Reflection 5

This week’s readings presented a number of beneficial points and useful tidbits of information for the future. With respect to the first article, “Introducing a New Storybook To Young Readers,” I thought Clay’s idea of developing a sort of prelude to the actual story was brilliant way of not only prefacing students’ minds for the incoming, new content, but also of allowing them to relate what they are about to read to what they already know. Through this method the teacher is able to give a brief overview, which could serve to eliminate any ensuing confusion about the topic, while reducing the possibility of students being wholly overwhelmed by novel material.

Moreover, I appreciated how in this reading, as well as the others, which were provided for this reflection, that the author cautioned her audience on the necessity of serving the different needs of the diverse population of students that each educator is certain to receive. There will be students that arrive at school having been raised in environments abounding in experiences with reading and writing. In this case, it would be easy to see how they might not require as much of an introduction to prepare them for the new content as those who lack in the awareness of such observations.  

Finally, it was interesting to notice how this form of prologue to the actual written work could function as both a community event, while still retaining its educational merit. Beginning another book by introducing the storyline or issue, the students are presented with the opportunity to discuss and gain additional perspectives on the overall subject matter and acquire actual instruction before commencing with substance of the text.

           

Regarding the subsequent article, which came from both the IRA and NAEYC, I firstly liked that they disputed the claim of prior familiarity with both reading and writing as having potentially negative effects if supplied before an individual is at a specific stage of development. This notion seems relatively ridiculous, as being brought from a setting without such experiences directly into circumstances where they are expected to learn those exact skills hardly seems an advantageous method of preparation.

           

It appears fairly clear from this work just how much children begin to pick up on the manners in which their surroundings, if the are permitted the proper amounts of exposure, are immersed in activities revolving around both reading and writing. Thus, many of individual’s fundamental views on the topics and the level of enjoyment equated with them, begin their development when most are quite young. As a result, it is essential that youth be furnished with opportunities to have these experiences so that they, in turn, can give rise to the drive that pushes them to truly learn and apply these skills.

           

A final thought I enjoyed from “Learning To Read and Write: Developmentally Appropriate Practices For Young Children,” was the idea “that children do not progress along this developmental continuum in rigid sequence. Rather each child exhibits a unique pattern and timing in acquiring skills and understanding related to reading and writing” (IRA & NAEYC, 1998, p. 15). The aforementioned belief appeared, to me, to be one of the most significant portions of the text. It is key that educators know and fully comprehend that each student that passes through their classroom door is going to learn at a slightly, if not entirely, different pace and through the utilization of differing instruction methods. Every pupil will require specific adjustments and demonstrate varying capacities, even if minute, in how they acquire reading and writing abilities; therefore, it is the responsibility of the teacher to recognize and accommodate the diverse learning speeds and requirements.

           

What drew me in to the third writing titled “Supporting Phonemic Awareness Development In the Classroom,” aside from the discovery of the numerous attributes of phonemic awareness, was the balance, which is a frequently recurring topic this semester, that is required in instructing reading and writing. While teaching phonemic awareness and all of its nuances is certainly important, it should not be taught independently of all of the other critical elements involved in mastering these capabilities. Furthermore, I think it was of extreme benefit to hear of the innumerable ways in which to incorporate the learning of these skills into the day-to-day schedule, and actually this was a large piece of what I gleaned from the textbook reading, as well. Particularly, I loved the inclusion of the book The Hungry Thing, and the potential ventures and learning opportunities that could be encompassed through the reading of this story.  

The last piece I read this week was the chapter from our textbook, and as I mentioned above, what I was mostly able to extract was the various manners of making reading and writing education into enjoyable pursuits that would be capable of swiftly drawing in and maintaining the focus of a classroom of students. I simply had not realized, or perhaps had not previously had the chance to ponder, the vast number of activities that can be developed to produce an effectual and diverting learning experience. Each exploit that included the use of different students’ names seemed an especially efficient way of truly engaging an instructor’s audience. Generally speaking, the text seems a relatively valuable resource when seeking ideas for including phonemic awareness in the classroom.

Inquiry Project Ideas

For my Inquiry Project, I hope to discuss the various methods of implementing read alouds into Special Education settings. To begin, I would like to address the question of whether or not read alouds are worth the time and effort required to properly include them, particularly when involving students with special needs. Moreover, I would want to seek out the alternative ways in which individuals have discovered to incorporate such activities into their normal academic routines. Overall, I think these queries should prove broad enough to supply an adequate source of new information.

I would expect to discover and determine my final sources during the next several weeks. Specifically, I plan to utilize both online research and, perhaps, an observation in a special needs classroom to provide and support the answers I locate through this project. Finally, and although my opinion may change as I delve further into my investigation, I am primarily aiming to complete either a paper or PowerPoint presentation.

Reflection 4

Overall, what I really found that I agreed with throughout this week’s readings, was that each article and, even the chapters in the book, truly seemed to be pushing for additional time spent reading, and writing as well, especially during the school day, but outside of class, too, as one of the main contributors toward achieving reading competency.

In Richard Allington’s 1994 article, “The schools we have. The schools we need.”, it was disheartening and, yet, fortunate in that it is being recognized, that individuals in the education vocation often muddle what might merely be a lack of exposure for an absence of potential. For this exact reason, I think it is exceedingly important that youth suspected of requiring alternative forms of instruction are first assessed through a wide variety of means, including speaking with the student, his or her family, and other colleagues, to determine the actual reason behind a student’s lack of achievement.

However, while I think reading and writing are extremely worthwhile daily activities, they should not eliminate other important forms of learning and growth. This article did seem to almost want to ignore certain aspects of education in favor of just this one. I do comprehend the significance of becoming a literate individual and how key a role it plays in determining one’s course of life, but I do not think that all other options should be ignored in its presence. Certain activities, such as “art, music, [and] physical education” were listed in reference to types of academic work that “interfere” with reading and writing education (Allington, p. 21, 1994). Just because this form of literacy is essential, does not mean we should forsake and stop encouraging others. Developing students’ creativity and health through such alternate activities also provide vital experiences and learning opportunities that need to be taken advantage of. Perhaps there is a better way of formulating the school day that would allow for more reading and writing, by way of incorporating it into these other subjects and connecting important information between topics, but in the case of simply removing numerous other forms of enlightenment, I find this to be an opinion I cannot come to terms with.

While I am not entirely sure I agree upon a couple of the statements within the second article by Allington, there were several other points on which I concurred. Because the thought process that goes on inside my head when I read and the ways in which I think while reading are so natural and ingrained within me, it is effortless to forget that frequently such skills must be taught to students in order for them to gain proficiency. Although there are individuals who might pick up such expertise on their own, numerous others require a teacher capable of explaining how he or she has reflected, deliberated, and come to the conclusions that he or she did while reading. Most, I think, might consider this an unconscious activity, and, thus, it appears critical to remember that not everyone garners such skills so flawlessly. Moreover, I appreciated the emphasis on actually discussing the material rather than asking basic, singular answer questions. From my own recollections, I can acknowledge that many of the instances in which I truly felt I had gleaned a complete understanding of a work of writing was only after I had listened to the perspectives of my peers and professors.

Through Cassidy, Valadez, and Garrett’s “Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them”, what caught my attention was not so much how all of the different attributes of reading have risen and fallen or stabilized in regard to popularity and import, but how there exist all of these alternate pieces that serve a function in learning how to read and write and how each performs its own purpose. Although the aspects that are most sought after will fluctuate, the most significant way to incorporate them all is to simply find balance. Just as we spoke last week about finding a balance between silent, independent reading and reading aloud, so, too, does there need to be a balance in instructing students on all the different subjects involved in reading.

Lastly, there were a few pieces of knowledge that I found interesting from our text for the semester. I feel it is necessary to make sure that students are introduced to a wide array of reading materials and subject matter. Not only does this method of familiarization provide them with a number of opportunities to seek out the topics they find most interesting, but also it gives them a broad base of knowledge to draw from in the future.

Moreover, I loved the concept of the bookboard, in which students can signal their own appreciation or lack thereof for a book and eventually even receive a chance to explain their viewpoint. This seemed like an excellent way of making students interested in reading and assisting others by recommending new books for them to attempt or to avoid in the future.

Reflection 3

The articles provided for this week’s reflection offered up a number of different perspectives to consider in regard to both oral reading and independent, silent reading. While there were certain points that seemed feasible in Allington and McGill-Frazen’s work, “Why So Much Oral Reading?”, there were a couple of aspects that I found difficult to agree with. To begin, I do not necessarily believe that it would be a well thought-out idea to remove oral reading entirely from the curriculum after equipping oneself with merely a first-grade reading level. Although spending the majority of a lesson trading off turns reciting from a text might not be the best method of incorporating reading into classroom activities, it seems important, particularly for youth in elementary school, to have the shared experience of listening to the same story and being provided time to discuss what they have heard.

Whilst it is possible that the authors of this piece of writing intended for oral reading to be synonymous with reading aloud from textbooks, I am not sure that that is the case. Hearing literature being read supplies an utterly unique experience in which one has the opportunity to truly envision the words being spoken. At least from my own insight, I can claim that being capable of listening well is also an essential skill to develop. In other words, both independent and oral reading maintain the capacity to impart their own benefits depending on the circumstances and students involved.

However, I cannot say that I am of the same opinion on the subject of textbook reading. In spite of the fact that I cannot recall having had a professor, nor alternating students, simply read the assigned text, it appears as if it would be a wholly ineffective manner of instruction. If it is accurate that numerous educators are utilizing this method regularly for remedial and special education classes, then certainly this presents an issue that requires a resolution. It is highly unlikely that the majority of individuals will learn adequately what they need to know by being witness to the text read audibly.

Though the negative aspects of oral reading were discussed in this article, I noticed there was no discourse about the difficulties that can arise when students are left to their own devices concerning silent reading. As a result, I was grateful for the chance to leaf through “Scaffolded Silent Reading: Improving the Conditions of Silent Reading Practices in Classrooms”.

Retaining a proficiency in independent reading clearly has its merits. On the other hand, as was revealed through the aforementioned piece, implementing this activity during school hours in a well-developed manner can prove unprofitable if the proper aspects are not accounted for. Having the ability to choose the correct book is key in both comprehending, but also enjoying the novel that one has elected to read. Thus encouraging teacher involvement in book selection seems quite appropriate, especially for younger grade levels. Additionally, I thought the idea of having a well organized library system in one’s classroom would be of great assistance in allowing students to eventually supervise their own choices. Furthermore, including an aspect of social interaction, through communication with both the educator and peers, into silent reading seems to connect exceedingly well with what we discussed previously, about literacy being something that occurs within a community.

Both Beck and McKeown and Hoffman, Roser, and Battle had undeniably important wisdom to offer when speaking to their audiences on the practice of reading aloud in a classroom setting. Each acknowledged the significance of allotting time for students to respond and reflect over what they have heard. Whether that is by allowing them additional moments to ponder a question, or facilitating discussion and sharing through alternative activities, such as drawing or writing about the tale. Either way, the two writings concede the import of crafting a superior reading aloud experience. Just as they addressed the necessity of inquiring more deeply then just through yes and no questions, I also believe this to be a crucial aspect in creating a quality read aloud.

Personally, I found the latter two works to be the most interesting, as I already knew of the struggles that can arise from silent reading, and that merely enumerating the words from a textbook is an inefficient strategy for teaching one’s students. The final pair seems the most applicable in my situation, especially as I intend to enter the education field as a primary school instructor. Through glancing across the pages of these articles I gleaned several vital pieces of advise to remember for the future; for example, making sure to adequately time the revealing of the pictures in a storybook, and querying in such a way as to permit longer more descriptive replies. In addition, it was an assistance to realize how pivotal it is to provide opportunities for discussion and sharing amongst the student’s peers.

Reflection 2

            Similarly to how the defining elements of literacy itself can differ, so do our backgrounds with regard to the aforementioned concept. Johnson’s article brought to mind an idea that can appear so obvious that it is often overlooked. Of course we all have unique narratives to reveal when asked about literacy in the context of our own families and circumstances; we were all raised by different individuals in different locations with different cultures and customs surrounding us. Reading “The Jones Family’s Culture of Literacy” not only exhibited to me the intricacies of reading and writing as occurs in daily life throughout the history of a single lineage, but demonstrated how an individual retains their heritage and brings it straight into the classroom. It is necessary, I think, to both instruct with the intent to allow a student to explore and reconcile their past with who they have are, but further to assess and attempt to comprehend each student’s distinct background utilizing it in assisting them to achieve their full potential concerning literacy. Finally, the listed questions seem a proper beginning point in aiding one with the latter goal. Discovering key elements of their learning and experience with literacy appears a significant move forward in determining the most suitable means of connecting their history with their education in the classroom.

            With Walker-Dalhouse and Risko’s article, “Homelessness, Poverty, and Children’s Literacy Development”, it was not surprising, but rather eye opening to the realities that face numerous families across the globe as they are afflicted by the struggles that arrive in conjunction with poverty. While not unfamiliar with such circumstances it was unfortunate to learn of the high numbers stacked against those that find themselves in such a situation. If anything, I believe that it is key to make such individuals feel as if they have both a position in the classroom, in addition to a chance of attaining true literacy. While it would be significant for other students to realize the depth of the issues that lie in front of the destitute and homeless through literature, it seems probable that hearing stories of those that have successfully overcome their circumstances would encourage socioeconomically disadvantaged students and aid in keeping them attending school.