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.