Catching Readers Before They Fall Chapter 5 and 10. Armstrong Panel

In today's blog I am choosing to talk more about Chapter 10 because I thought it was really interesting looking at the assessment processes brought up in the book. I guess what surprised me was how many different aspects and types of assessment that were mentioned and are expected to be practiced in the classroom. The Running Record seems like a simple, effective way to "give us insights into which strategic behaviors are being used or not used as well as information about what level text is appropriate for a child" (Johnson and Keier, 283). I also enjoyed the ideas given about documenting and keeping record of the student's assessments throughout the year. Although there are many ways to do this, the book layed out some class grids and class lists that had different information on them. As a visual person, these documenting skills were important for me to learn about within the chapter. I'm excited to start using these strategies and the rest mentioned throughout these two chapters within my field experience.

I also attended the Armstrong Teacher Panel this week on September 26th. The panel was so interesting and informative, while at the same time being very informal and enjoyable. Although I took in a lot of great tips, tricks, and ideas to carry with me as I keep continuing down my teaching path, perhaps the greatest piece of advice I received is having to not listen to everyones advice. The last speaker brought up the point that I am going to receive a million little bits of information and advice from different teachers throughout these next coming years. Instead of getting overwhelmed about not being able to practice and assess each piece of advice, we need to absorb what we like and will think will work best in our particular classroom for that year. Within the panel alone, one teacher said not to smile until the first month is over so the students don't think your a pushover. Another teacher said to smile welcomely on the first day and be very open and inviting. Even this little situation shows how different teachers have vastly different strategies that work for them and not for others. I think the bottom line is I need to keep my mind open to all advice while staying true to my self, my teaching practice, and my successes.

Catching Readers Before They Fall Chapter 4

I really enjoyed Chapter 4 because it helped me transition from an "old fashioned" teaching strategy of sounding a word out which research and personal experience has shown that it is not always successful. It was interesting seeing the concept of Meaning (M), Structure (S), and Visual (V) being introduced. I found it a bit ironic that each of these three descriptions is not what I had originally expected. When I first read about the visual strategy compared to the rest, I was imagining the concept of using visual pictures and clues to understand the concept. Now I see that that strategy is actually Meaning, while Visual is using what looks right within the word to understand it. I also really enjoyed the examples the booked layed out of example prompts of students who use the strategies differently (i.e. too much V and not enough M, not monitoring, etc.) As I read through these, I was able to relate the prompt of the student who was relying too much on background and not enough monitoring/matching. When I introduced him to his first read aloud book, he actually said it was already one he had read and that it was one within a series of about 5 or 6 books (the Fly Guy series). Since he already knew so much about the story, while he was reading he would sometimes just summarize what he knew happened on that page without paying too much attention to the actual text in front of him. I am not sure if this is going to be an ongoing problem in his reading, so I am definitely excited to see his reaction to other books I bring in that he is not so familiar with.

Catching Readers Before They Fall Chapters 1-3

Chapter 1 was a great introduction to how our textbook for this class is layed out and how we can specifically use it in this classroom, our field experiences, and throughout the rest of our paths as future OR current teachers. One part that stood out to me while reading is the "We Believe" area that the authors wrote. One bullet point reads as follows; "Classrooms should be incredibly safe places where every student feels respected and valued; where its okay to make a mistake; and where its acceptable by all to have strengths and weaknesses that may be different from other students in the classroom community" (Johnson & Keier, 3). This quote took me as something that EVERY teacher should keep in mind through every aspect of their classroom, whether it be reading or not. Student success, in my mind, can flourish only in an environment such as this quote lays out that the teacher needs to establish. This quote meant a lot to me and makes me excited to continue learning throughout this book.

I was not surprised to be introduced to Vygotsky's teaching theories within the first couple of chapters in this book. I have learned about him before, and it is clear that he is one of the main resources teachers pull from while planning their literacy blocks and theories. Teaching through the zone of proximal development (ZPD) by using techniques like scaffolding and the gradual release of responsibility is a key way to move information to the zone of actual development. One of the main points of his theory, the gradual release of responsibility, got me thinking a lot throughout the reading of how I could apply this and the ideas of ZPD to something that is very personal to me, which is dancing. As a dancer, I have taken classes my whole life. The choreographer, which in these cases would act as a teacher, would usually start a class modeling whatever dance or routine she would like us to do for that day. After her modeling, we usually start to interact with the teaching by individually practicing the movements on our own with the help of the choreographer beside us or in front of us. At this point we would be in our own ZPDs, since we can do the skill with the help of the teacher. This would be where her main teaching points would be of most importance to us. Eventually we would be able to move our of the ZPD to be able to do it completely on our own. The choreographer models the gradual release of responsibility by at first modeling completely on her own, then giving us a little bit of freedom to practice with her guidance, and eventually giving us full control by doing the movements on our own without any of her help. 

Allington Chapters 2-3

Reading Allington's writing throughout these two chapters was a great introduction to the beginnings of this blog and my thoughts on student readers. One of the first main points that Allington begins to stress is the relationship between student who read more and higher-achieving results from their practice of comprehension. It is clear to see why he stresses this relationship and why so many studies lend it to be true. While teachers plan their literacy blocks, it is important for them to provide a significant amount of reading time for students to independently practice their comprehension strategies. Teachers need to provide opportunity for significant engagement in a student's reading for them to really absorb the benefits of their current studies and of higher thinking strategies. All of these aspects are things I agreed with while reading throughout the first chapter of this reading. The reading also discussed the concept of "hard reading" in a classroom and the benefits/fallbacks of it. This got me thinking a lot about why this is even a debate. Students, especially younger ages or struggling readers, should be supported by "easier" or appropriate level readings in order for them to master their strategies and progress their reading. Challenging a student who is not ready for a "hard reading" while only discourage them and lead to apprehensions about even continuing their learning. It's up to teachers to create a welcoming environment for their students and make sure they are at the learning levels they need to be at to guide their students on the path of success.