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