Module 1: Powerpoint

After viewing the PowerPoint, I found it to be very beneficial for me because I wasn't familiar with some of the important terms listed. It is very useful to have the knowledge of what they are. Also, I now have a better understanding of the important terms with the descriptions of what they are. I've saved this PowerPoint  for future reference. Additionally,  it was helpful to have all the stages of reading development broken down with explanation of each stage.

I am familiar with RTI and would like to learn more about the process of RTI. Since I am not a classroom teacher, I have not had the chance to be involved in the process. I have sat in on a few RTI meetings at my school for some of my ESOL students. That brings me to consider more on the next topic on the PowerPoint on ELLs as struggling readers. I really like that it said it is important to know if the student struggled with literacy in their native language. I highly agree with this because I would consider many other factors before retaining the students in the same grade level because they struggle with reading. I would have someone to assess the students in their home language to be able to determine their area of weaknesses. It will help to know if the student also struggles with reading in their native language.

From my reading class in the summer semester I have gained a better understanding of the differences between a bottom up approach and a top down approach. This year I will implement the top down approach with reading instruction. I teach students phonics skills more in context rather in isolation. I know this top down approach will show an increase in students' learning.

Module 1: Watch & Learn: Assessing Reading Skills

This short video clip shows a teacher assessing a 10 year old student on her reading skills.  I think this video does a great job highlighting the most important part of reading instruction is assessing the students frequently to drive our  instruction. I believe that assessing the students can help us compile the data to see what the student is struggling with. Therefore, we can teach the reading strategy that will help the students tackle the  specific skill the student is struggling with. In the video, the teacher explains that the student is struggling with decoding the text, which hinder her comprehension skill. The teacher is unable to retell the story because she lacks fluency while reading the text. I think that the word list should be taught in context to help the students gain meaning to the words so that he/ she will be able to retain the word and its meaning. Recognizing and understanding the word meaning would help with gaining meaning of the text.

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. 

I would implement the comprehensive literacy instruction in my classroom. Research has shown that comprehensive reading instruction benefits both proficient and less proficient readers and writers. Also, low-achieving children achieve more with comprehensive, whole-to parts instruction than with traditional, parts-to-whole reading instruction (Weaver, 2002, p.372). I would implement all components of a readers' workshop and writers' workshop. This program would offer students various opportunities to learn in whole-class, small-group, and individual settings. Students would have plenty of time to read books based on their interest and write stories on any topics. I believe allowing students time to practice reading is very important because they read to learn. Students would have opportunities to listen to stories during read-alouds and shared reading. Students would lead their own discussion about a book they read and share stories they have written with a partner,  in small group, or whole class. 

As well as incorporating the comprehensive literacy in my reading instruction, I would create a classroom library filled with multiple level books from all genres. I would set up a cozy library space for the students that includes things like pillows, bean bag chairs, and lamps. I would put posters up on the wall near the library to help students find just right books and strategies that would help them when they come to unfamiliar words when reading independently. In addition to the classroom library, I would set up literacy centers around the classroom. Some of the literacy centers could be listening center , writing center, word work, computer, SmartBoard, etc. 

To encourage students to read at home, I would send home printable books for students to keep at at home. Students would be allowed to check out books from the media center and classroom library. I would send home pamphlets that would have various activity ideas for both students and parents to do together. After a student reads a story, for instance they can create a script for readers' theater, make comic strips, act out a story, draw and write about the story. There are numerous interactive activities that goes beyond answering questions on a worksheet. If technology is available at home, parents and children can make movie, slideshows, digital books. 

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 changed since you took the DeFord TORP a few weeks ago?

I think the textbook Reading Process & Practice by Constance Weaver is an excellent book to help me become a more effective reading teacher. It was very enjoyable to read as well as informative for teacher development. It has influenced my personal philosophy of reading. I absolutely agree with Weaver that we have to have background knowledge about a topic in order for us to understanding the reading for about that topic. Having the background knowledge and experiences teaching in the classroom really helped make the reading from Weaver’s book more meaningful. Chapter 15 certainly summed it up for me with so many research based studied that compared the achievement in the comprehensive literacy approach versus the traditional reading instruction. The comprehensive literacy instruction is proven to be effective for proficient readers and less proficient readers.

After reading about the study done by Kucer (1985) in Chapter 15 on decodable text and predictable text. The study shows that the child reading with the predictable text had fewer oral reading miscues and better retelling of the story (as cited in Weaver,2002). While I was reading about decodable text versus predictable text, I thought about to the beginning of last school year. I started the out the year teaching with phonics lesson using decodable books with my kindergarteners. I used all the lesson plans provided by Reading a-z, which was very thorough. I thought it was the best approach for my struggling students that did not have the letter-sounds knowledge mastered yet. After a few weeks of implementing the phonics lesson plan, I noticed how bored the students were reading the decodable texts and how little improvement it had on their phonics skills. Therefore, I stopped using the decodable books because I myself found it to be boring and difficult to teach with them.  This make so much sense now after reading that decodable texts belong to the traditional, parts-to-whole approach. It is hard for the children to construct meaning when reading something that doesn’t make sense to them. This book was very influential in my teaching approach for this upcoming school year. 

When I first took the TORP, I was uncertain about several of the responses. Now, I can say that I can fill out all the responses with certainty and confidence after reading the book by Weaver.  I have learned so much from her book and I'm planning to refer back to her book for teaching strategies for effective reading instruction often during the school year. 

Personal Model of Reading Theory

Loan Le

EDRD 7715

7/17/2013

Personal Model of Reading Theory

            I believe children learn to read occurs even before they enter school. Children learn through life experiences, playing with peers, multimedia technology, and from adults.  Children’s first stage of literacy development is through reading environmental print in their daily lives. These are the first prints in their own environment that they are able to read by using the contextual clues from the environmental print. Besides learning from the world around them, they are exposed to technology at an early age. Technology is rapidly coming to every homes such as computer, mobile devices like iPad, Kindle, Tablet, Nook, and cell phones, etc. All these digital devices offer educational games/apps to help children learn to read. Also, parents or adults play a huge role in children’s first stage of literacy by reading to them daily and exposing them to multiple genres of literature. When parents read to their children orally, children are able to gain new vocabulary. Most importantly guiding the children to the understanding of why we need to learn to read and write. For instance, we learn to read so that we can read the menu at McDonald’s and order what we want to eat. When children know the purpose for learning reading, they are more motivated and have the desire to learn when they come to school.

 When students come to school, I think that it is vital for teachers to find innovated and effective strategies for reading instruction to teach all levels of learners. Children come in with diverse learning styles and cultural background. As teachers, we need to differentiate our reading instruction to meet the students’ individual needs. Make learning relevant to the children so that they are able to make connections and bring in their prior knowledge to help them learn to read.

The reading for this course was very insightful and I have gained so much from the reading which will enable me to be a more effective reading teacher. Constance Weaver’s text Reading Process & Practice was extremely beneficial in providing information about the reading process, research-based strategies for implementing literacy instruction to enable me to teach my students to become proficient and lifelong readers. I believe that the comprehensive literacy approach to teaching reading will help accomplish these goals. According to Weaver, “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, and emphasis that is sorely needed to help children become both functionally and joyfully literate”(2002,p.279). The comprehensive literacy approach has all of the components to help improve students’ literacy success with a balanced approach to teaching reading. A major component of comprehensive literacy is reading workshop which includes read-aloud, shared reading, guided reading, sustained reading, literature circles, individual reading, and inquiry or reading to learn. It offers a variety of opportunities for students to learn in whole group, small group, and individual instruction.

I believe phonics instruction is essential to teach children to read in the primary grade. In the past I have focused heavily on phonics for emergent readers. However, from the reading for this course I have learned that I should not teach phonics in isolation. It should be incorporated into the comprehensive literacy program. Students need to be taught phonics in context so that they are able to construct meaning from the text. I learned the importance of gaining meaning from the text rather than focusing on identifying all the words correctly.

In conclusion, I believe that it is important to allow time for students to read throughout the day rather than just limiting reading time to just a block of the day. Students need to be able to select their own books of interest and books on their independent reading level. I found that when students are focusing on identifying unfamiliar words, they are not able to construct meaning from the text. As teachers we should provide students with texts that are just right and teaching them the strategies to find just right books by themselves will give them the power of choice. They will be more motivated and enthusiastic about reading therefore will be lifelong readers.

Reference:

Weaver, C. (2002). Reading process and practice. Portsmouth, NH: Heinemann Educational Books.

Module 5: Instructional Challenge

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.

I think that it is absolutely essential to become familiar with the background profile of my new ELLs prior to classroom instruction. I think that learning about the students' unique cultures and languages of my ELLs will provide information about their previous educational history and the current literacy level in his or her first language. Knowing this biographical information will assist me in setting realistic expectations for academic performance. During instructional time, I would incorporate lots of visual support (pictures, diagrams, models, graphic organizers, video & computer-assisted instruction) review vocabulary, and multimedia technology. 

I think incorporating the comprehensive literacy program in my classroom will be tremendously beneficial especially for my ELL students. It would be a structural and organized block  that is implemented daily where the ELL students will know what to  expected daily. It would be difficult for ELLs who are newcomers to follow directions when in an unstructural classroom. All the components of readers' workshop and writer's workshop are important to ELL students' literacy success. I am able to provide the ELL students with multiple opportunities to learn in whole group, small group, work with a partner, and individual/one-on-one. For ELL newcomers, I would definitely spend more time with them in small group instruction and individual reading/writing conferences. In small group I can differentiate my lesson so that it will be appropriate to their levels and give them more support or assist when needed. I don't want to give them the same activity/task and expect them to complete the assignments. I have to look at what they are able to do because they have limited English and vocabulary. 

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?

I believe that phonics instruction is an important component to the comprehensive literacy program. Phonics should not be taught in isolation.  It  should be incorporated into readers' workshop and writers' workshop to promote students' success in reading and writing. I believe that it is important for primary grade students to learn the basic phonological skills to help them sound out unfamiliar words and blending letters together to make words. We should teach reading with the integration of phonics to help struggling readers decode words. Students need to be taught phonics in context so that they are able to make connections. Phonics instructions should be integrated into daily instruction. It should be taught during shared reading, mini-lessons, guided reading, individual reading/writing conferences, modeled writing, shared/interactive writing. I particularly like to teach phonics during guided reading because this is one step away from independent reading on the gradual release continuum. I would teach a mini-lesson on different reading strategies including  phonological, phonemic awareness, phonics, and decoding. Then I allow the students to apply the strategies during reading  with me present to scaffold and support them during the reading. I would observe and assess the students that are applying the strategy taught in the mini-lesson to help them figure out unknown words in the text. This will allow for me to determine who will need additional help with individual reading conference. 

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? Why?

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

In Allington's Five Missing Pillars of Scientific Reading Instruction, I feel that the five pillars: phonological awareness, phonics, fluency, vocabulary, and comprehension are all essential components of reading instruction. I would implement all five pillars in my reading instruction in order for my students to be successful in reading. I feel that pillar two and four are the most vital. Although I feel these combinations are all vital to students' literacy success. I think that providing students with appropriate leveled texts is so important because that would boost the students' motivation to read. The students can focus on gaining meaning from the text rather than identifying all the words correctly. I think that when the students are not able to read fluently, it would interrupt getting the meaning of the text. I think that teaching the students the strategy of how to look for just right texts will give the students the power to select their own texts to read independently. That way the books are not always the teacher-selected books. Also, having classroom organization with a balanced whole class teaching with small group and side-by-side instruction is very vital because we have such diverse learners that learn in all different styles. Teachers can differentiate for small group and one-on-one instruction. Small group instruction will help to reinforce the same skills and allowing the students to practice the skills. Side-by-side instruction will benefit the struggling readers by providing personal attention to their specific needs. 

Module 4: Activity 1

Watch the video and reflect on what strategy or strategies Robin used most to help him learn to read. 

http://www.youtube.com/watch?feature=player_embedded&v=GctEw_7hTWc

This story of Robin's journey to literacy is truly inspirational.  As I watched this video I was very touched  by Robin's profound dedication to learning how to read. Even though he tried multiple times in the past to learn to read and did not succeed, he continued and was determined to learn to read so he could read to his grandchildren, about the world, and his Bible. This video of Robin's struggle to be literate at the age of 50 helped me to realize no matter how impossible it seems to teach a child  that is diagnosed with learning disabilities. I will continue to find strategies to  help that student overcome it and to motivate that child to never give up hope. 

Robin used many strategies to help him read. First, he used letter tiles to make words. He used different beginning sounds  and word families like "ack" and "ick"  to sound out words. He was using the "chunking" phonograms strategy to figure out each word. When he signed up for his first email account. He saw the word congratulations on the screen. That long word can be intimidating. However, Robin found a smaller word "rat"  that he recognized inside the big word to help him figure out the word congratulation without sounding out the word. 

Robin started reading leveled text with visual cues to help him learn to read. He read and reread the sentence until it made sense to him. When read the word "give" he said "gave" Robin asked "does that make sense?" he then changed the word to "give" and read the sentence again. He was paying attention to the meaning of the text. He was was monitoring his own reading. When Robin reads the caption on the newspaper articles, he used context clues and the picture to help him read. I think with practice, Robin with become a more proficient reader. 

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?

I believe it is important to allow Marcus to select this own text (independent level) to read first without any interruption. During this time I would use the Retrospective Miscue Analyis (RMA)  to record Marcus reading the text on the iPad. This will allow Marcus and I to watch/listen and reflect on his reading. I will play back part of it and pause where Marcus has made a miscue that doesn't make sense. I would ask "does that make sense?" I would invite Marcus to reread and teach him strategies to figure out unfamiliar words such as using analogy, syntactic, semantic knowledge and cues to predict what is coming next. 

The next step is to meet with Marcus daily  for guided reading, I would place Marcus  in small group with other students with similar difficulties. I would have the students read a text on their independent level because we want to focus on reading to construct meaning. First, I would do a book walk with the students to activate their schema and background knowledge. They would make prediction during the picture walk. I would introduce new vocabulary words/content words in the book. I would show them different strategies they can use when they come to a difficult word (ex: stop and think out loud if that word made sense in the sentence, use onset and rimes/chunks). I would let the student whisper read independently. Afterward, I would allow the students to take turns reading with a partner. This will allow the students to listen to each other miscues. They can also practice retelling the story. 

I would also do lots of shared reading and read-aloud with Marcus and with students who are struggling with the same miscues in small group or whole group. I would read teach concepts about print, reading strategies, words, phonics, and decoding during this time. After reading the story, I would ask students to retell or put the story in sequential order using a story map or timeline  on big chart paper. I would allow all the students the opportunity to say something they remember from the story. The students can help me draw pictures and write sentences to go with the story. By doing these activities, Marcus and sit to observe to learn from his friends. Also, I would ask Marcus to share something he remembers from the story. Allowing Marcus to have the confidence to participate. 

Finally, I would allow various opportunities throughout the day for Marcus and all the students in the class to have independent reading time and partner reading time. It is very important to allow time for the students to practice reading and allowing them the freedom to select books according to their interest. Also, I would provide students to access narrated/animated books to listen to on the iPad and a computer.  

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)?

Reading chapter 10 and 11 from Weaver's textbook  was very enjoyable  for me because it offered so many different strategies for many types of readers. I will be referring back to these chapters for instructional resources to help my struggling readers.  I loved reading about all the major components of a comprehensive literacy program  to get a deeper understanding of them. I am familiar with all the components of the literacy programs. However, I have not had the opportunity to implement all of the components in the comprehensive literacy program. I'm not a classroom teacher. Therefore I'm not able to incorporate all of the components in my own teaching. 

I do not have my own classroom. For that reason,  I do the push-in model  where I go into each classroom  during literacy center block for approximately 45 minutes daily  to work with students primarily in small guided reading  groups. During the literacy block, the classroom teacher and I would each meet with a guided reading group. I would meet with 2-3  groups when I'm in the classroom. Typically my groups consist of 5-6 students on the same reading level. The groups are also determined on the basis of students' individual needs at the time. At the beginning of the school year, I focus on early reading strategies with pattern books: left to right directionality with return sweep, one to one correspondence, locating known words in text, locating unknown words in text,  decoding strategies or fix-up strategies, and phonics. The classroom teacher would  conduct DRA2 (Developmental Reading Assessment 2nd Edition) to determine if the students are able to move to another reading level. Then, I would focus on reading comprehension such as building background knowledge, predicting, making connection, questioning, visualizing, inferring, determine importance, retelling, summarizing/ synthesizing, clarifying and self-monitor.  In addition, I focus on accuracy, fluency, and expanding vocabulary. 

I have not had much opportunity to confer individually with students. I plan to do more individual reading conferences with my students. According to Weaver's text, these are some of the things I plan to do with my students. I plan to observe my students' reading habits, interview them about their book preferences and reading goals. Discuss with students on what he or she is currently reading. Have the students read  the book, and listen for the reading strategies being used or not used well. I plan to record the students reading independently on the IPad  After that I plan to have the watch & listen to themselves read and reflect or look for miscues. Also, I plan to take this one- on-one time to teach reading strategies that will help with difficult words, monitoring comprehension, reading to draw inferences and develop understanding. Most importantly teach the students to construct meaning from the text by retelling aloud. 

Module 3: Activity 2

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? 

After watching this video on helping struggling readers by teaching phonemic awareness, or hearing sounds within words with  this cracking the code technique using pseudowords/nonsense words.  In the video, they  said that the teacher is teaching this technique that experts  know works. This technique can be one of the instructional tool to teach struggling readers but it should  not be the only way since study has shown it to be helpful. I believe what Dr. Reid Lyon stated in the video are beneficial for struggling readers like teaching in a systematic way with teacher-directed and teacher feedback. With struggling reader, the more one-on-one individual tutoring is  helpful for the student. 

Proficient reading  requires the readers to use many strategies.  A proficient reader use schema, syntax, semantic, context, and graphic cues. The students need to create meaning from the words they are learning. I think that using nonsense words will be difficult to teach less proficient reader because they need actual words with pictures (visual cues) to go with those words to help them learn the words. If the teacher teaches with nonsense words then the teacher would not have pictures to go with the word. I personally have never taught phonemic awareness using nonsense words but I would not rule this out since it can an additional instructional tool. Although I feel it is more beneficial to use words that are basic/common every day words and words that the students will come across to create meaning because this is essential to become a proficient reader.  

Module 3: Mock Memo from a Reading Specialist

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 teacher, 

I would like to start off by saying that I am very impressed  with your class' accomplishment on reading  above grade level expectations for fluency rate. You've done a marvelous job with your students so far on reading with fluency. Thank you, for bringing to my attention about your concerns with your students struggling with text comprehension. Let's take a closer look at a student in your class, Erica, it appears that she is mainly focusing on reading all the words correctly when she reads. She is not focusing on gaining meaning from the text that she is reading. You've also noticed similar cases with your other students. Your students are focusing more on words identification/words accuracy  rather than trying to construct meaning from the text they are reading. 

Here are some of my suggestions, first allow your students more opportunities to read independently and read with a partner (a less proficient reader with a more proficient reader) with texts that presents supports and challenges to the students (text should be easy enough to keep students going, but challenging enough to keep students learning). The texts can be teacher-selected  or student-selected text on the students' independent reading level that way they're able to read books based on their interest and read to get meaning from the the text.  Encourage the students to make connections and share their connections with a partner. Also, the students can practice re-telling the story to their parents. Second, I suggest doing more shared reading with your students to provide additional modeling of strategies proficient readers use including concept of print, word study, syntax, and comprehension strategies (making connections, determine importance, predicting, asking-questions, re-reading, and self-monitoring). Before reading an unfamiliar text to the children, you should provide support through the introduction to the book. For instance, reads the title and author, activates background knowledge, give a brief summary of the book,  introduces any challenging words, concepts, and language structures. Be sure to allow students to practice these strategies after you model them. Shared reading  or reading aloud to your students with modeling reading with expression  and intonation will help them strengthen this area of their weakness listening to you read aloud.  My next suggestions to help readers who have difficulty comprehending texts is the thinking-aloud strategy. This strategy will help them focus on meaning, develop effective reading strategies, and reflect on their reading strategies. For this think-aloud strategy, you should model reading aloud and stop periodically to show your students your think process while reading. This strategy will provide a effective model for children to engage in their own meta-cognitive comprehension strategies while they read a text. 

Please try out these reading strategies with your students and update me on their progress. We can arrange a planning time to develop different strategies to make the needs of the individual students in your class. In addition, I have a copy of Weaver's text called Reading Process & Practice, you may stop by to check it out during your planning time to reference back to this book for additional strategies you can implement in your classroom to help the students construct meaning of the text. Let me know if you need further assistance. 

Sincerely, 


Loan Le
Reading Specialist

PROMINENT THEORIST: ALLAN LUKE

PROMINENT THEORIST: ALLAN LUKE

https://docs.google.com/file/d/0B5imJIYltom1VmI2ejZ4T0pjTDg/edit?usp=sharing

Module Three Reading Reflection

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?

After reading chapter 5 in Weaver's text. I found a lot of evidences to disagree with Marilyn Adams' statement. I disagree with Adams' statement  who argued that rather than replying on context, skillful readers of English thoroughly process the individual letters of words in their texts. Research  by Gollash's (1980) suggested  that we do not identify all the letters in a word before identifying a word, even if the word occurs in isolation (Weaver, 2002). An experiment in Weaver's book showed that we read to construct meaning from the text, not look for errors in the passage. When I read the passage "The Boat in the Basement" I did not notice many errors because I was trying to get meaning from what I was reading. When we read for comprehension, we do not first identify the smallest units of language, letters, and then work upward (Weaver, 2002). Proficient readers use prior knowledge, grapho/phonemically to automatically use context, and relevant knowledge to word meanings to help identify the word. Also, proficient readers use analogy, syllables, onsets, rimes, and pronounceable chunks to read unfamiliar words. Research and experiments were conducted to prove that this statement is wrong because good readers do not read word-by-word. Good readers read with fluency from left to right and they use many reading strategies to help them figure out unknown words. 

We should consider less proficient readers, they might read individual letters of words in the text because they do not have the knowledge to apply different strategies to help them figure out the unknown words. In Weaver's text, she explained that  less proficient readers pay less attention to beginnings and ends of words (Weaver, 2002). This helped me to distinguish my less proficient readers from my proficient readers. That way I can teach them to apply different strategies when they come to a difficult word. I found this so interesting  that children and adults don't often apply the phonic "rules" when they read. They both read new print by analogy with known words (Weaver, 2002). Well clearly I have to start focusing less on phonics and more on teaching readers to use context,schemas, semantics, syntax, and graphic cues.   

Weaver, C. (2002). Reading Process & Practice. (3rd Ed.). Portsmouth, NH: Heinemann.

Module 2: Activity 1&2

Activity 1: 
Complete Exercise #3c on page 58 in the text: first write a definition of each word listed. Did you notice yourself using any fairly consistent principle for determining what the words might mean? Discuss. Then read the first chapter of A Clockwork Orange to find the meanings of at least six of the words: http://www.ebooktrove.com/top_ten/AClockworkOrange.pdf. In each case, how do you finally determine what the word means? 

Write down the definition of these words:

 creech- screech or maybe a sound
 droogs- drools 
 glazzies- glasses 
 goloss- glossy-shiny
 malenky-  malignant 
 messel- vessell 
 millicents-  Millicent -something tiny
 poogly- ugly or must be a adverb because adverb ends in-ly
 razrez- razors
 skorry- scary
 spatted- splashed or must be a verb because it ends in -ed
 zoobies- zombies

When I looked at the list of these words. I noticed that I was not familiar with any of the words on the list. Since the words are not in context, I know I will have difficult determine the meaning of the words  in isolation. I tried to look at the prefixes of the unknown words to figure out the words. Also, I tried to find words that sounded the same or rhymes with the unknown words and hoped that it would have the same meaning as the words that I already know. Finally, I tried to determine how the words was used  and what part of speech of the unknown words to help me.

After reading A Clockwork Orange, I was able to use context clues before and after the unknown words to help me determine the meaning of the words in the sentences. There are usually clues with supporting details to help us gain meaning to the unknown words. 

droogs- friends, partners
skorry- fast/quickly
glazzies-eyes
messle-ideas
goloss- shirt
poogly- dislike/displeasure 
skorry-scared
millicents- people

Activity 2:

Read Exercise 7  and answer the questions on p. 85 & 86

1. Who tried to read the words letter-by-letter? 

   I did not read the words letter-by-letter because it would be hard for me to blend them together.

2. Who tried to read the words mostly by chunking them into syllables?

   I used the syllables on the next to the words to help me pronounce them. It has already be broken down into chunk. 

3. Who tried to read the words by sampling the letters more or less all at once? 

   I did not read all the words at once. I I tried to read by chunking them into syllables. 

4. What words do you know the meaning of, or think you know the meaning of?

  I did not know the meaning  for any of the words on the list. Reading the words in isolation, I was unable to get clues to find the meaning of the words. 

5. Did pronouncing the words give you insight into their meanings?

  It was very difficult when I attempted to pronounce the words. Pronouncing the words did not help me gain meaning of the words. I

6. How do you handle unknown words when you encounter them in normal reading?

When I encounter  unknown words during reading, first I would skip that word and keep reading. Then, I would re-read the sentences again to find context clues before and after the unknown words to help me figure out the meaning. Also, I would figure out what part of speech that word is to help me. I was unable to figure out the meaning of the word and it is necessary for me to know to word to understand the text. I would look it up in the dictionary for the definition and look for examples for that word used in sentences. 

7. What do you think are the implications of this experiment and discussion for how we should help students deal with unfamiliar print words? 

After I did this experiment, the first thing that came to my mind was giving our students the high frequency word lists and asking them to learn/memorize the lists. The words are written in isolation and it  doesn't have any meaning to them. The students that mastered the lists and then therefore given more to learn. The students that struggled with the words are given less words to learn. Both of these ways serve no purpose. I think there is no purpose to learning the words when the students do not know  understand the meaning  of the words or able to use them in the sentences. 

To help students deal with unfamiliar words, I would model different strategies they can use to help them figure out the unknown words. I would teach them about sounding out  and blending the sounds, context clues, using our schemas/personal experiences to create meaning of the words.  

Module 2: Instructional Challenge

Wheeler & Swords (2006) show how children�s dialects have their own grammatical structure, and although the structure may differ from formal or �Standard� English, we can teach children to code-switch or change registers rather than correcting them, as the following table from page 57 of their book shows:

Take a look at the following examples of children's dialect-based miscues while reading and the difference between the child's original response (OR) and expected reponse (ER). Then answer the questions that follow.

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?

Looking at the examples of the children's dialect-based miscues, I believe the children's miscues are evidence of a proficient reader. The students in the examples above made many miscues involving the high functions words "it" for "is"  "what" for "that", dialect miscues "we got" for "we've got", and grammar miscues. It is mainly the proficient readers who make these types of miscues such as omission, substitution, or insertion of pronouns and function words. They are more likely to make these types of miscues because they focus more on constructing meaning from the text. They use preceding syntactic and semantic context, and their schemas to help them predict what might be coming next. Based on what I read from Weaver's text, I believed that the miscues from the child's original responses did not affect the meaning  in  the expected responses.

If I were teaching children who made these miscues, I would learn more about each student's home language/dialect. Next, I would inform them about the differences of  the informal (home) and formal (school) languages. I would provide appropriate modeling for both informal and formal/ standard English. I would help the students become aware of the grammatical pattern of home speech to the grammatical patterns of school speech. I would teach them when it is appropriate to use these types of languages. When the students are aware and know how or when to speak or write appropriately. When will be able to switch/correct themselves when it doesn't sound right. As teachers, we must have the knowledge, the experience, and the attitude that will enable them to recognize and accept miscues that merely reflect an alternative spoken dialect (Weaver, 2002). This means that as teachers, we have to take into account of the students'  home language when we teach them to read and write. We have to encourage them to speak and write appropriately in formal English rather than discourage them or tell them they are incorrect when they speak in their home dialect.

Weaver, C. (2002). Reading Process and Practice. Portsmouth: Heinemann.

Module 2: Reading Reflection

After reading Chapters 3 and 4, return to the quote from Harper and Kilarr on p. 41. Respond to this quote on your blog, saying whether you agree or disagree and explain why or why not using ample evidence from the text to support your assertions.

"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 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 to theory.  it is like the theory of the world being flat during the time of Columbus" -- Robert Harper and Gary Kilarr

I agree with Harper and Kilarr's statement above because reading is not consider an exact process. I disagreed that in order to comprehend the text we have to be able to read all the printed words correctly. Reading would be both ineffective and inefficient if we relied just on grapho/phonemic cues (Weaver, 2002. pg.52). I agree with above statement because  I believe teaching reading should consist of learning letter, letter-sound relationship, integrating our schema with the cue systems: syntactic, semantic, and graphic. When reading the text we must construct meaning from the text rather than trying to identify all of the words correctly. 

At  my school, the teachers use Pearson's Developmental Reading Assessment (DRA2) as an assessment tool to help us for instructional purposes such as grouping our students by their  reading level for our guided reading groups.  Far too often that I seen students placed in the wrong reading groups because we view reading accuracy too  important. If the students have too many miscues than they cannot move up to another reading level.  In the text, it say that we should not withhold challenging texts from students until they can recognize nearly all of the words accurately. Such restraint will actually inhibit their acquisition of new vocabulary.  In Contrast, extensive reading will enhance vocabulary and thus encourage the reading of more sophisticated texts (Weaver,2002. pg.45).

I highly agree with this statement from the text because we need to expose our students to books beyond their level rather than having them read only books on their level. 

In chapter 4, I found it to be very interesting that miscues are not always considered bad. Miscues tell us a lot about our readers when we correctly analyze them.  While I was reading the text, I thought back to a reading assessment that I did with one of my students at the end of the year. This kindergarten student still  knew approximately 150 sight words at the end of Kindergarten. She satisfied her requirement of mastering 75 Kindergarten sight words at the end of the year. However, when I assessed her on a level D book (where they need to be at the end of Kindergarten) she was unable to pass the level because she made so many miscues according to the rubric provided (e.g. basic sight words, pronoun, and substitution).  Weaver stated that good readers generally make fewer miscues than less proficient readers, they may actually make as many or more miscues involving pronouns and simple function words. This occurs because they are reading to construct meaning, rather than to identify words (Weaver,2002. pg.63). I baffled as to why this student made so many miscues when she knows so many sight words. After reading this, I have a better understanding of why good or proficient readers generally do make more miscues than less proficient readers. 

References:

Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann