Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers September 30, 2009

As I was reading this article all I could think about was our class discussion on the proper method of modeling reading to students.  Everything that Dr. Frye shared with us last Thursday in class seemed to jump out in this article.  I even remember Dr. Frye reading a passage to us as she was modeling the correct way to read to students and everything thing that she told us to do was talked about in this article.  Since we had discussed this in class, the article really seemed easy to understand because I was able to make connections to what we had talked about in class.  I also remember Dr. Frye saying that these methods directly relate to the NCSCOS so as I was reading this article I picked up on a lot of good techniques to practice with my future students.

“Modeling is the primary way through which teachers can demonstrate for their students how readers can interact with texts (e.g., Taylor & Pearson, 2002).”  This is true because how else will students know the correct way to approach a text if we as teachers do not model this for them?  Teachers should not expect students to know how to do this but we should begin to scaffold them into doing this on their own.  This article is based on a study that was done by observing 25 teachers as he or she conducted a shared reading.  The data that was gathered could be categorized into four different categories based on what these teachers included during their shared reading time.  The first category is “reading comprehension.”  This was shown to be the most common modeling during a shared reading.  The teachers focused on inferencing, summarizing, predicting, questioning, evaluating, connecting, etc.  These particular teachers agreed that it is not wise to just focus on one comprehension strategy at a time because students need to know how to incorporate these things automatically.  One thing that stood out to me during this section was the word “metacognition-knowing that you’re doing this but not paying a lot of attention to it.”  I remember talking about this word in class with Dr. Frye.  The next strategy is vocabulary and the teachers modeled this by using context clues, word parts, and resources.  Teachers modeled how to use context clues to figure out words that a student may not know.  Students can also use word parts, such as prefixes, suffixes, roots, and bases.  If a student can still not figure out a word then they are encouraged to use a resource.  Another focus that the teachers had was on text structures.  Authors set up texts in a certain way so that it may be helpful in organizing information.  Last but not least, the teachers focused on text features.  These can include captions, headings, illustrations, etc.  These can help students identify the meaning and importance of a text. 

The article ended by sharing some cautions that need to be considered when modeling through shared reading.  First, teachers should have some reason for selecting a piece of text.  Next, the shared reading should not lengthen the time that students spend in whole-class instruction.  Last but not least, shared readings should not be used to “curricularize comprehension.”    I found this article to be very useful because teachers need to be aware of the correct methods to show students how to read and some things that they need to focus on when doing so.  As teachers, we should strive to model the correct way when reading so that students will be able to be successful in all of their reading endeavors.

Integrating Instructional-Level Social Studies Trade Books September 23, 2009

When I first began reading this article it broke my heart to read about Jon.  I felt so bad because here was a student who was a struggling reader on grade level and the teacher did not try to help him.  How can we expect students to be successful in reading if we do nothing to try to help them? 

It is so important that we try to match students to instructional-level texts.  It was found and stated in the article that “teaching struggling readers in the intermediate grades with reading-level matched texts produced substantial growth in reading fluency.”  If this method shows growth then why wouldn’t every teacher implement this in their classroom?  I liked how this article gave criteria for selecting a good children’s book.  I can refer back to this as a future teacher so that I can make sure that I am selecting good quality books for my classroom. 

The article states that “struggling readers need opportunities to read quality children’s literature written at their instructional levels where teacher guidance and teaching, as well as peer collaboration, are essential components.”  I feel that as future teachers we should all strive to provide these opportunities for the struggling readers in our classrooms.

The part of the article that stood out to me the most was in the conclusion.  It stated that “A “class” or “grade” is an abstraction;  it exists in the teacher’s mind or nervous system…No one has ever seen a “first-grade class,” or a “fifth-grade class.  What a teacher should “see” is a group of individuals, unique unto themselves.  Not until differences are “seen” is the teacher ready to teach, because learning the child must precede teaching him…Differentiated instruction is a way of evaluating and living with a group of individuals in a classroom that results in a maximum of development of each individual in terms of his interests, needs, and capacities.  (p. 3)

This really means a lot to me because it is so important that teachers take the time to get to know their students as individuals and not as a class.  Since I have been working in my internship, I have taken the time to talk with each child about what they like and dislike and some of their favorite things about school.  I learned so much about each individual child and some things that might help them with their school work.  I also believe that if a student knows that you as a teacher care about them and their growth as a student then they will want to work hard in school and show that they can do it!

Meeting The Needs Of Low Spellers In A Second-Grade Classroom September 23, 2009

I really enjoyed reading this article.  Before this, I did not realize just how important spelling is and how spelling, reading, and writing are interrelated.  Through reading this article I learned that spelling is a developmental process that slowly evolves over time.

Students normally progress through at least three stages during first and second grade.  The first stage is the semi-phonetic stage.  This is where children normally spell using only the consonant sounds one-syllable words.  The next stage is letter-name or phonetic.  In this stage students begin to represent vowels in their spelling.  Students typically try to sound out the word and use one sound for one letter.  The last stage is within-word pattern and many first and most second graders progress into this stage.  During this stage students begin to represent short vowels correctly.

After our class discussion on Tuesday, I thought that this article provided me with an even greater understanding of differentiated spelling instruction.  I feel that this is so much more beneficial to students if they are able to work with words where they can understand the patterns within the word and successfully spell them.  I really liked how the teacher in the article talked about her weekly schedule for spelling.  On Monday there is a pretest with ten words.  After the test students are able to self-correct their own test.  I think this would help students identify and fix their own mistakes and help them to pay more attention to the mistakes they made.  On Tuesday students sort their spelling words into patterns with guided teacher instruction and then students are to make their own cards and sort them at their desk.  My favorite day was Wednesday when students got to play neat games using their spelling words.  I gained some really creative and effective games for students, such as Bingo, Memory, and Racetrack.  On Thursday the students partnered up for an oral spelling test with students calling out the spelling words for their partner to spell and then they switched roles.  I also liked the idea of  a “word hunt.”  Students get to read a story that they are familiar with and find new words that fit into their spelling patterns for that week.  This activity would allow students to identify these patterns in their reading and make connections between their spelling and reading.  On Friday the weekly spelling test is given. 

 I was very impressed with how much improvement the students who were in the lower spelling group had made by the end of the year.  This proves that differentiated spelling instruction is the best way to go to ensure that each student has a chance to be successful.

Pullout-Swashbuckling Adventures on the High Seas September 14, 2009

When I read about the Double-Entry Diary (DED) I actually remembered doing these when I was in school. I think that this is such a good way for students to pick out things from a text that they think is important and then right beside of it have a chance to comment on why this stuck out to them. I liked how the handout that matched this section was set up. This makes it easy for students to compile their thoughts and then write a comment about why they think it is important.

The section “Engaging with the Books” was very informative about how to split up the Twin Text lesson. I think that it is important that after the students read that they complete the activities and writing in their Pirate Notebooks. I also like how this mentioned to have students form small groups to share their notebook entries. I also like how students were encouraged to revisit the books to find answers to their questions and to make connections.

I thought that it was neat that students had the opportunity to research a particular pirate during the individual research section of this unit. This gives the students a chance to focus on a particular person and get a more in depth look at what this person is all about. This also gives students a chance to practice their research skills by looking at books and other resources.

The Data retrieval Chart (DRC) is a good way to have students organize the information that they find on their particular pirate. I love the idea of having them create “Wanted” posters for their chosen pirate. This is such a creative way that students can enjoy while still using the information that they found.

Pirates in Historical Fiction and Nonfiction: A Twin-Text Unit of Study September 14, 2009

I thought that it was neat how the unit began with a CD of pirate music playing as the students entered the classroom. I also thought that it was good that books, maps, and photographs were placed around in the classroom for students to rotate around and write down what they noticed. I feel that the notebook is a good idea for students because this gives them a chance to write down what they have learned as well as new vocabulary. This is a very convenient way for students to look back or refer to what they have already learned. The idea of having students conduct their own research about pirates is a good way for students to take responsibility for their learning. I feel that they would be more connected with the material if they were able to conduct their own learning experience. I also feel that the questions provided in the article to guide student research will work very well to enhance students’ background knowledge. I also like the idea of pairing fiction and nonfiction. I feel that this would help students become more interested and give them the opportunity to compare how the topic is presented throughout different types of reading.

Love That Poetry Lesson Plans September 14, 2009

I think that the handout that we read was very useful to me as a future teacher. I liked how the lesson incorporated “Love That Dog” throughout and I feel that students could relate to this book. I also liked how there were poems that were given in the handout and ideas for students to use when writing poetry. As a future teacher, I would like to incorporate the ideas found in this handout in my classroom so that I can show students that poetry is enjoyable.

Something that is meaningful to me September 8, 2009

my front porch swing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

So Much Depends Upon…

So much depends upon
my wooden front porch swing
encompassed by dust and sprinkled with cobwebs
a place for talks, dreams, and a vivid imagination
gently swaying, waiting for me.

something that is meaningful to me September 8, 2009

my ASU class ring

Brown Angels September 7, 2009

I loved how this book was put together. Walter Dean Myers has such a way with words that actually makes the reader feel as they though they know the children in the photographs. My favorite poem was “Jeannie Had a Giggle.” As I was reading it I was actually giggling. I loved how the words rhymed and how they all seemed to flow together. This poem is one that will just put you in a good mood because it is just such a silly little poem. I also liked how the author decided to put photographs with the poems. As I was reading “Jeannie Had a Giggle” I was able to picture her smiling and giggling about something. These photographs brought the words of the poems to life. I also liked how he stated in the introduction that “Children remind us of a time of innocence, a time of giving, and an unfettered love of life.” I was definitely able to see this as an underlying theme in the photographs and the words of the poems.

Love That Dog September 7, 2009

When I first began reading this novel I was not sure what to expect. After reading the first couple of pages I became very interested in what Jack had to say. As I was reading Jack’s words I was actually able to imagine that I was Jack and that I understood his thinking. I loved the first entry:

September 13
“I don’t want to
because boys
don’t write poetry.

Girl’s do.” (Pg. 1)

This stood out to me because I feel that this is very common for young boys to feel this way. They think that writing is for girls, especially poetry. As I continued to read I felt myself really connecting with Jack. I was rooting for Jack the entire time thinking, “Jack can do this. He can write poetry if he would just try.” I also tried to put myself in Miss Stretchberry’s shoes to see how she should respond to Jack and his poetry writing. I could actually imagine her encouraging Jack to write about something that was important to him and understanding that what he was writing was actually poetry. I loved how I was able to see Jack progress as a writer throughout the book. He began by thinking that there was no way he could do this. He then progressed to letting Miss Stretchberry put his poems on the board as long as his name was not on it. Then he let her put his name on the poem “My Yellow Dog” that was in the shape of a dog. He finally ended up thinking that his poems were actually poems and he even used another poet as inspiration. I also enjoyed the part of the book where Jack wrote a letter to Walter Dean Myers and after reading Brown Angels I was able to understand Myer’s style of writing. I also read the excerpt from Creech’s new novel Hate That Cat and I am very excited to read the entire novel to see how Jack progresses even further in his poetry writing.