2016 Foundations of Reading Union County - EDLCU720W: Blog 5: Comprehensive Literacy Framework
In t...: Blog 5: Comprehensive Literacy Framework In their book, Catching Readers Before They Fall, Johnson and Keier refer to the classroom en...
Sunday, December 11, 2016
Blog 5: Comprehensive Literacy Framework
In their book, Catching Readers Before They Fall, Johnson and Keier refer to the classroom environment as a comprehensive literacy framework. This framework includes reading and writing to children, with children, and by children during every school day. Johnson and Keier agree that these components be included every day, but that the frequency and duration will differ based on the needs of the students.
In chapter 5 they talk about the components of a Comprehensive Literacy Framework. The framework they support and discuss states that writing is a key component in children learning the reading process. Marie Clay says, " Writing can contribute to the building of almost everything." Therefore, reading and writing workshop should be included in our instructional plans everyday.
I agree with the facts that reading and writing workshop be taught everyday. My concern is....TIME!!! I have my 4th grade class for ELA and Science from 7:45-11:30. During this time, there is a 45 minute activity class from 9:55-10:40 and a 15 minute recess from 11:15-11:30. I have 3rd grade ELA and Science from 12:00-2:45 with a 45 minute activity time and we dismiss at 2:45 so we have to stop and make sure we have everything ready to go home. I know I am not the only one in this "boat" that there just never seems to be enough time in the day. I do like the fact that Johnson and Keier suggest that the frequency and time spent on each component will differ and that you are not locked into an amount of time for each component.
I have enjoyed reading ideas from others in this class and have started to look at how to work with these ideas. I don't want to leave things on a negative with my comments about time, this has just been a real struggle for me. But we are working it out and making it happen. I really love what I do.
Merry Christmas to all and to all a good year. I welcome the start of the new year and a new semester with exciting ideas.
In their book, Catching Readers Before They Fall, Johnson and Keier refer to the classroom environment as a comprehensive literacy framework. This framework includes reading and writing to children, with children, and by children during every school day. Johnson and Keier agree that these components be included every day, but that the frequency and duration will differ based on the needs of the students.
In chapter 5 they talk about the components of a Comprehensive Literacy Framework. The framework they support and discuss states that writing is a key component in children learning the reading process. Marie Clay says, " Writing can contribute to the building of almost everything." Therefore, reading and writing workshop should be included in our instructional plans everyday.
I agree with the facts that reading and writing workshop be taught everyday. My concern is....TIME!!! I have my 4th grade class for ELA and Science from 7:45-11:30. During this time, there is a 45 minute activity class from 9:55-10:40 and a 15 minute recess from 11:15-11:30. I have 3rd grade ELA and Science from 12:00-2:45 with a 45 minute activity time and we dismiss at 2:45 so we have to stop and make sure we have everything ready to go home. I know I am not the only one in this "boat" that there just never seems to be enough time in the day. I do like the fact that Johnson and Keier suggest that the frequency and time spent on each component will differ and that you are not locked into an amount of time for each component.
I have enjoyed reading ideas from others in this class and have started to look at how to work with these ideas. I don't want to leave things on a negative with my comments about time, this has just been a real struggle for me. But we are working it out and making it happen. I really love what I do.
Merry Christmas to all and to all a good year. I welcome the start of the new year and a new semester with exciting ideas.
Tuesday, November 29, 2016
Blog #4 Catching Readings Before They Fall
Who's to Blame?
When students walk in our classrooms and they are struggling to achieve or they are grade levels behind, what is our first thought? We start looking for someone or something to blame. We want to blame it on the previous teacher, or the child's home life.
Johnson and Kier share with us in their book that Carol Lyons asked us to acquire three positive self fulfilling stances instead of faulting others:
-expect that the lowest achieving children can learn to read and write
-support children as they learn how to learn
-BELIEVE that you are the one who will teach this child to read and write
If we look hard enough and long enough we can find strengths in every student. As teachers, we have the power to make a difference. One way to do this is to start them off with a positive attitude about themselves as readers. Sometimes all it takes is for a student to know that we believe they can do it. Having those expectations for them, expecting them to learn to read.
At-risk children who do not get off to a good start, according to Johnston and Kier, "They become embroiled in negative spirals of failure, deepening emotional challenges, and continued failure that often results in behavior problems."
I feel that we often don't high enough expectations for our at-risk, low achieving students. We just expect that they will always be low achievers, and that is simply not the case. They need to know that we believe in them and they we have a vested interest in their achievement.
Who's to Blame?
When students walk in our classrooms and they are struggling to achieve or they are grade levels behind, what is our first thought? We start looking for someone or something to blame. We want to blame it on the previous teacher, or the child's home life.
Johnson and Kier share with us in their book that Carol Lyons asked us to acquire three positive self fulfilling stances instead of faulting others:
-expect that the lowest achieving children can learn to read and write
-support children as they learn how to learn
-BELIEVE that you are the one who will teach this child to read and write
If we look hard enough and long enough we can find strengths in every student. As teachers, we have the power to make a difference. One way to do this is to start them off with a positive attitude about themselves as readers. Sometimes all it takes is for a student to know that we believe they can do it. Having those expectations for them, expecting them to learn to read.
At-risk children who do not get off to a good start, according to Johnston and Kier, "They become embroiled in negative spirals of failure, deepening emotional challenges, and continued failure that often results in behavior problems."
I feel that we often don't high enough expectations for our at-risk, low achieving students. We just expect that they will always be low achievers, and that is simply not the case. They need to know that we believe in them and they we have a vested interest in their achievement.
Sunday, November 20, 2016
Sharing Information with Families
Remember that the majority of parents are NOT educators.
They rely on teachers to inform them on how their child is doing. Parents’ method for helping their child is
doing it “the way they were taught.” How many times have you heard a parent say
“School has changed so much since I was in there. I don’t how to do this new
stuff”? One way to ward off these types of questions and comments is to keep
the parents informed all along the way.
- When parents come to you with a concern, take their concern seriously. No matter how simple the question seems to you, it is huge to the parent!! Parents want to know that they are being heard. Rephrase their question to make sure that you understood the parent correctly. This gives the parents a chance to clarify the question if you misunderstood but also lets them know that you are listening to them and addressing their concern.
- Whatever you agree to do for the student, make sure you follow through!! The parents will be watching and waiting for you to follow through with your promise.
- When speaking to the parent, don’t talk above their head. Speak in terms that they can understand and not feel intimidated. This will help keep a positive open line of communication. If you use acronyms, explain what they mean. Before you end your conversation, ask parents if they have any questions.
- “Don’t overwhelm the parents with too much information. Give them something to walk away with, and then offer a follow-up appointment.” I know that there are times where we feel like we will never get the parent back in but remember that parents do not want to come in and hear everything that their child is doing wrong or not doing at all. Make sure to include what the students can do so that the parent will leave on a positive note. This will help the parent feel better about coming to another meeting to discuss their child.
- Ever dealt with an angry parent? We all have. Remember that the anger that may be directed towards you most of the time is not truly meant for you. When the parents are angry, they are usually just very frustrated with their child. When dealing with an upset parent, “it’s best to keep listening, paraphrase, and let the parent talk out the issue until you are sure you understand. You may need to involve another professional, such as the principal or reading specialist, to help you talk through and solve the problem.”
- Have you ever had a parent catch you in the hallway or even in a store? If so, acknowledge the parent’s question and respond with “I’m so glad you brought this up. Let’s set up a meeting so we can discuss this in more detail.”
Saturday, November 19, 2016
Blog 5 – “Father…I mean…TEACHER KNOWS BEST”!
In the fourth and final section of Reading Essentials
by Regie Routman, there is an emphasis (as there has been throughout the book)
on the teacher needing to take a stand for what they feel, as the professional educator,
is best for their students. “Only you,
as a knowledgeable teacher, can decide what your reading program should
encompass and how it should be organized” (Routman 186). Too
often teachers or forced or feel like they have to do the latest program. Teachers need to be informed about or do
research about the programs they may use, to make sure they feel it is what is
best for their students. “At best, any
program, no matter how good it is, is a resource and tool. It can never take the place of the
knowledgeable teacher” (Routman 192).
Another emphasis in this section was on using our time
wisely. “Spend it in the most
meaningful, productive ways possible” (Routman 202). The key is to make sure that every minute is
useful, effective, and counts. Too often
teachers get too caught up in making sure so many different things are done
(programs, curriculum, etc.) that the most important thing…the students…get
lost in the commotion! Make sure that
whatever is being done is effective, meaningful, and creating a love of
learning for the students. I loved the quote by a teacher, ’I have been
reevaluating everything I do to see if the activity has a true purpose or if it’s
just busy work and a time filler’ – Donna Kline (Routman 201). So many times teachers know what their students need the most of, and what would be the best use of their time. Sometimes, it just has to be what takes precedence.
When you look at all of this, and this whole book, it all
keeps focusing on the fact that the teachers not only know their students, but
know what is best for them!
One Last KISS
As I sit down to write this last blog post, my mind is filled with a million tasks on my "to do" list and quite frankly I am almost at the panic stage. Thanksgiving meal preparations, packing for a trip to NYC, housecleaning, interim grades, course assignments, and lesson planning are weighing heavily on my mind. Where will I find the time and energy to get everything done? And then I remember to KISS. Keep It Simple, Stupid is what I have garnered from Routman's closing chapters of Reading Essentials. She states, "the elusive balanced life remains a mirage. Your time is valuable. Spend it in the most meaningful way possible." Amen!
How many days have I spent staying after school hours to grade papers, create the perfect project, or attend meaningless meetings? How many times have I had to decline invitations from friends and family because I had work to do? I wholeheartedly agree with Routman's comment, "We are not only role models for learning; we are role models for living." My students are quick to know when I am stressed, overburdened and moody. They pick up on my impatience and frustration. They can certainly tell when my energy is zapped and I am operating on auto-pilot. "Kids can't be joyful if we're not," puts it all in a nutshell. Do I choose to enrich their lives (and my own) with a love of learning over a mastery of the standards? What am I doing each day to foster joyfulness in my students as well myself?
The book ended with a trite but true piece of advice that we can all take to heart...."Enjoy your students, enjoy your teaching and enjoy your life." Just don't forget to KISS!
Happy Thanksgiving Everyone!
Blog 5/Module 6
While reading No More Independent Reading Without Support, I have come across many great ideas for how to work with building my students reading comprehension and skill. Now it is time for me to take the information that I have gathered and develop a plan to use in my own classroom. The authors stated that "when students are engaged in their reading they can read for longer periods of time, read through more difficult text, and increase their reading achievement." Currently I am working at making an interest inventory for my upcoming class to take in order to grow my library with books that these students may find interesting. I have also been arranging my books by lexile levels. I am hoping by knowing student reading levels and interest I will be able to give them opportunities to read books they find interesting, and that they will be able to read.
The authors also stated, "having student's respond to their IR creates time for them to reflect on what they have read and to push their thinking further by sharing those reflections with others. I am hoping to try to do a number of types of reflections in the classrooms, hopefully the students will enjoy them all. Of course if I find that they do not enjoy some monitoring and adjusting will be done!
As I get closer and closer to teaching this class, I find myself actually excited!! I have a lot of ideas and even a field trip planned!!! Wish me luck!
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