reading, etc. were different strategies that were effective in my 3^rd grade class. After reading Weaver’s text, I fully understand why each of these reading approaches work so well in a classroom environment.

When deciding on which comprehensive literacy program to apply to my classroom, I have found that this cannot be completed until after I get to know my students and their individual needs. Although I might want to create a whole group instruction, this may not be the best choice in order to cater each of my students needs.  Throughout this reading endorsement, I furthered my knowledge on the significance of reading aloud to students. When presented with struggling readers or ELLs in a classroom, I learned that it is important to model fluency as well as expression. When a teacher reads a text aloud to students, he or she is able to discuss different reading strategies. When modeling a read- aloud, discussing different reading strategies is important in order for the students to make predictions about the text, recall key details, and stop and think about the text.

After completing this course, I have found the significance of creating literature groups throughout the class in order for the teacher to focus in on specific needs and struggles that students are experiencing. Throughout this reading endorsement, I acquired new information on the value of students verbally communicating with one another about a text, reading the text together, and asking questions about the text. Incorporating “think-alouds” into the classroom allows students to increases their language and listening skills. This provides students with repetition of the text and therefore furthers their comprehension skills.

             When first writing my theory of reading, I stressed the importance that reading every word in a text fluently does not mean that a child is a fluent reader. Reading requires comprehension skills as well as being able to recall details from the story. I also learned that a student does not read every single letter in a text. Weaver (2002) stated that readers do not recognize all of the letters that are presented in a word, even if the word is in isolation. During reading, we do not identify each letter in a word, which explains why I did not find all of the errors in the passage, “The Boat in the Basement.” The most important form of the word is the beginning as well as the end of the word. Completing this activity put into perspective how readers read for meaning rather than hunting for errors.

Before taking this course, I addressed creating a positive classroom reading environment. This environment should be applied when students are reading independently, reading with the whole group, participating in literature groups, etc.  One key component to creating this positive environment is providing students with choices. During my initial reading theory, I expressed the value of allowing students to have options when reading and writing. I found through reading Weaver’s text that this is a very beneficial strategy that will help motivate the students.  When students have interest in a particular topic, they are able to use their own experience as well as schemas to help identify words or convey meaning from the author’s text. Depending on someone’s culture and background, he/ she can infer a text different to an individual who comes from a different background. I found that this would be a great opportunity for students to discuss the different meanings that they gathered from the text.

Throughout this reading endorsement thus far, I have gained many insightful reading strategies and approaches to apply to my own classroom. As a first year teacher, I have found Weaver’s text important when deciding different reading strategies that will best fit the needs of my students. Although I have been placed in several different classrooms throughout my student teaching in undergrad, it is great to read about additional approaches and theories to reading that I was unfamiliar with. I look forward to using this knowledge that I have gained and applying it to my own classroom.

Module 5: Instructional Challenge

With a comprehensive literacy program, the teacher is able to complete read-alouds, shared readings, literature circles, sustained readings, etc. When guided reading is present in the classroom, the teacher is able to work with a smaller group of students and focus on specific needs. While working with ELLS, I feel as though it would be very important for the teacher to model reading with fluency and expression. Demonstrating these appropriate reading skills can represent a model for the students, as well as for the teacher to go through different reading strategies with the students. Allowing students to discuss the literature in either a whole group setting or one on one with a peer allows them to develop, “the language skills of listening and speaking.”

 I also feel as though it would be important to incorporate readers theater, choral reading, skits, etc. I often found that some of my students loved being able to act out certain scene’s of texts in order to further their comprehension skills. My students also enjoyed being able to incorporate art into the literature aspect. Allowing my students to connect to the text by discussion, drawings, drama, etc. really helped with their comprehension skills. With ELLs, I have found that repetition is an important factor when introducing a new text. Allowing the students to reread the text and discuss it with their peers allows for repetition, and therefore better comprehension of what they are reading. Another key factor that should occur within the classroom is for the teacher to act as a facilitator as students are reading the text with one another as well as discussing important points from the text. If the teacher notices that a student needs additional help in a certain area, then he or she can provide that assistance. 

Module 5: Reading Reflection

As a first year teacher, I have always wondered how to incorporate phonics as well as reading instruction into one lesson. In my mind, I visualized these two concept areas completely separate from one another. It wasn’t until I read chapters twelve and thirteen of Weaver’s book that I was able to see how closely connected phonics and reading skills/instruction are linked together.  So far in this reading endorsement, I have read a lot of useful information that I will be able to apply to my classroom. Often time’s I am able to look back during my student teaching experience while reading something from Weaver’s book and wonder how I could have changed the lesson to make it more effective.

Weaver (2002) stated, “Learning to read promotes phonemic awareness and phonemic awareness promotes learning to read.” Throughout my student teaching experience, it is evident that phonics could have been taught through read-alouds, shared reading and writing, guided reading and writing, sustained reading and writing, etc.  The comprehensive literacy program that was used the most throughout my third grade placement was literature groups. The students were able to complete the reading while the teacher was seen as more of a facilitator. I was able to take notes of which students struggled with fluency, comprehension skills, etc. The students were able to discuss with one another what the text was about as well predicting what was going to happen next in the story. I am excited to see what further insight I will be given with Weaver’s book about literacy.

Prominent Theorist Paper

Click here to read about Richard Allington!

https://docs.google.com/document/d/1N7coSYtDiPgPInZocA2KfOQy8AxKwEgDQOzdbqg-FQI/edit

Module 4: Instructional Challenge

After completing my prominent theorist research paper, I really feel as though the teacher should model reading fluently to Marcus. Not only that, but it would help Marcus discuss different reading strategies to go about while reading. If he is able to hear his teacher model accurate reading, it may help him as a reader.  Throughout different readings that Marcus was completing, it would be beneficial to pair him up with a partner. That way during the reading, they could complete “think-alouds” where they were discussing the text as well as creating questions to ask each other. The students could even see it as a game where they write down different questions to ask one another. Through completing research on Richard Alllington, I found that he stressed the importance of having students discuss with one another what the text is about.  Allington stated that this technique, “[D]oesn’t require any special materials, special training, or even large amounts of time.” If the teacher did not begin to see any major improvements with his reading, I feel as though it would be important to read one on one with him in order to develop different teaching strategies that would benefit him as a reader. 

Module 4: Activity 2

           One of the most effective strategies in order to engage students in the lesson is to center the lesson on the interests of the students. I have found that when students do not have an interest in the particular book that they are reading, there is lack of motivation as well as comprehension. Even adults for example would rather read something of their interest, so why not provide students with the same opportunity? Not only is it important to have books that are centered on the students’ interests, but daily activities and lessons. Throughout my student teaching, I had several behavior issues in the classroom. I found out rather quickly that when I began to incorporate the students’ interests into the lessons that the behavior issues seemed to disappear. When I completed an interactive jeopardy game on adjectives, I included sentences as well as pictures that involved sports, activities, and other interests of my students. I found students who usually did not want to participate in the lesson almost jumping out of their seat to answer the questions. It was amazing to witness a drastic change in attitude as well as motivation throughout the entire class.

            When students are presented with a difficult reading that is beyond their reading level, I have found that students shut down. It is as if they lose complete confidence in themselves and therefore lack the motivation to read. This is why it is very important to match students with a text of their level. There is a difference between matching a student’s reading level to a text and hindering their ability to advance in a reading level.  In order to create an effective literacy instruction, I agree with Allington in that reading and writing should be connected. Throughout reading time with my students, there was always a writing activity involved. Often times the students were able to read a text with a partner or group, and then complete a follow up writing activity.

            When provided with a new group of students each year, I feel as though that is the necessary time to realize which teaching strategies are most effective and will meet the needs of each of the students. Some years there might be more whole group instruction and other years there might be less of it. Planning lessons on the needs of the students should be completed after recognizing their needs and what works best for them. 

Module 4: Activity 1

This was a very moving and powerful video in a sense that it provided me with a scenario of a grown man that had the passion to learn how to read, and therefore stuck to his goal. He developed a purpose for learning how to read and as teachers we can motivate our students to want to learn to read by providing them with a purpose. Each child should feel excitement and experience the desire to learn to read, as well as read books of their choice. Providing students with the opportunity to read something that sparks their interest will motivate them to become avid readers.

            After watching the video, I realized that Robin began to notice “chunks” of words. He was able to chunk different parts of a word together in order to gain meaning. For example, he was able to break apart the word nothing. He right away noticed the “ing,” and pronounced the word as “noticing.” He was then able to go back and correct himself to recite the correct word of “nothing.” I observed that when Robin was reading and writing, he used his background knowledge to see if the writing or text was making sense. For example, when Robin was reading the phrase, “I’ll give you some when it is ready.” He first began to read, “give” as gave. He was then able to realize that the word “ give” did not fit in the context of the sentence. When Robin was writing, he knew exactly what to say, but was unsure at first how to correctly write the words. He was able to sound out the words until he wrote it correctly and made sense in his sentence that he was creating. It was amazing to hear the story about this man and how learning how to read changed his life.

Module 4: Reading Reflection

While reading chapters ten and eleven in Weaver’s text, I found that I had used several of the literacy programs that were discussed. Throughout my junior and senior year in undergrad, I completed my student teaching experience in every grade except for fourth. It was great experience to see a wide variety of grades as well as teaching strategies.  Throughout almost all of my placements, I was able to complete a read-aloud with my students. As a student teacher, my students loved being able to listen to a story and predict what was going to happen next. Even if it was a busy day with hardly any extra time, I was able to manage to squeeze in a few minutes here and there to read to my students before lunch and even when my students were about to leave to go home. Some of my fondest elementary school memories were when my teachers took time out of the day to read us a story. Another literacy program that I used was the shared reading strategy. I completed this with the kindergarten class that I was placed in during my junior year. I was able to gather big books from the school library to read to the children during calendar time. First I would read the book aloud to the students and during the second reading, I pointed to words and the students would chime in. After reading the story a few extra times, several of the students were able to recite “the common text.” The students were then given the opportunity to read that particular story during one of their literacy centers.

During my third grade placement, I found that several of my students loved being able to read together during silent reading time. Often time’s I allowed students to sit in the hallway and read together if they had completed their work early. This allowed them to see reading as a benefit rather than a chore. Throughout the entire school year in my third grade class, we had literature groups. I was seen as rather a facilitator and the students were able to take turns reading different parts of the story. After reading the text, the students would then begin a discussion amongst themselves as to what occurred in the story. After reading these two chapters, I was amazed as to how many literacy programs I have seen take place. I look forward to having a classroom of my own in order to put these literacy programs into place. 

Module 3: Mock Memo from a Reading Specialist

To 5^th Grade Teacher,

I have found that Erica’s situation to occur quite often with several of my students during my third grade placement. Often time’s my students were so focused on reading every word correctly that it took away the focus of gaining meaning from a text. If students are focusing more on saying each word correctly, their use of other reading strategies and cues such as prior knowledge and content is being used inadequately.  If students are having a difficult time recalling details from a story or comprehension questions, the teacher can use the shared reading and constructive reading approach. This allows the teacher to either work one on one with a student to read a story or work with a small group of students. While using this strategy, the teacher can reread favorite selections from the passage together as a group, which will in effect excite students in reading and recall main details from the story.  It is also helpful to run a finger under the words while reading the text, focus on reading strategies and important points from the text through a group discussion, and have independent rereading of the texts. These are a few approaches that will help students that struggle with comprehension just as Erica has.

While reading through a story with a group of students, it is important to stop and ask questions to evaluate whether or not students understand the story. I always found that my students liked stories where they were able to personally relate. It is important to get to know your students on a personal level rather than just an academic level in order to provide lessons where students can form a connection and grow excited about the lesson. One activity that I completed with my class was for them to read the beginning and middle of a story, and then they were allowed to create a new ending on their own. Students loved being able to feel as if they were authors and use their imagination to come up with a different ending then the story. After students shared their endings with the class, we went back and read the real ending to the story.  These are just a few insights and ideas to help Erica with comprehension strategies.

Sincerely,

Taylor Gonzalez