Module 6: Instructional Challenge

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? Include both in-class examples and things you could do outside the classroom. 

The first way to ensure students' success in reading would be to make sure they are being taught using a contemporary method of reading instruction. This is critical because it allows them to learn strategies to help them become reader's of the whole text, and not just individual parts of words, which a traditional method would offer them. Like all students, these students need to know that reading is meant to result in meaning. By learning whole words, and reading interesting texts they will gain more meaning. Traditional methods would call for too much decoding and predictable texts which may turn them off from reading. In addition, it is important to make sure these students are being taught through a program that is proved effective, and not the "latest greatest". Although it is important for educators to keep up with the times, a tried and true program is best for these learners. Something new and flashy may end up negatively effecting them in the end.
In terms of what can be done outside the classroom, it is critical that these students have access to books at all times. It is even more critical that these books be on their level. Having access to books when they want to read them, will help them gain an appreciation for reading and do it more often for pleasure. In addition, if the books are on their level they will have the freedom to practice reading independently. Also, having books that can be read aloud to them  will show them how books are supposed to be read, introduce them to more strategies and get them excited for more reading. If students are not given access to these books, I believe their interest in engagement for reading will not flourish. In doing so, the students will not be able to be successful in the future since so much of education is rooted in reading. 

Module 6: Reading Reflection

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?

The information that Chapter 15 provided, made me believe even more the importance of having every child become successful in reading. While this is important for test scores and other standardized items, reading is what all education stems from. If we do not make our students successful readers at their young age, we are basically making them unsuccessful for the rest of their educational career. 
The chapter also made my philosophy that reading should be done for meaning and not word identification even stronger. Studies show that while traditional ways of teaching, such as decodeable texts and focus on phonics, sometimes work they do not compare to the amount of success comprehensive programs show. As educators, it is our responsibility to stay up to date on the latest models and ideas in education. The same is true for reading. Despite what those in authority tell us, we know that phonics and letter-sound correspondence alone does not work for our students. We need to find ways to give students a variety of opportunities and tools to become successful readers and writers. 

When scoring myself on the DeFord TORP earlier in the course, I determined that I scored a 79 which put me on the low to mid range of believing in teaching reading skills. Since then, I do not think my perspective has changed drastically. I still believe it is important that teachers introduce, use, model and teach students the skills they need to become good readers. Much of this can happen during the different elements of a comprehensive literacy program, which I now strongly believe in. When I took the TORP then, and still now, I do not believe that phonics instruction should dominate reading instruction. In the same way, I do not strongly believe that whole language should dominate either. Instead, educators should use a balance of all these approaches and ideas and work towards making each individual student a successful reader. While it is up to the teacher to design their literacy program, they have much to keep in mind and balance in doing so to meet the needs of all readers. 

Final Personal Model of the Theory of Reading

            At the beginning of this course, I felt that my undergrad classes had given me a decent foundation on what reading is and how to teach it to students. However, after taking this course, reading Weaver’s book and participating in group presentations and discussions, I feel that that foundation is now stronger and more solidified. Looking back on my previous personal model, I see that while the ideas I had, such as reading aloud, enjoyment of texts and giving students tools to be successful, were just part of a comprehensive literacy program. I now believe that teachers implementing effective comprehensive literacy programs that account for all levels and types of readers is the best way to make students successful, lifelong readers.

            A comprehensive literacy program is so important because it gives teachers a way to introduce and teach students reading in a variety of ways. Moreover, it can be used with any type of text and with any age of student. I believe that its components such as shared reading and guided reading would be best for students in younger grades as well as emerging readers. These would be best for such students because it shows them how reading occurs and how it takes place. It also gives students the skills and strategies they need during reading such as using context cues, self-correction and fluency. On the other hand, I believe that reading workshops and writing workshops are better geared to upper elementary grade students. This is because students are given freedom to work at their own pace and discover things on their own. In addition, students are given more freedom to choose what they want to read and write about. While these were ideas that I had heard of and tried using prior to this course, I know feel confident that I could use them in a classroom and have ways to make them effective for all students.

            I believe that components of a literacy program such as read alouds, mini-lessons and conferencing could be used at all ages and for all readers. Read alouds are so important because it shows students that even adults value reading. Also, it can help them in a variety of ways including learning new concepts and being able to enjoy reading. Mini-lessons are useful because they can be planned or unplanned. In either situation, the teacher is able to address a topic or issue pertaining to the reading or writing process. Students can then directly apply to what has been briefly taught to their work. Lastly, conferences are also valuable to both teachers and students in a literacy program. Conferences give students a way to express to the teacher what they have been reading, learning and what they are struggling with. They are beneficial to the teacher because they show the teacher the student’s progress and allows them to better meet them where they are. I think these components should be used in all comprehensive literacy programs, but with a careful balance to other components.

            Finally, this course has changed much of my views on phonics and phonics instruction. Prior to this class I thought that phonics was just as effective as any other approach to reading. I thought the ability to sound out words and decode would produce strong readers just as a whole language approach would. However, after considering what Weaver lays out in her book, I believe that phonics should never dominate a literacy program. While it can of course be included, particularly with emergent readers, having it dominate the program is usually a disservice to students. It is a disservice because as educators, we should always have the ultimate goal of reading be meaning. However, meaning is often lost or cast aside during phonics instruction because so much emphasis is on the words themselves and not how they are being used. My belief that students learn better with less focus on phonics was proven in the studies that Weaver lays out in the text. In addition, the studies of my prominent theorist Ken Goodman also proved to me how whole language learning is so much better for readers. The sounds the letters in words make is not as important as the words themselves. Sounds and patterns are too time consuming and have too many exceptions. Again, phonics should not be thrown out altogether, but it should never be total focus. 

My biggest takeaway from this class is what I mentioned earlier: the purpose of reading is meaning. I believe it should be our constant goal and focus to find ways to help students gain meaning from texts. Whether it is incorporated into the various components of a literacy program, or during tutoring time when things such as miscue analysis and think-alouds occur, we should always bear this mind. If our students gain meaning from reading, they will inevitably be successful. I want for all my students to know what it feels like to be successful in reading and carry that with them always. 

Module 5: Instructional Challenge

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. 

In the literacy program, the read aloud part would be a great place for ELLs to see how a book is supposed to be read. In particular, if the read aloud models strong ways to read fluently, check for meaning and to hold discussions the ELLs will begin to develop ideas of what reading is supposed to be like. Guided reading would be important to ELLs as well because they will get direct instruction that pertains to their needs in a small group setting. It will also provide them with strategies and skills that they can use when they eventually move on to reading alone. Of course, these students might need more tutoring time than just guided reading, but it will provide a foundation. Like all students, ELLs will benefit from the mini-lessons that teachers lead during the literacy program. They will begin to learn the reading process, different reasons for reading and reading strategies that strong readers use. Also, it would be beneficial for these students to be included in literature groups in the classroom. In this way, they will be able to read according to their interest but also have the opportunity to spend time with their classmates discussing the reading, problems that occurred during reading and other issues that may arise. Like reading, writing will also probably be difficult for the ELLs. However, holding conferences with them as they practice their writing to see how they are doing, shared writing that models writing strategies and guided writing which allows writing to happen in small groups would all be helpful. These components would give them strong roots in becoming good writers which is heavily connected to becoming a good reader.
These ELLs will probably need extra reading and writing scaffolding that is strongly based in their specific and individual needs. Challenges such as, learning grammar patterns and cues in order to determine words in the text will exist. Other places that will need scaffolding will exist in determining letter-sound patterns and phonics knowledge. Time will need to be focused on such topics in order for them to begin forming meaning and comprehension. Teachers may need to set aside time to work just with them and track their progress. These students will likely have trouble working independently at first, but with scaffolding will be able to as the year goes on.  Like any other learner however, they will each have their own strengths as well as their own weaknesses. It is up to the teacher to determine these and then work from there. Teachers also need to make sure they are constantly encouraging these students and celebrating all successes. 

Module 5: Reading Reflection

After completing the reading for the week, consider these questions:
Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics?

When using a literacy program in your classroom, there are many opportunities to include teaching and using phonics. One place it fits well is during the shared reading portion of the literacy program. In shared reading, the teacher reads a book aloud with students and helps them with skills and strategies they need during reading. Phonics skills such as letter-sound relationships, word predictions and word recognition can be introduced and modeled. Guided reading would also be a place for phonics instruction to fit into the literacy program. By using guided reading, the teacher has the chance to work with students in a small-group setting and help them specifically with what they need. During guided reading, skills such as breaking words down into chunks or reading words by analogy could be focused on. In this way, the teacher can help students find ways to read unfamiliar words using phonics skills. However, it is important that this time is also spent on gaining meaning and comprehension in order to make students strong readers. In addition, mini-lessons are another place where phonics instruction could take place. While mini-lessons can cover a multitude of topics, teachers can spend time on strategies such as decoding, thinking ahead and checking for comprehension. In lessons such as these, students will gain an understanding of how phonics is connected to reading and when and how to use it. They can then take these skills with them and use them in reading throughout the literacy program.
Writing components of the literacy program would also give teachers a way to help students understand phonics. For example, in guided writing the teacher can work with students in small groups to see how they are developing words and in what way they are writing them. They can then take time to show students how to write according to phonics in such ways as chunks and sounds they already know. In the same way reading mini-lessons help to teach students skills and strategies, writing mini-lessons can do the same. Teachers can explain ways to spell words and develop them based on phonics. Individual conferences in both reading and writing would also be ways for teachers to check to make sure students are using the correct phonics skills while reading to determine words they do not know or to help them when they make miscues.
Each of these components of the literacy program allow for teachers to find ways to teach phonics. However, it is important to keep in mind that much of phonics instruction should be geared towards younger students and emerging readers. Often when students spend too much time breaking down reading into each word and its parts, they lose sight of the reading's meaning. Still, teaching phonics gives students a way to be on the path to becoming a strong reader. 

Module 4: Activity 2

Which NRP topic area(s) or "missing pillar(s)" that Allington describes do you find to be most vital for children's literacy success? 

While I believe that Allington makes several great and interesting points in her "missing pillars" I believe that the most vital two are giving children access to interesting texts and organizing the classroom teaching to include whole class and small groups. I think it is important to give children interesting texts because it lets them read while enjoying it. Even if they do not realize it, while they are reading these texts they are gaining background knowledge, discovering new words, seeing word patters, using fluency and gaining meaning. While these are all important reading strategies, they are strategies that can be used in reading of all subjects. Like Allington mentions in another pillar, it is important students can read their science book. So, if they are comfortable with reading and know how to do it well, when it comes time to read their science book they will be able to. I also think it is important to teach to the whole class as well as to small groups during reading. Teaching to the whole class allows you to introduce topics, look for meaning and have general discussion. Small groups allow for all of these things to be refined, but on a level that truly caters to the students in the small group. In a small group teachers can also better determine where each of their students are and help them accordingly. Small groups also allow for certain reading strategies to take place in a meaningful and useful way for the students. I particularly agree with these two points Allington makes. 

Module 4: Activity 1

Robin's Journey to Literacy 

When learning how to read, Robin incorporated a variety of strategies that helped him become literate, even at the age of 50. One strategy I often saw Robin using was breaking individual words into chunks. He even looked for parts of the word that he already knew, no matter which part of the word it was, and worked from there. Most of the time it was basic parts, such as "rat" in congratulations. In this same way, he used letter patterns in words to help him discover what words were. Another strategy Robin used was pulling from his prior knowledge to determine if what he was reading made sense. Robin had figured out by this point that reading was supposed to make sense, so when he came to a word that he pronounced wrong or did not know, he was able to catch his miscue. He then thought about what would make sense grammatically and in the context and then could pull from what he knew about chunks or patterns to determine the word. Writing was also something that helped Robin. He thought about what he already knew about letters and sounds to come up with the spelling of the word. This writing was important to his reading skills as well. Lastly, the most important strategy that Robin had on his side was encouragement. This encouragement from friends, family and teachers motivated him to continue to read and write even when it was difficult.
This video really opened my eyes to how much in this world depends on reading. It is not only something that is done daily at school and for pleasure. It is needed for electronic communication, reading the newspaper, looking at advertisements and even going to the grocery store. Robin's story reminded me that it is important to take the time needed with every student and find ways to make them successful readers and writers for their future!

Module 4: Instructional Challenge

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? 

One of the first things Marcus should be introduced to is, to make sure that he knows reading is supposed to make sense. In this way Marcus will begin to see that reading is not just something that takes place in the classroom, but it is a way to learn new things.
If Marcus realizes he is supposed to read for meaning, he can then transition into learning letter-sound patterns found in reading. This can be done in shared reading. He can start making connections between the words he hears and the way they appear on the page. Then hopefully he will stop substituting words that only have the beginning sound(s), but try and include all of the word. However, it is important that he does not get bogged down by focusing on letter-sounds in all reading. Guided writing might also help Marcus. Guided writing will give him the chance to see how letters in words sound and work together. Again, he can use this strategy when trying to determine a word in the text.
Lastly, Marcus should be introduced to the "think ahead" strategy. In this way, Marcus will use cues that he sees in the text to determine what is coming next and what kind of word would best fit next grammatically. He should be introduced to pulling from his prior knowledge as well as knowledge he has learned from other strategies such as shared reading. This will help him narrow down the choices, so to speak, of words that would fit into the text. 
If Marcus is familiar with how words in sentences should flow, he will be better able to guess what grammatically appropriate word is coming next. And if he is familiar with letter-sound patterns then he will be able to better determine what the unknown word is. Although Marcus could benefit from a variety of reading strategies, this would best fit his need at the time. It is also critical that Marcus be a part of all reading discussions in the classroom, both small group and whole group! 

Module 4: Reading Reflection

Looking across Chapters 10 and 11, which of the understandings and strategies in the comprehensive literacy program are you already addressing/doing with your students (or have you done, or do you plan to do)?

Although I teach Pre-K, and my students are only at the very beginning stages of reading, I was happy to find that I am implementing several strategies in the Literacy Program already. In my classroom one of the things I try to do at least two to three times a day is read-aloud with my students. I was taught the importance of this in my undergrad classes and have now seen its benefits work firsthand. My students love having stories read to them and it gives them a glimpse into what reading is supposed to be like. Also, I like to take the time to make sure that they are understanding what I am reading and we discuss it. I enjoy reading aloud to my students a variety of texts. Another strategy I often use in my classroom is shared reading. Once my kids have been in my class for more than half the year, we begin to learn sight words. When I am confident of their grasp on them as a class, we begin reading simple stories together. Some use decodable words and some do not. I always instruct students though to say a word in the story out loud if they know it, and they will hear the rest from me. Shared reading is also great for my young students because it gives them a feel for how to read the lines in a book, look at the pictures to help you and so on. My students also love taking part in the sustained reading part of the literacy program. Again, although they cannot read themselves, they look forward to the time when I let them select a book from our library and they "read" it to themselves. They get excitement in finding letters and words they recognize and often make up their own story using the pictures. My class this year did especially well with this activity. 

While my students are a little too young for several of the literacy program strategies, I feel confident that I am putting them on the path to being good readers in the future. In the next year, I might strive to include some ideas from the program such as shared writing and reading conferences. Although they would not look like a typical elementary school class, my students will at least get a taste for what they will hopefully be introduced to when they are older.