Literacy in the classroom

My Culture My Heritage Ethnicity and Race The Hawkins family consists of mostly individuals of the Caucasian race. Our ethnicity is a blend of Blackfoot Native American, German, Irish and English. The Hawkins family came to the United States prior to the Revolutionary War. Many generalizations or stereotypes can be made from the ethnicities that make up the Hawkins family. Many people perceive Germans as being cheap, unfriendly, and punctual. Irish are seen as being alcoholics, redheads, and pale. English (British) are perceived as having bad teeth, being rude, thin, and snobbish. Native Americans are often seen as wanting money from the government, living on reservations, a disappearing race, and have dark hair, high cheekbones, and dark skin. Our family is a mixture of all of these ethnicities so it is possible that we carry a few of the stereotypes. Speaking about my family in general, we are not alcoholics, cheap, or unfriendly. Our teeth look pretty nice and we try our b...

The PowerPoint, YouTube video, and chapter reading has been very informative. I have learned the power of continuously assessing whether it is formal or informal to better meet the needs of my students. When know where our students are at we are better able to meet their needs and differentiate their learning to help them be successful. The YouTube video was a very big advocate for this process as was the book. While reading the chapter, I began to reflect on how I teach my students in regards to reading. As I read I thought of positive things I was doing and also things I could work on to better help my students succeed in reading. I really enjoyed the information provided during this module. The youtube video was very interesting to watch as it showed exactly how to be an explicit teacher of reading by continuously assessing students to find their needs then teaching them accordingly. As I watched this video I became very interested in how fluency was related to comprehension ...

After reading the text, I was interested in learning more about reading comprehension in general and its effects on students at various levels. I found an article that studied the relation between reading fluency and reading comprehension. To assess this relation, many assessments were given to the students as an ongoing process, much like the youtube video we watched discussed. In the study, researchers used 270 students from first and second grade. Students were assessed using several methods. For listening comprehension students were read aloud to and then asked to answer open ended questions. To assess list reading children read aloud as many words as they could in 45 seconds (the words increased in difficulty). For oral reading fluency, DIBELS 6 th edition was used. Silent reading fluency was assessed by having students read sentences silently then answer a series of true or false questions. Finally, Reading comprehension was assessed using the WJ-III Comprehension Subtest, i...

Use Table 1.1 “Summary of Proficient and Less Proficient Reading Behaviors” to observe a reader.  Highlight the characteristics you notice and provide an example of what you see. I teach pre k in a school that is all pre k so I have had to adjust this to fit my students a little more as we are still in the pre-reading stage. Even though my students are in the pre-reading stage, many of the characteristics of a proficient and less proficient reader are present, even this early in the year. Right now my students are learning about words in a sentence. I read the sentence and they follow along with the pointy finger by pointing at each word. The ability to do this a leading them down the road to becoming a proficient reader. They are using what they hear me read to gain comprehension. After they point while I am reading it is then their turn to read and point at the same time (usually only a three or four word sentence). As students are reading, they often pick up on their own ...

This video was very interesting to watch. The in-depth approach that is taken seems to have a major influence on the success of students in reading. I agree with the video and it's view on how teachers should continuously assess students. Assessment should not be completed on one factor of reading, but all factors/influences of reading should be assessed to better diagnose a students struggles with reading. These assessments should not be completed once during the year and then that's it. These assessments should be a continuous process throughout the year. This is because as a student progress from one struggle another struggle may start. By assessing multiple times during the year, a students struggles will be diagnosed quicker and a plan to help the student can be made. When students are unable to read this causes an emotional draining situation for the student. It can be discouraging and have a life long lasting effect on the student. This video shows us how important...

My view of reading instruction has completely changed since starting this course. I have learned new ways of teaching reading and writing. I cannot wait to implement them in my classroom this year to see the positive outcome! My personal reading theory model will now consist of a comprehensive literacy program. Students learn best from whole to part, so my focus this year will be putting a lot of emphasis on shared reading with predictable texts, reading workshop and writing workshop. I will no longer have a set time to just focus on phonemic awareness and phonics. These should be learned in context, not separately. It has been proven time and time again that early reading instruction begins with a comprehensive literacy program. As a result of this instruction, students will begin with whole texts, and then move to words and word parts. During this progression, phonemic awareness and phonics will be taught in context. Writing will also be a major factor of this progression, as ...

Next year, you will be teaching in a school where the vast majority of students did not meet standard on your state's criterion-referenced test and where more than 75% of the students are eligible for free and reduced-price meals. What are some specific universal literacy strategies you may implement to ensure students success? In my classroom I would implement a comprehensive literacy program focusing on whole to part learning. Reading and writing workshops would be a major part of our classroom as it allows for individualization so all students can be taught on their own level (differentiation).   I would make sure that I have the appropriate materials for teaching literacy in my classroom, making reading materials available with a wide variety of interests and schemas in mind. I would also allow students to check out books of interest to take home to ensure that they have reading material at home every day. I would also make literacy bags with books and fun,simple activi...

Does any of the information presented in Chapter 15 influence your personal philosophy of reading? In what ways? How has your perspective this changed since you took the DeFord TORP a few weeks ago? Chapter 15 along with all the chapters of the text has had a great impact on the way I am going to approach reading and writing next year. I have learned how to teach phonics and phonemic awareness intertwined within reading and writing to create a comprehensive literacy program, as opposed to separately. I have also learned that this is the most beneficial way of teaching as it incorporates multiple strategies together that build upon each other. This creates students who are effective and efficient readers and writers. I feel like my perspective towards reading and writing has completely changed and I am hoping this will lead to an even bigger impact on my students learning this next year. I am now more aware of how to better help my students when it comes to reading. I have learne...

As your school year starts, you realize that you have three ELLs who are newcomers to the United States. Discuss how a comprehensive literacy program addresses their needs, drawing attention to specific components of the framework that are particularly relevant. Then discuss any additional scaffolding you would offer to support these children's needs.     The comprehensive literacy program is a great way to address ELL students’ needs. The most beneficial part of the program for these student s would be reading and writing workshop. Reading and writing workshop have many steps that build onto each other and allow for students to move at their own pace, opening the door for individualized instruction. The parts of the workshops they will benefit from most are guided reading and writing, individual conferences, and mini-lessons. Guided reading and writing allow for students to get instruction based on their individual needs and what they need help with the most will b...

Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics? I think phonics instruction should be intertwined in the comprehensive literacy model. The comprehension literacy model promotes literacy development by using writing and reading together, as opposed to the skills based program that focuses solely on phonics. As we read and write it is still very important to have the background knowledge of letter sounds, blending, and segmenting which are skills taught during phonics. Weaver says in the text, “A comprehensive literacy program is more integrative, with skills and strategies taught and used in context and with emphasis upon the guided and sustained reading and writing of whole, meaningful texts, an emphasis that is solely needed to help children become both functionally and joyfully literate” (2002, p.279). This quote goes to show that the skills we learn during phonics are an integral part of reading and writing. Al...

Take a look at the NRP Report Summary: http://www.nationalreadingpanel.org/Publications/summary.htm and Allington � s response: http://www.hcd.hr/conference/key_allington_eng.pdf Which NRP topic area(s) or missing pillar(s) that Allington describes do you find to be most vital for childrens literacy success? Why? Post your response on your blog. The five missing pillars that Allington describes are all very vital to a child’s reading. It is a shame that the NRP neglects to incorporate all of these necessary pillars to teach children reading. The most important of these five are hard to choose because I believe that they all build off of each other and are necessary in creating proficient readers. If I had to pick the most vital pillars I would pick the first pillar and the fourth pillar.   The first pillar Allington discusses is access to interesting texts. I am a firm believer in allowing our students to read what interests them. In elementary school I was told I could ...

Even though this video has strong religious overtones, (please let me know if it offends you, and I will provide an alternate assignment), it is useful for determining strategies that beginning readers use when becoming literate, even at age 50. Watch the video and reflect on what strategy or strategies Robin used most to help him learn to read. http://youtu.be/GctEw_7hTWc This was one of the most inspirational videos I have ever watched! It was a joy to see how Robin used word chunks to begin reading at age 50. By working on recognizing chucks of words, Robin was able to make words using their junks and ultimately read words. Word chunks enabled him to recognize parts of a word. He began by simply working on reading word parts/chucks and then making works with those chunks by adding a beginning sound. Once this was achieved, Robin was able to look for those word chunks in his reading to help him decode the word he was trying to read. He also used this strategy when writing. ...

Marcus is a student who very frequently miscues by substituting words that start with the same letter or first few letters of the word in the text, but his substitutions often are not syntactically or semantically acceptable (they neither sound right grammatically nor make sense). What possible teaching strategies would you suggest to help Marcus?              To help Marcus understand that reading should sound right and make sense, I would start off by using retrospective miscue analysis by recording Marcus reading a text and playing it back to him. When miscues are made, I will stop the tape and ask him if what he read made sense. I would then have him reread that portion of the text and find the correct meaning, with teacher guidance (Weaver, 2002).   I would also encourage Marcus to listen to recorded books. I would have Marcus first read the book independently and then I would have him listen to the book being...

Marcus is a student who very frequently miscues by substituting words that start with the same letter or first few letters of the word in the text, but his substitutions often are not syntactically or semantically acceptable (they neither sound right grammatically nor make sense). What possible teaching strategies would you suggest to help Marcus?              To help Marcus understand that reading should sound right and make sense, I would start off by using retrospective miscue analysis by recording Marcus reading a text and playing it back to him. When miscues are made, I will stop the tape and ask him if what he read made sense. I would then have him reread that portion of the text and find the correct meaning, with teacher guidance (Weaver, 2002).   I would also encourage Marcus to listen to recorded books. I would have Marcus first read the book independently and then I would have him listen to the book being...

After reading chapters 10 and 11 I have learned a lot about my teaching and things I need to start implementing in my classroom. In pre k it is easy to get caught up just teaching skills based literacy. After reading these chapters I see my wrongs and have made many plans to change the way I teach. Yes I will still teach my students’ letter recognition and sounds, as that is important at this age, but my way of teaching it will change. I am hoping to be able to create a literature-based classroom. I love the idea of teaching my students the basics and comprehension all at one time while reading. I hope to incorporate more choral and shared reading opportunities in my classroom, as well.   At the end of the year when my students start to read, I am not going to push for absolute correctness of every word, I am going to focus on getting my students to visualize what they read and gain meaning of what they read all while using books that have a less predictable structure.   ...

Click the link to read my paper on Lesley Morrow https://docs.google.com/file/d/0B0q6y0FhSAKCRi1tMTU2RTVsTzA/edit?usp=sharing

What do you think of this? What do such activities and cracking the code contribute to proficient reading? What else might a reader need to become proficient? I think that reading is a combination of things. I believe that students need to start off with the basics at first and then as they become more confident they are able to make sense of the words and what they have read more easily because they have the foundation for reading. In the video, it discusses how they use a systematic and direct approach. The students’ start of listening for individual sounds, then they move to segments of sounds and blending, and then they read the whole word. For this process they use both real and nonsense words. I think the use of nonsense words is a way to show that the student is beginning to become a proficient reader because they are using the cues they have learned to read words they are unfamiliar with. This is a beneficial way of teaching in the beginning, but as students grow old...

Erica, a fifth grader, reads grade level passages at a rate of 177 words correct per minute, or 30% faster than grade level norms. When asked to retell what she has read, Erica struggles and is able to give little to no information from about the text. Many other children in Erica's class also read well above grade level expectations for fluency rate (or automaticity), but the teacher laments that they struggle with comprehension and using appropriate expression and intonation while they read. What is going on here? What advice can you offer the teacher? Write a memo to the teacher from the viewpoint of the school's Reading Specialist. Give the teacher and explanation for the phenomenon and offer her advice on dealing with the situation. Please keep the memo to no more than 400 words. Post it to your blog and name the posting "Module 3: Mock Memo from a Reading Specialist." Dear Fifth grad teacher, After hearing what you have noticed with Erica and her class...

Do you agree with Marilyn Adams (1990, p. 108) who argued that rather than relying on context, Skillful readers of English thoroughly process the individual letters of words in their texts? Why or why not?   I do not agree with Marilyn Adams’ view on skillful readers processing individual letters of words as they read. There are numerous examples in the text that completely disprove this theory. To focus on individual letters of words would mean that our eyes actually fixate on what is being read. There have been several studies on eye fixation, for example, Rayner (1997) states that 20-30% of words on a page are skipped, Carpenter (1987), found that only about 68% of the words are fixated on, and Hogaboam (1983),   wrote that 40% of the words on a page were skipped, not fixated on   during his study (Weaver, 2002).   These studies show that as we read, our eyes do not fixate or focus on every letter or word.   Another great example of this being an in...

Activity 1: Excercise #3c As I was trying to find the meaning of the following words, I was really unsure as to their meaning. I found myself constantly trying to think of a word I know that sounds or relates to that word. I was attempting to use my schema, what little I have in reference to the words below that I am vary unfamiliar with. Creech- to creap up on someone Droogs- a gang or group Glazzies- glasses Goloss- rainboots or galoshes Malenky- Messel- muzzle Millicents- a measurement of time Poogly- feeling down Razrez- a razor Skorry- feeling sorry Spatted- spitting Zoobies- animals that live in the zoo After reading the first chapter of A Clockwork Orange, I was able to understand the meaning of the words using context clues.   It made it much easier to find meaning to the word then before when all I had available was the word. Having the word in context and the context before and after helped me to find understanding in what the ...

OR: It my little monkey here. ER: Is my little monkey here? OR: We got to tell. ER: We've got to tell. OR: Frog look at Toad calendar. ER: Frog looked at Toad's calendar. OR: A word what sounded good. ER: A word that sounded good. OR: hisself ER: himself OR: I can come to your party? ER: Can I come to your party? Are these children's miscues evidence of proficient or non-proficient reading? Explain. If you were teaching children who made these miscues, what, if any, assistance or teaching would you offer? The student’s miscues are evidence of proficient reading. The student may not be using “proper grammar,” but they are reading using their home dialect without changing the meaning of what is being read.   When looking at their original response and then the expected response you can still clearly see they understand what is being said, maybe more s...

"The major folklore of reading instruction relates to the "theory" that reading is considered an exact process. In other words, the reader is expected to read everything exactly as it is printed on the page in order to understand the message of the author. In general the consuming public, legislatures, courts and too many educators hold this theory. It is like the theory of the world being flat during the time of Columbus."                        - Rober Harper and Gary Kilarr I agree that the theory of reading being an exact process is folklore. Reading is more than grapho/phonemic cues this is only part of the reading process. The reading process is a combination of schema and substitutions/omissions, as long as the meaning is still preserved. There is no exact way to read. It is about reading effectively and efficiently using all necessary strategies to draw meaning ...

        Complete Exercise #5 on p. 39 by reading the passage and answering questions a-g that follow it. How is it that you are able to answer such questions? What does this experience suggest about the kinds of comprehension questions found in workbooks and on standardized tests? A.       What is corandic?             A croandic is an emruient grof with many fribs. B.       What does corandic grank from?   Corandic granks from corite, an olg which cargs like lange.   C.       How do garkers excarp the tarances from the corite? Garkers excarp by glarcking the corite and starping it in tranker-clarped storbs. D.      What does the slorp finally frast? The slorp frasts a pragety, blickant crankle:coranda. E.       What is coranda? ...