Assessment

I chose to read the article by Mary K. Lose titled, "A Child's Response to Intervention Requires a Responsive Teacher of Reading."  In this article, Lose explains what a Response to Intervention (RTI) approach is and how this approach works.  Lose emphasizes application of evidence based reading intervention programs.

Lose expounds on the characteristics of effective RTIs.  In order to best help struggling readers, Lose writes...

• teachers must identify struggling readers early
• after identification, teachers must implement intervention quickly
• teachers must appropriately identify children with learning disabilities--take into account all aspects of students' reading exposure and abilities 
• teachers must provide effective, intensive, evidence-based early intervention plans 
• teachers must monitor student progress and appropriately document this progress
• teachers must report yearly progress of struggling readers
• teachers who work with low achieving students should be the best of the best, teachers should invest in professional development so that they may better help their struggling students 
• teachers should create a multitiered problem-solving team to help support struggling readers

Lose goes on to explain how vital it is for teachers to determine what learning approach best suits each struggling reader.  Teachers that are willing to adapt and experiment in order to determine this best approach are the most effective in helping struggling readers improve.   

The article goes on to support two intervention programs.  One, Reading Recovery, is designed for struggling first grade students.  Lose also reveals that evidence supports the Kaplan SpellRead program, which targets second graders.    Lose relays to the reader that teachers must implement programs and strategies that are scientifically supported. 

Explore these websites to find out more about each of these intervention programs...

How can teachers cater to a struggling reader's particular needs when the school day does not allow time for one-on-one attention with the teacher and the struggling student?

How might teachers maintain anonymity and unity within the classroom? (How might teachers avoid students determining who are the "advanced" versus "struggling" readers?)

Real-Life Reading Inquiry

For my Real-Life Reading Inquiry assignment, I observed a first-grade classroom reading lesson.  I wanted to explore reading comprehension instruction for early elementary students.  Prior to my arrival, the teacher informed me that during my visit, she would be engaging in whole group reading instruction.  I was eager to observe this lesson.  In this post, I will discuss my observation of two components of reading comprehension instruction, prereading and making connections. 

I first want to describe the way in which this first grade teacher began her whole-group reading lesson.  I walked into the classroom and joined the little first-graders on an oval rug while the teacher began the lesson, sitting in a rocking chair right at the edge of the rug.  Before the teacher introduced the book, she reminded the students that the main theme of the week was “community.”  The teacher then asked, “What does community mean?”  Many little hands went up and, when called on, the students contributed their thoughts.  The teacher was attempting to activate their background knowledge of the subject.  She asked her students what sorts of experiences they had had with people who serve the community.  The teacher explained that police officers work to keep communities safe.   After this brief but important background discussion, she introduced the selection.  She had chosen the book, Officer Buckle and Gloria, by Peggy Rathmann.  The teacher then asked for student predictions saying, “What do we think this book will be about?”  These eager pupils couldn’t wait to state their predictions.  During this introductory period, the teacher implemented prereading activities. 

According to Sharon Gill in her article, “The Comprehension Matrix: A Tool for Designing Comprehension Instruction,” prereading is essential for good comprehension.  Gill’s article explains that prereading can involve asking questions related to the story and leading discussions aimed at activating students’ prior knowledge (109).  At the start of her whole group reading lesson, the first grade teacher I observed did exactly that.  She prepared her students’ minds to better absorb the content of the book as she helped them activate their background knowledge.  Once background knowledge is activated, students can connect with the text more easily and therefore can comprehend the text more deeply. 

I will now discuss one other aspect of the whole group reading lesson.  As the teacher read the text, I observed many children raise their hands and form the letter, “C.”  This motion signaled to the teacher that that child had a connection with the text to share with the class.  Students simply could not wait to share the ways in which they personally connected to the story about Officer Buckle and Gloria.  When called on the share these connections, many students explained that they had dogs similar to Gloria.  One student shared that his dad’s friend was a police officer.  These connections made throughout the reading help children identify with the characters, the plot, and the setting of the story.  If students relate with the text, they will better comprehend the story. 

It was so much fun to see the students hold up “Cs” and listen to them verbalize their connections.  This aspect of the whole group reading lesson aligns perfectly with an article we read for this course.  In “Kindergarteners Can Do It Too!  Comprehension Strategies for Early Readers,” Gregory and Cahill write that making connections, mind movies, and questioning help strengthen reading comprehension in young students (515).  The fact that my observation complemented this article convinced me that this “making connections” strategy is an effective one.  I saw this strategy in practice and it was so encouraging and exciting to witness students’ enthusiasm as they made connections and comprehended the text. 

Throughout my observation, I experienced feelings of joy and excitement.  Students were intrigued by the selection and were fully engaged throughout the entire lesson.  The instructor knew how to capture the attention of her students and ask questions throughout the reading that facilitated comprehension.  In my future classroom, I absolutely want to implement the comprehension strategies proposed by Gregory and Cahill.  I think that connections, mind movies, and questioning are strategies that students will actually enjoy implementing!  

Guided Reading

For my guided reading selection, I chose an article written by Carl Smith titled, "Guided Reading.  ERIC Topical Bibliography and Commentary."  This article defines guided reading and offers some suggestions as to how to implement guided reading into the elementary school classroom.

Smith introduces his article by explaining what guided reading entails.  He writes, "in guided reading, teachers first provide instructions for reading involving general discussion of the text to build background information...Second, children participate in supported reading where teachers have introduced the story, followed by all children reading aloud the identified text...teachers observe each child's application of reading strategies and provide necessary support."  Smith then notes that after the students finish reading the story, they engage in activities that include additional instruction on reading strategy.  

So, in guided reading, teachers first introduce the story and perhaps discuss the setting and the characters.  Then, teachers support students in their reading of the text by helping them implement effective reading strategies as they progress through the text.  After completion of the story, teachers then lead activities designed to help students further develop effective reading strategy skills.  

Smith states that the goal of guided reading is to help children become "independent and fluent" readers.  Smith explains that this goal can be achieved through instruction in effective reading strategies.     If students are equipped with knowledge of effective reading strategies, they will benefit from increased comprehension, increased skill of application, increased confidence when encountering difficult text, increased vocabulary, etc.  The list goes on and on.  

After reading this article, I feel as if guided reading is a great way to help students utilize and familiarize with effective reading strategies.  Students are provided with texts that will sufficiently challenge them so that they must utilize reading strategies.  However, the texts are not so difficult that they frustrate students to the point of no return.  In guided reading, students are placed in small groups based on their reading level.  Overall, guided reading seems to be a great instructional strategy!

What are some limits of guided reading? 

How can instructors encourage students to implement reading strategies outside of the "guided reading time" within the school day?

Vocabulary Instruction

"Vocabulary Lessons," by Blachowicz and Fisher was an engrossing, relishable read...I just had to throw in a few vocabulary words for fun.  I couldn't help myself.  I was eager to read an article on vocabulary because I adore words.  I recently downloaded the "Word of the Day" app and eagerly access this app to view the new word each morning.  I attempt to use the word at some point throughout the day in a sentence. This is sometimes a forced task.  However, I do not mind because I find words thrilling.  An extensive vocabulary allows one to understand more deeply and to express oneself more accurately.

The brief article by Blachowicz and Fisher offered some advice on vocabulary instruction.  The authors note the significant relationship between vocabulary knowledge and reading comprehension and reading ability.  Students must have a wide oral vocabulary in order to comprehend and successfully decipher text.  

One suggestion offered by the authors includes, "developing word awareness and love of words through word play."  Implementing word games into the classroom can result in increased motivation and appreciation in students.  Games as well as creative activities such as the one pictured below can help develop student vocabularies.  

Thank goodness for paint samples!

Besides word walls, crossword puzzles, and the activity pictured above, what are some other games or activities that make use of "word play?"

In any given classroom, there will be students from literacy-rich environments and from low-literacy environments.  There will also be students whose literacy exposure will fall in between the two extremes.  How does the instructor appropriately challenge each student in vocabulary instruction?  

"CONNECTION!"

I absolutely loved reading the article titled, "Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers." In this article, Gregory and Cahill discussed the benefits of explicit reading comprehension instruction for kindergartners. Previously, explicit teaching of reading comprehension techniques and inference did not occur at the primary grade level. Gregory and Cahill cite research indicating that kindergartners are in fact capable of absorbing and applying explicit comprehension instruction.

This article elaborates on techniques employed by a Kindergarten teacher that actively engage students and foster reading comprehension. Ms. Hope instructed her students to employ different hand signals to indicate how they are making meaning out of the story being read to them. If a student makes the letter "C" with his hands, Ms. Hope knows that this particular student has a connection to the content of the book. If a student makes the letter "V" with his hands, Ms. Hope knows that this student has created a "mind movie" or visualization from the text. If a student wiggles his index finger up and down, Ms. Hope knows that this student has a question about the text.

Reading about these hand signals was so much fun for me because I actually got to witness these hand signals being put to use during a classroom observation. Actually, the teacher I observed employed many of the techniques proposed in this article.

Source

For my Reading Inquiry project, I observed a first grade classroom. The teacher read the book, "Officer Buckle and Gloria," by Peggy Rathmann. I was delighted to witness such student enthusiasm about this Caldecott winning book. Students were reaching their little hands as high as they could go, eager for the teacher to call on them to share their connections or mind movies. Most students wanted to share connections. These connections really seemed to make the text and illustrations more meaningful and relevant to the students. Each child was desperate to share a little tid-bit about his or her own dog.

I am grateful to have had the opportunity to observe these comprehension strategies in a natural context. I can't believe how effective these practices seemed to be! The fact that kindergartners and first graders can grasp concepts such as schema and inference is impressive. Student application of this knowledge to help them understand texts more deeply and comprehensively is even more impressive.

Kindergartners and first-graders are so smart!

How can teachers encourage students to offer connections and mind movies without having to ignore some students due to lack of time?  Unfortunately, there is probably not enough time within a school day for each student to share connections.  During my observation, I realized that some students seemed discouraged when they were not called on to share. 

Also, can you think of any other ways that students could interact with the text in such a way that promotes comprehension?  Specifically, can you think of any other practices that could facilitate inference?

Fluency

The three dimensions of fluency include accuracy in decoding, automatic processing, and prosodic reading.  Accuracy in decoding refers to a student's ability to sounds out words correctly.  Automatic processing refers to a student's ability to process the text in order to make meaning out of it.  Prosodic reading refers to student's ability to read with expression, make use of punctuation, and emphasize important words.

Here is an image that explains fluency:

I thoroughly enjoyed reading this article written by Timothy Rasinski.  Every wednesday, I tutor a third grade boy who is significantly below grade level in reading and I will add that English is his second language.  This article resonated with me because I feel that fluency is the aspect of reading that he struggles with most.

He reads in a monotone voice.  He doesn't observe punctuation marks.  He doesn't read with expression.  He doesn't read with intonation.  While he also struggles with decoding, I feel that his fluency deficit is really holding him back.  I know that he his lack of expression illustrates his lack of understanding of character emotion or suspense within the story.  I often ask him comprehension questions and ask him what emotions he thinks that the characters might be experiencing.  I feel that my inquiries have helped him somewhat with his comprehension and engagement of the text.

However, I desperately want him to read fluently with expression.  I think that he would enjoy the story so much more if he could really get a feel for the book's tone.

After reading this article, I think I am going to approach reading with him a little differently.  I might actually read some sentences first, exaggerating expression and punctuation.  I will then have him read after me and encourage him to read with similar expression.  I am excited to implement this strategy!  Hopefully he will develop into a more fluent, more engaged young reader.

Because the child I tutor also struggles with decoding and automatic processing, what strategy might I implement to address his deficits in all three dimensions: accuracy in decoding, automatic processing, and prosodic reading???

Also, once he is able to mirror my prosodic reading, how can I transition into helping him independently master prosodic reading?  How can I help him understand which words to emphasize or when to use an "excited" voice versus and "anxious" voice, for example.

More on Making Words

I really enjoyed the article, "Enhancing the invented spelling-decoding connection."  Authors Cunningham and Cunningham clarified much of my confusion concerning invented spelling in this article.  The authors emphasized the relationship between invented spelling tendencies and improvements in a child's phonetic knowledge.

While I read about and blogged about Making Words activities last week, this article, also focused on Making Words, added to my understanding of the benefits of this manipulative.  This reading also provided me with a more detailed, comprehensive understanding of what goes into planning and executing a Making Words lesson.  

The authors discussed the importance of including a discussion on spelling patterns and rhyming patterns within each Making Words lesson.  Teachers must explicitly discuss spelling patterns and rhyming patterns to develop children's learning abilities.  Before this course, I was unaware of the significance of explicit, direct instruction when it comes to teaching children to read.  These readings have enlightened me and I now know that I, as a future teacher, must provide this direct instruction in my lesson plans.  It is imperative that children realize these relationships between words in order to grow as readers.    

The authors noted that Making Words activities are fast-past as children catch on quickly and are eager to discover the long word.  I feel like sometimes, during fast-paced lessons, children can get lost.  How do teachers ensure that all students are following along with the lesson?

How can teachers keep the focus on recognizing spelling patterns, ryhming patterns, and letter combinations if children are distracted by the sole task of discovering the long word?