My Culture and Heritage

 

 

 

 

 

 

My Culture and Heritage

Dayna Harkey Wunderle

Kennesaw State University

 

 

 

 

 

 

 

 

 

 

Ethnicity and Race

The Revell name was an English and French name. Revell was a nickname for a boisterous person, from Middle English. It was from the old French side, meaning revel. The Revell family came over from France. The Revell Family they came over to South Georgia from Alabama. They came over in a covered wagon. The Revell family were white English.

The Dryden family name is from Scotland. They are white English as well. They first left Scotland to come to North America in search of Freedom. Many Dryden’s were lost along the voyage. Some fought in the American War for Independence.

The Harkey family is an ancient Viking-Scottish name that was derived from Henry. They were Scottish and white English as well. The Settino family was from Sicily, Italy. They were full Italian.

Family

Roles

The Revell family were farmers. They worked hard on the famers in South Georgia. The used mules to help them work. They had sharecroppers. Myme Rainy Revell cooked dinner for them every day. The Revell family was a strong family with a strong bond. They worked hard on the farm.

The Dryden family grew up in small town Ashburn, Georgia. They lived and worked on pecan groves. They would gather pecans and sell them to make money. The family worked hard at selling ice cream and candy bars. It was the hang out joint for the teenagers.

The Harkey family grew up St. Petersburg, Florida. William Harkey served in the Army in World War II, where we received a purple heart. He met his wife, Dorothy Settino while overseas. She later came to the United States where they married. The Harkey family roles were very strong in supporting our country.

Beliefs

The Revell family believed in that importance of family time. They believed in working hard to earn a dollar. They believed a handshake and good word were all you need to seal a deal. The Revell family believed in getting married at a young age. The Revells married at 14 years old. They had strong believes in marriage. They didn’t honor divorce at that time.

The Dryden family grew up the town life. They believed strongly on family. My grandfather grew up as baby in the family. He grew up with 8 other brothers and 1 sister. The Dryden family were very strong minded family. They were set in their ways and didn’t like to be told what to do. They believed the wife stays at home and cleans the house and the man does all the work.

The Harkey family believed in freedom for the country and for fighting what is right. The Harkey family traveled a lot throughout the history of them. They are a really small family with a history of veteran’s who fought in the different wars. They were a family who believed in freedom for our country and doing what they believed was right.

 

Traditions

The Revell family would get together with other farmer families every July 4^th. They would eat goat and work all night long to get the food ready. For Christmas time they always received bushels of apples and oranges. They cooked a big meal for Christmas. The Dryden family had traditions such as gathering for important holidays. The Harkey family traditions consisted of the same every year. They believed in Christmas dinners and spending time with families. One thing the Harkey family believed in was saving money. They are really wise when it comes to putting away money.

Values

Religion

The Revell family were Baptist. They were a very religious family. They weren’t allowed to do anything on Sundays except work on books and scrapbook. They went to small church in Turner County which is now known as Crispy County. They went to church by mule or wagon. They walked wherever they needed to go. The Dryden family were laid back Baptist. They believed in God, but didn’t believe on going to church as much as the Revell family did.The Harkey family were Methodist. They believed in God and going to church to worship Him. They went on Wednesday nights an Sunday mornings.

 

Morals

The Revell family was really laid back. They gave their word and a handshake. They lived up to it. The Dryden family believed in strong morals and value. They believed in the word of a man to seal the deal. The Harkey family also believed in strong marriages and believed in freedom for our Country. They believed that every penny should be earned.

 

Work Ethic

The Revell family grew up on farm. They worked sun up and sun down until they couldn’t work any longer. They had hard summers and winters. Living on the farm was challenging at times. It was hard because they did a lot of work. They canned all day. They believed in working hard to survive. The Revell family lived off canned foods during the winter time.

The Dryden family had the same family belief. They lived a crowded life in a crowded house. They Dryden family believed strongly in diligence. They believe in working hard to get the money you earn. They saved a lot of money and loved family time. My Grandfather, Raymond E Dryden was in the Airforce in 1943. He served all during World War II. He retired in 1963.

The Harkey family grew up in Florida. My father doesn’t remember too much about the family, but he said that the Harkey family is known as hard workers. They belief for what was right. They didn’t grow up farming, but they grew up with the belief that the mother should stay at home and the father will work.  They believed in freedom of expression and fought hard for the United States of America.

Assumptions & Stereotypes

There weren’t any assumptions on the Revell or Dryden family. The Revell family lived on a farm and kept to themselves. The Dryden family loved hanging around in town, but lived in the Pecan Groves and made an earning living by day to day life style. The Settino family has some assumptions today. My father assumes that there are some of the Settino family left who are Italian and could possibly be part of a mafia. Due to lack of knowledge, we don’t know much about the Settino family and can only assume certain information based on the facts that we are given.

Family Tree Explanation:

I was born September 28^th 1985. My lovely parents are Charlotte E Dryden and William T Harkey. They married in 1980. My mom’s parents are Aubra Revell and Raymond Dryden. They married in 1941. My grandfather passed away in 2003, but my grandmother is still alive today. My grandmother’s parents (my great grandparents) were Theodore T Revell and Mayme Rainy. My grandfather, Raymond E Dryden’s parents were Eva Parten and Raymond E Dryden Sr.

William Taylor Harkey is my father. He was born in St Petersburg Florida in 1949. His parents were Dorothy Settino and William Taylor Harkey Sr. Jr. My dad lost his mother in a gas house explosion when he was 2 years old. He barely remembers anything about her or her family. She came over from Italy and didn’t speak much about her parents. We don’t have any information regarding her family. My dad was an only son. My grandfather, William Taylor Harkey Sr. Jr.’s father was David Harkey.

Conclusion

Overall, this was a very enlightening experience for me. I enjoyed researching information through old books at my grandmother’s house and reminiscing about how they lived back then. It amazes how happy they were back then with the little they had. This truly allowed me to spend time with my grandmother. She is 90 years old, but she surely remembers so much of our family’s culture and heritage. I really enjoyed researching this information for my culture and heritage family history. It brought a smile to my face to know that I have  such a strong family background with good morals and beliefs. My mothers side of the family believed strongly in one time marriage and it has followed throughout the whole family.

 

Article and Book Analysis: Module 1

Article and book Analysis

After reading chapters one and two, I searched for an articles that had to do with reading intervention. I found many interesting articles, but the one that stood out to me was the one that talked about the Tier 3 intervention. I am the team leader when we do our tier meetings. We put students on tiers which allows us to modify their work.  We have to go through all of the tiers because we can have them tested for any further special things. As I read the chapter I noticed all of the different reading interventions. I noticed that the article focused more on the tier three ink covered more than on intervention.

The article I read described ad evaluated the effects of an individuated tier 3 reading intervention. The articles talked about a specific student who was having difficulty with reading. It also talked about the different characteristic that were within the student. I like the article because I feel that it took one of the reading interventions that was listed in the book an put it into action. I felt that I t abled me to see what the tier reading intervention did for students. It was a research paper based on the one student rather than the broad spectrum like the book.

I liked reading both the book and the article because one talks about the different inventions and the other acts out the invention using data and other materials. They both helped me set a plan in my mind how I want to do tiers in my classroom. The article also had a lot more data and proof of what worked and what didn’t work. The book just talked about the different ideas of the interventions. The author of both book and article both believed that reading is crucial to every child and if we can diagnose or set up an intervention then we can help them get to where they need to be. The book went more in-depth into what Reading intervention is, whereas the article just demonstrated an example of the reading the intervention.

Article:

Optiz Pg. 14 #4: Module 1

Use Table 1.1 “Summary of Proficient and Less Proficient Reading Behaviors” to observe a reader.  Highlight the characteristics you notice and provide an example of what you see.

 

Table1.1 shows various models of reading. Throughout Optiz’s text he defines the different areas and characteristics for proficient readers. It helps you look notice the behaviors of the proficient reader and the proficient reading behavior. I complete running records on the students' reading fluency and comprehension in order to determine their leveled reading group for the upcoming week. Their main focus is pronouncing the word correctly, which takes all of their time and energy and honestly leaving them with no opportunity to grasp the meaning of the word and the text. I feel that if a student must focus on every sound and every letter that they will be less likely to understand what they have read. If a student is fluent it can pull all of the things together and proficiently read.

This year I am working with many students on different levels. I have one who is a severely low reader. He is reading 34 words per minute. I am having to work with him every day and let him read to me every day. I feel that there is a lot of self-doubt and confidence. It’s scary to think that if this continues how far behind he will be. As he is reading is focused on the individual’s sounds and not the word itself. So not only is his fluency low, but his comprehension is low as well. I continue to do Diebls with him once a week, but I am thinking of increasing it to twice a week. Overall, this was very interesting to me because it helps me understand and know what to truly look for in a student.

Assessment Powerpoint: Module 1

I am passionate about reading and I am in shock when I read the statistics that were proved on the power point. I can’t believe that 40 percent of students are diagnose with some type of disability and 80 percent of those disabilities are reading related. It is crazy to think that is how the reading society. I feel after reading this powerpoint I now have a better knowledge of terms that are used within the schools.  I like looking at the different stages of reading and comparing to my class on where my students are. I realized that with teaching third grade, they are in the growing independent stage. They have to almost be where they need to be with fluency. After reading this powerpoint it truly allows you as a teacher get a better understanding of your child and how the assessing is help him or her achieve their goal.
  

Assessing Reading Skills Video Module 1

I learned valuable information from reading the text, article, PowerPoint, and watching the video. My favorite topic from the blog entries would be the video. I enjoyed watching the video because I feel that as a teacher, I can relate to it better. I’ve always had the doubt in my head if doing the running records for fluency and comprehension is the best thing to do. I always self-doubt because I read and see so many other opinions based on student recognition and low fluency in their reading. I really like the video because it explained the 10 year girl whom focused so much on decoding words rather than comprehension. It showed that if a student can fluently read then he/she will be successful with their reading comprehension. It is a building bridge to a lifelong success of reading. I related to this video personally because I had a student whom had the same difficulties. I did weekly assessments with hi and he wasn’t improving at first. As the time went on and I kept drilling and doing fluency passages with him, his fluency levels increased. I then began to slowly notice his comprehension grades were increasing rapidly. One quote that really stuck with me is “Students having an IQ doesn’t mean that they have high reading levels” This is very true and I have noticed this within all of my classrooms.

Final Personal ReadingTheory

Final Personal Reading Theory

 

          Learning to read is process, each skill builds upon another. As an early childhood teacher, I believe that learning to read to crucial to a child and their future. Throughout this course, my knowledge on reading theories, literacy programs, and reading techniques has developed tremendously. I am now more focused on my current beliefs, regarding reading and young children. I feel more knowledgably abbot what to look for within the students in my classroom. There were different terms and reading practices that I didn’t know about until this course. I have been a teacher for four years and have always felt confident in my teach abilities. After I completed the research and read the Weaver’s Reading Process and Practice, has given me a better understanding of effect reading and overall literacy teaching techniques.

Throughout the 6 weeks, I learned a lot, but the main thing I took away from this is the importance of comprehension in students. As teachers we need o focuses on students reading to attain meaning, rather than to decode every word. The importance on phonics within the classroom has changed my view. Phonics is very important in the classroom, but I feel that focusing on the individual sounds doesn’t help a child with comprehension.  This past year I used running records known as, Dibels. The running records focus on the number of miscues that students would make.  It didn’t help a student with comprehension level and it was a poor way to determine the fluency of students. We can integrate phonics instruction into whole group mini-lessons when referring back to a book that students are familiar with. Word patterns and sounds are easily spotted and exposed when students are familiar with and understand the reading. Phonics instruction is extremely helpful during individual reading and writing conferences. I am now reflecting and researching different ideas and ways that I can change that in my classroom. I feel that phonics should no longer be taught in isolation, but needs to be integrated into a literacy program.

This course taught me the importance or a literacy program. It showed me that keeping a literacy program in place will keep students learning and reading at their own pace. This year I was introduced to a new reading program that covered all the key essentials with reading. I was a little curious as to how this program truly helped the students. After reading Weaver’s point of view on literacy programs, it made me realize how important the literacy programs are. The C.A.F.E/ Daily 5 program keeps the classroom balanced. It keeps the students involved. They have to be readers of themselves. They need to set goals and know what is expected of them. I feel that reading the Weaver text truly gave me the drive to continue incorporating student choice within the classroom. I feel that the students to have choice so they can be confident within themselves.

Throughout this class it made me realize how important child involvement is, not only the student, but as a teacher. As a teacher it is important to do read aloud with the students. They enjoy hearing teachers reading and it create discussion in the classroom. It makes them feel involved, but also make those personal connections. It made me realize that kids need to be motivated. They need to feel involved and want to learn. Keeping the program changing every day, keeps the children focused. Conferencing with the students keep them focused on what they need to work on. I feel that it gives them a sense of leadership with reading. Giving the students a chance to be the leader and have control over their own reading goals gives them the confidences that they need to perform.

Throughout the past six weeks, I have learned that there are many theories that people believe is the “right” way. When teaching a classroom full of 24 third graders and trying to keep them on the correct reading level is challenging. There are many aspects of a comprehensive literacy program that I will use in my classroom. I plan to continue the C.A.F.E/ Daily 5 program in the classroom. I feel that I have gained much knowledge of the comprehensive literacy approach that will significantly enhance my own literacy instruction.

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 teach at a title 1 school where 86 % of our school receives free lunch. Although we have met AYP on our test scores for thirteen years in a row, I can still relate to this instructional challenge. First thing to realize is the lack of access to technology, books, or any other necessary items needed in some classes today. Keeping an open communication with eh parents is very important. To ensure student success in my classroom, I let them checkout books from my own personal library and bring them back to me. I have rewards and positive incentives for the ones who meet their goals or bring back papers signed.

I would make sure the students are building connections with me, but also their peers. I would have different lesson that would boost their confidence level. I have classroom jobs that allows them to be the leader and create responsibility. Building on their back ground knowledge and knowing where they have been in crucial for a teacher to do in this type of environment.

 

 

Module 6: Reading Reflection

Does any of the information presented in Chapter 15 influence your personal philosophy of reading? In what ways? How has your perspective this changed since you took the DeFord TORP a few weeks ago?

 

 

In chapter 15 Weaver discussed the philosophy of students to understand print and the practice of decoding different texts. I feel that I understand that the comprehensive approach to literacy is a good way to improve students in the classroom. On Page 372, I thought that it was interesting to see the different percentages and data that was taken from a kindergarten classroom. It was interesting to see that when a teacher used the comprehensive to literacy approach the student test scores increase. As I was reading, I notices that students confidence levels also increased, they developed a sense of security and their opinions on themselves became positive.

My perspective changed completely since I first took the DeFord TORP. My scores increased the second time so I feel that I have a learned a lot throughout the 6 weeks. When I first took the test, it was based on skills. I feel that it leaned more towards the phonics side. After the course, I took the test again. I am still in the skills field, but with more towards “whole language.” I think that this shows that I have changed my outlook on phonics as individual instruction and made it more of a whole group approach incorporated in other skills.

Module 5: Instructional Challenge

As your school year starts, you realize that you have three ELLs who are newcomers to the United States. Discuss how a comprehensive literacy program addresses their needs, drawing attention to specific components of the framework that are particularly relevant. Then discuss any additional scaffolding you would offer to support these children's needs.

 

A comprehensive literacy program that I would use would involve writing workshops, peer collaborations, and different technology programs to help meet the different needs of the students. After reading, I realized the importance of a read aloud. I think that this program would be great for ELL students. Putting the story on the board or let them have the book as the teacher reads will help them recognize new words.   The student s would also work on different reading programs in the mornings that will help them. The students will hear the different words on the computer.

 I feel that they students need to feel comfortable and confident in their work. They need to be able to try and not give up when they don’t succeed. Therefore, I would take my ELL students and put them in a small group reading or with a partner. They will be based on various reading levels. Another way that I would incorporate it would be through Ipads in the classroom. There are different applications that they students will be able to work on in the mornings. They will also be in writing workshops with different journals and writing aloud programs. They will share their story to other students and in small guide groups.  Above all, it’s the communication between the teacher and their partners that really sets the tone for discussions. The discussions in small group are very important because they allow them to get involved in making connections with reading and writing.

Module 5: Reading Reflection

Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics?

  

Phonics instruction fits with a literacy program in many ways. It can be in reading aloud, guided reading, working with word families, or writing. When they do guided reading they are practicing reading the wrods and connecting the sounds. If they are writing they practice the different sounds.

I did my prominent research paper on Patricia Cunningham. I feel that she has a good balance approach when it came to teaching phonics in classroom.  dividing instruction equally among four different approaches to reading – Guided Reading, Self-selected Reading, Writers' Workshop, and Working with Words. A balanced approach to reading is based on a whole-part-whole format that helps students use their phonics skills with whole texts, including storybooks and their own writing.I would follow her model on teaching phonics in the classroom. I don't feel that phonics should be taught in its own little block. It needs to be incorporated with other lessons throughout the day.  She believed in a balanced reading instruction can be achieved simply by  Phonics should be connected to meaningful reading experiences that enhance literacy development and the love and joy that is associated with reading quality material

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?

 
      I thought that they were all key points that every teacher in the classroom needs have in order to make the children be successful. It was hard for me to pick the one that was most vital to me. If I had to pick one, I feel that it would be “assess to interesting text and choice.” It is important for a child to love what they read. If a child loves what they read they will want to read more. It will allow them to build confidence in reading. If they are able to choose the book they want to read then they will be more intrigued and able to make connections throughout the story. Not only will they be reading, but they will enjoy what they are reading. It will motivate them to want to read more. If a child being motivated to read plays a critical role in reading development. Students who are motivated to read will want to spend more time reading, read for a variety of purposes, and create situations that extend opportunities for literacy.

Module 4: Activity 1

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

    WOW!  This was a very touching video. It truly touched my heart to see the determination in Robin. It makes me very thankful to be able to have the education I have. His advice at the end of the show makes it encouraging for me as a teacher.

     Robin first started from the beginning and taking the different phonemes found within the word. He used different tiles with spelling patterns on it. He used the same beginning sounds and word families. He was able to make the connections with the same sounds and what words are similar to that word and what family it belonged in.
     He made a lot of personal connections while reading. He was able to pick out a few of the words in the sentence and then knew it didn’t make sense. He used his contextual clues and went back to keep reading until it made sense to him. He used the chunking ability to him notice that rat was in the middle of congratulations. He is making the connections to familiar words within the word.
     Robin did a lot of the reading independently. The teacher didn’t constantly correct him. She set back and let him learn and catch his own mistakes. This helped boost his confidence and willingness to exceed reading. Whenever Robin has a chance, he was reading. He read signs, newspapers, The Bible, and other real life writings that keep him practicing all day. He was determined and practiced repeatedly.

 

 

 

 

 

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?

     Marcus is lacking the connection between the letter and the sounds within the word. There are different teaching strategies that I would use to help Marcus. I would first let him read aloud in a small group with me. This will helps him get comfortable and boost his confidence level. I think it would also be great to get him with a partner and let them read together. I think that he would benefit it from this because it is one of his peers and the other student help him on his miscues. 

    Another strategy that might work is to record him and let him hear himself. It would help him realize the mistakes he is making. I feel that if I told him the mistakes, he wouldn’t be aware of them, but letting him listen to them might make him realize what he needs to work on. He could also record the words that he noticed he messed up on and write them on notecards to practice. This will help him realize his mistakes and set his own goal on what he wants to work on.

     Read aloud would benefit Marcus as well. If he hears his partner read or follows the words along with this fingers as I read or computer read would help him recognize his mistakes. If Marcus was able to catch another students mistakes and if he catches his own mistakes, I feel that the miscues he is making will not be as serious.

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)?

Literacy program that I use in my classroom is known as the C.A.F.E and Daily 5. It is a program that is takes all of the necessary programs and puts it into one plans. While doing CAFÉ we follow different programs throughout the day. The programs that we use throughout the day consist of , conferencing with students, guided reading, reading independently, listen to reading, working with words, guided writing, or reading to learn which involves me incorporating science or social studies text.

I will continue to do the C.A.F.E / Daily 5 program because all of the different programs are addressed. Conference with the students is one of my favorite. I enjoy talking with the students and letting them pick out their goals. They tell me what they are reading about and why they like it. We just chat about the characters and I encourage the kids to make connections. Another that I love to do at the end of every day, is read a book to the student. The students love listening to me read. We also do novel sets and they love being involved in the literature discussion with the novels. The students love journal writing as well and will share them with the class. I feel that I do a lot of the literacy programs that Weaver discussed throughout the chapter.

Prominent Theorist Paper

Click on the link for my Prominent Theorist Paper on Patricia Cunningham

https://docs.google.com/file/d/0BxjTDQwFTHYpV0lDSkU5NGRzVU0/edit?usp=sharing

Module 3: Activity 2

It is amazing to how our brain can fill in the letter and make out the words and what they say. I think it is neat how "cracking the code" works. With that being said, I don't think it is the best instructional tool to use with kids. Children should know their phonics and be phonemically aware of the sounds in the word. While watching the video, I thought it was great to hear the kids “crack the code” of the sounds. I am just a little weary about using that to teach the kids. I feel that students need to build phonemic awareness with real words. I feel that if they are reading these types of words, then what is their spelling or writing going to look like? I feel it’s all about balance and if we used “cracking the code” to teach the kids, I am not sure that it would build their fluency. I think that readers focus on the words to create a meaning rather than understanding the word.  The letter sounds are very important for any child to know. If as student is reading words that they don’t understand the meaning of, then what are we teaching them? I feel this will only hinder their vocabulary and writing skills. If I were to use “crack the code” then I would do it with my proficient readers, but not to make my readers proficient.

Module 3: Mock Memo from Reading Specialist

Dear Teacher,

Erica’s situation is very common in my third grade classroom. It is difficult and hard to implement strategies. In third grade, my students are so focused on saying and pronouncing every word correct, that they don't comprehend the material that is being read.  They hesitate while reading, which causes them to make mistakes with their comprehension.  Their fluency was not up to where it should be. In third grade, we start with the fry words list. I call them back to assess them on the individual words. We do a Dibels Fluency screen and I work with the students on their fluency level. I began to realize that this was taking up too much time in the classroom. I would run out of instructional time. I thought of a better way to do this by implementing it into the centers of the day. Why not give them the article that I am testing them on and let them test each other with a friend? I also took the phrases that were used to increase fluency and put them into a power point slide and let the students do the slide independently. As I mentioned earlier, I would take the words and scripts and use them in centers. I feel that collaboration is key when it comes to students excelling in fluency. I would also have them working with technology, acting out theater plays, quizzing each other, and working on different apps on the ipad.

     Another instructional strategy that might help is evaluating. When evaluating in a group, it is important to be just as involved as the children are. Start by asking her questions. I feel that this would help Erica. If she is interested in her reading then maybe she will perform better. Try to find a series of book that is on her level and that she might truly be interested in or can relate to. If a student can make a personal connection, then their fluency level will exceed.  Fluency is not what makes or breaks a student with reading. Fluency is a part of being a gifted reader.
    Above all, I feel that it is important to keep a positive reinforcement throughout the reading process. The students get nervous when reading aloud, but if they are comfortable with reading they will be sure to do their best. I want the students to understand that it isn’t about the speed they read. It is important to understand what they read. I just wanted to give some ideas and advice. I want you to know that you’re not alone in this. I am here for any advice or questions you might have.

Mrs. Wunderle

Module 3: 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?

I do not agree with this quote by Mary Adams. I think that our eyes see every word on the page, but we don't process every letter of the word..  If we read letter by letter then we would make mistakes and it would hinder our comprehension of the text. When I read the “The Boat in the Basement” on page 88. It shows that as humans we make connections with the contexts around the words. I know that reading is much more than understanding and pronouncing distinct letters. I am also understanding that proficient readers are both effective and efficient and in order to read proficiently, a reader must read for understanding. Our eyes individually process each letter, when reading fluently proficient readers read quickly and do not focus on each distinct letters, nor do they read word-for-word. Throughout the book I saw many quotes from that support me with this. One that really stood out was "Furthermore-an observation from everyday life-good readers do not read word-for-word or even line-by-line when they choose to read more rapidly than that, as many good readers do, especially when reading for their own pleasure and their own purposes-even when their purpose is to gain information." (Weaver, 2011)

Unfortunately the English language is hard to learn. It is probably one of the most confusing ones to understand. We just adopted a new phonics program and I feel that it is important to know the individual sounds, but not emphasis so much while reading for fluency.

Module 2: Activity 1&2

Creech- It reminds me of the word screech. A horrible sound.  

Droogs- Reminds me of the word drugs. Medicine that humans take to help their symptoms.

Glazzies- reminds me glazing Like a constant state or putting a base on a piece of food

Goloss- the lip gloss that you put on your lips. A clear seal.

Malenky- Linking things together.

Messel- a mussel that lives in te water. 

Millicents- small weight of something or cost of money 

Poogly- ugly with pudge or fat 

Razrez- a razor

Skorry- a scary story

Spatted- spit

Zoobies- a trap 

I felt I had to lock myself in a room and re read this constantly. It was not easy for me at all. I used virtual cues and prior knowledge as I read these words. I thought of words that reminded me of the sound and related it to what I thought te word meant . As I said them out loud, I was able to relate to another sound pattern that is in another word. I used the virtual cues to help me notice the patterns, by if they were provided for me in a sentence I would have been able to use the context clues to help me figure out what the word meant.  This is very challenging to me. I just continue to pronounce it the best I can and make my best guess. I feel students do that as they read.

A Clockwork Orange started with the terms in the document. As I read the article I was able to understand the meaning of a few of the words. The first was droogs. After he stated droogs he used the names of the boys. He used it in the sentence and referred to them as his cousins, friends, mates etc. Messel was the next word, it talked about the feeling of something and on how he felt about something in the past. He looked a malenky bit poogly when he viddied the four of us like that, coming up so quiet and polite and smiling, but he said Yes? What is it?” This quote shows that malenky is an adjective used to describe someone or something. I believe that it is describing the singer. Poogly is also used in the same quote and I think it means how he feels. Gloopy was referred to someone who is called dumb or senseless. Maybe even a  scaredy cat. Someone who is scared of everything or says someone calling you dumb. In the book it was used when he was scared to say anything because of the fear of being called gloopy

I have always had diffiuculty when I read. As a I read the story I would pronounce the word the best of my ability. I do this in my class as a strategy with names. When they come across a persons name , they stop and it diminishes their chance of comprehending the material. I will tell them to take the first letter and relate it to a name they know that begins with the same letter. This helps in some instances, but it does help them notice new names that they would have never noticed before. 

I feel that students should atleast make an attempt at the word, but when they don't know it, just try to say it with confidence and continue reading. It's what's around the word tht explains the meaning of it in the context. After they finish reading I have them go back and pick three words that they didn't understand. They make a guess and see of their guess was correct by checking it in the dictionary. I normally add the word to the new word of the day . Understand words as you read is important, but comprehension is more important. A student should be faced with words that are on their level. I feel that challenging the student is important, but I wouldnt give my third grader a 7th grade reading.

Module 2: Instructional Challenge

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? Post your thoughts to your blog. Name this blog posting "Module 2: Instructional Challenge."

   

I feel that the evidence shows the miscues of the reader. The different examples all show examples of a proficient  reader because they can subconsciously move from one word and look head to the the other words and mispronounce the word they are reading. Proficient readers  tend to make the majority of their miscues in basic words because of their natural instinct to predict upcoming words as Weave wrote in the book "When reading aloud, our understanding is usually ahead of our voice" (Weaver,76). This is very true.

The rest of the examples are from proficient readers as well, because it shows that the student home or personal life has a big impact or the dialect from the student.As the chart says they leave off the simple ending sounds. Example in the 2nd box shows the student leaves of the letter s. However eve though the wording was changed it still shows that the students understood what they were reading. A students dialect can be an effect of reading but it doesn't alway hinder what the student is understanding or comprehending. 

 If I had the problem with in my classroom, I don't think the students would need extra practice. If the student is unable to tell me what they are reading about then I would work with them but as Weaver wrote about what the Goodmans discovered in the 1970s "no evidence that inability to cope with Book English is a general problem for any group.  The students dialect or inter language influence was evident in their reading, but it is not itself a barrier to comprehension (Goodman pg 3-22) (Weaver, 76)

 I found that very intrepid because they harp on fry words and different pronouncing f words where I teach and if it doesn't effect their comprehension then a lot of time is wasted. 

References:

Weaver, C. (2002). Reading process and practice. 

Module 2: Reading Reflection

“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 to this theory. It is like the theory of the world being flat during the time of Columbus.”-Robert Harper and Gary Kilarr

The quote made by Harper & Kilarr was really interesting to me.  I do not agree with the theory because a student does not have to know every word on the page to comprehend what he or she is reqding. I feel that sometimes kids put in tee words in the sentence and still comprehend the whole picture. If its every word in the sentence then there is problem and yes that will hinder the students comprehension level..Reading is not an exact process.  The way children read is in their own individual ways. The needs of one student isn't the same as another. If it was an exact process then students would be further behind then what they are. On page 45 it states "such withholding challenging texts from students until they can recognize nearly all words acuratly. Such restraint will actually inhibit their acquisition of new vocabulary" (Weaver 45) . If we follow an exact process and never change in our ways , we are restraining a child from learning and never challenging him or her. As I read through chapter 4, Weaver, helps you understand that readers can make mistakes and miscue on the reading material, because they aren't focusing on each letter or each word in isolation. Proficient readers are using both syntactic and semantic context to read. Students should not be taught an exact way to read! If they are reading as stop to correct a word, they have lost the totally knowledge of what they have read. As weaver wrote " since meaning is the goal of reading, we hardly need to insist that every word identified accurately. Instead demanding an accurate rendition of the surface structure, we might better call for a reasonable interpretation of deep structure." (Weaver, 73) i feel that quotes sums up everything I think and believe. If we used an exact process and made sure the word had to always be pronounced right, then we are hindering a child from truly comprehending what they are reading. 

Module 1: Activity 2

Module 1: Activity 2

Complete Exercise #5 on p. 39 by reading the passage and answering questions a-g that follow it.

A.      What is corandic?

            A croandic is an emruient grof with many fribs; it granks from corite.

B. What does corandic grank from?

Corandic granks from corite, an olg which cargs like lange.

C.      How do garkers excarp the tarances from the corite?

Garkers excarp by glarcking the corite and starping it in tranker-clarped storbs.

D.     What does the slorp finally frast?

The slorp is garped through several other corusces, and the slorp frasts a pragety, blickant crankle and coranda.

E.      What is coranda?

Coranda is a cargurt, grinkling corandic and borigen.

F.      How is the corandic nacerated from the borigen?

The corandic is nacerated from the borigen by means of loracity.

G.      What do the garkers finally thrap?

The garkers finally thrap a glick, bracht, glupous grapant, corandic, which granks in many starps.

 

How is it that you are able to answer such questions? What does this experience suggest about the kinds of comprehension questions found in workbooks and on standardized tests?

As a reader we use the syntactic cues like the function of the words, the ending sounds in the words, and word order to read the passage. As we read the passage and notice familiar words, letter combinations, word order or word combinations, we make connections from the prior text to our prior knowledge.  We recognize the familiar patterns within the order that helps us understand what we are reading.

The king of comprehension questions that are found in workbooks and on standardized test are questions that when read after a reading are difficult for the child to understand. IF a child reads the questions first, he/she will connect to not only what might be going on in the passage, but they develop a prior knowledge and recognize familiar words that are in the questions and inside of the passage. It suggest that they read the questions first and then read the passage. The answers come directly from the text and it can be a strong test strategy for students.