EDRD 345 Haylie

In this article, Wilde's discusses the three cueing systems of the graphophonic system, the semantic system, and the environment of reading. Wilde's begins depicting the graphopgonic system, which is the system of sounding out words, and describing how this is the first system the students use is order to help with language structure. During my sessions with my reading buddy, I have been able to see how this system plays a role in his life, as he currently defines his ideas about reading based on the number of words he knows, and his abilities to sound words out. The second strategy is all about reading with meaning, and getting to know the rules of written language. Wilde's brings up a good point here, as the article discusses how sentence structure in English may differ from language to language. This could be potential problematic, and cause students difficulty later on as they struggle with the two different languages and how subjects and verbs may be switched around, effecting the meaning. Finally, Wilde's discusses environmental factors that effect reading, such as self-selection, difficulty of book, and relationship of author, and how they can either encourage a thoughtful reading or discourage it. If a teacher is mindful of these systems, they will produce thoughtful and critical readers, who are appropriately equipped with the tools they need for reading.

Throughout the semester, we've discussed the importance of visual literacy, and teaching children to think about visual images while they read. In Miller's chapter, she applies this concept to poetry, discussing the importance of students being able to visually picture and analyze the literature. She gives examples of strategies the students could use such as pausing to speak about what they are thinking, and drawing pictures to depict what they are seeing in their mind. This is an important aspect for poetry, as it is a very visual type of literacy. I think these practices would be interesting to try with my reading buddy, as I am curious to know what he may think about a different genre than he is used to, and his reaction to poems.

When first teaching English Language Arts in elementary schools, it is important to know about the books you are introducing to children, and the materials needed to make your classroom successful. In Daniels, he first discusses the appropriate quantity and quality of books for a classroom. He discusses how each book should have at least have 4-6 copies, to ensure that there is an appropriate amount for each literature circle. As far as the quality of books goes, they should be something that the students are interested in. This goes back to our readings about pop culture, and the importance of tying curriculum in to our students interest in order to keep everyone engaged. Daniels also discusses the importance of levels of books, and making sure the books used in literature circles are actually books they can use. He states, "Simply: in literature circles kids must be reading books they can read." I think this is so important, because even as adults we don't want to read things that we are too hard for us, so why would we not be respectful of this for students? Daniels then moves on to discussing strategies for reading responses, such as sticky notes, and setting up jobs. Similar to Miller's discussion, Daniels describes how he effectively used sticky notes with his literature groups, so that they could actively engage in the text while they read. This is similar to the think-aloud strategy we discussed in our last class, where we teach the students to be actively engaged in their readings. Finally, Daniel discusses giving students in the literature circles jobs such as the illustrator, questioner, and the literary illuminati, similar to how we did in class. This helps gives each student a responsibility, as well as a specific aspect of the reading to focus on, that they can then share with the group.

The main part that stuck out to me with this article is the overall demographics. I found it very interesting that stats prove that boys have a harder time with reading, and even more intriguing was Newkirk's discussion that African-American boys have the hardest time academically. Fortunately, I am happy to say that in my practicum, I do not see much of a gap between the girls and the boys, and that their reading levels are relatively the same. Sense my class is made up of mostly African-Americans, i am to witness how the African-American boys tend to struggle the most with overall motivation to complete assignments. Again, i think pop culture would help tremendously with this issue, as it would help get the students more actively engaged and interested in the reading. I think this evidence serves as an example that teachers should take a step back and analyze their teaching strategies, and what they might be doing that conveys negative or sexist messages that could effect the boy's beliefs about their abilities to learn.

An overlapping theme throughout most of our classes this semester is about catering your curriculum to your students. Pop culture obviously has a huge influence on children's lives, from their shoes, to their backpacks, to who they want to be when they grow up. Last week I talked about how incorporating pop culture into the curriculum was important, but this week Xu and Alvermann introduced me to a concept I had never considered. In reference to pop culture, they discuss how one must be careful of how to define pop culture, because often kids interpretations are not the same as adults interpretations. This was something I had never thought of, as like many I just thought pop culture was pop culture. Yet it is not as simply defined as people may think, due to generational gaps, materials, access to media, etc. One of the strategies I really liked was when they talked about gathering media and having the students critically analyze it. This stuck out to me, due to the large issues that media stirs with girls starting from a young age. Growing up constantly surrounded by pressuring messages, I feel like most girls at one point or another are doomed to the inevitable lowered self-esteem, and feeling of imperfection. I feel that if we as teachers can begin teaching students from a young age to critically analyze media and the messages it may hide, then maybe we would be giving all the girls of the world a weapon to use as they face media in the future. I think this is a brilliant strategy and possibly something I will use in the future, to help children to learn to surround themselves with positive images and messages, so that they can create positive messages about themselves.

"How many times have I missed opportunities like this one? How many times have I not pursued a child's thinking simply because it didn't fit mine?" - Miller pg. 83 This weeks reading from Miller was all about trying to get kids to think when they're reading, and teaching them about building on top of their already existing schemas. Miller discusses her attempts to not only teach the students good reading strategies, but to also get them to take the time to think while they read, and become purposeful readers. I think this is so important, because if we aren't teaching kids to think about what they're reading, then why are we teaching them to read at all? My reading buddy is a perfect example of a child who has been taught that all importance in reading comes from simply being able to read the words and not it's underlying meaning, and how the education system puts less and less focus on producing critical thinkers and more on children who can get through standardized tests. An issue that Miller discusses that I think ties into this is teachers being critical of what connections children may make. I pulled the quote above out of the reading, because I have witnessed so many teachers disregard a child's thought, simply because it may have been silly or did not match the teachers view. I know in my practicum I often witness teachers not only judging the child's thoughts, but their overall character as well. This is very frustrating to me, as this type of behavior is not going to encourage children to make connections, but instead instill the idea that the children are incompetent and inadequate. I hope that in the future I am able to lead an example like Deb Miller, through teaching children to critical think about their texts instead of just breezing through.

In the beginning of Chapter Three, Miller discusses the issues with reading in schools, with a focus on the lack of individual choice for students, and how they understand the importance of reading. This is ironic, as just last week I was observing this with my reading buddy in class. During his interview, we noticed that every question we asked him that had to do how he knew he and others were good readers, was defined by how many words he or the other individuals knew. This was interesting to me, as I wondered whether or not he really understood the text, or if they were simply just words he had memorized. Luckily, Miller went on to discuss several strategies on how to prevent this from occurring. My favorite strategies that she discussed were the Recommendation Chart, to help encourage children to choose their own books, and the work activity time at the end of the day. Although it is often forgotten, kids are still kids, and they still need to play. Miller discusses how many doubted and questioned her tactics of allowing the students to have "Work Activity Time", however many educators fail to understand that this time is an extremely beneficial opportunity for kids to extend upon what they're studying. By allowing them to actively explore, students are building their own experiences with the text, creating a deeper, more thorough understanding of what they're reading, while also creating a fun learning environment. Hats off to you Ms. Miller.

Miller pg. 55

When I first started reading this article, I have to admit integrating pop culture into teaching was never something I'd given much thought to. Until I realized I've already done it. In two weeks I have to teach my first lesson plan for my practicum, and my lesson will be on polar habitats. Naturally, when I thought about a cold frozen place, I did what every other child in the country does, I started singing Let It Go in my head. I thought to myself, what better way to get the students hooked into the lesson than to incorporate Frozen? They all walk around singing it all the time anyways. So there you go, pop culture. What I found most intriguing about the article was the section about superheroes. While war is a subject a lot of classroom teachers fear discussing, I believe service men and women are a very crucial aspect of the community and our lives that students need to learn about. I loved the transition from how Jean had her students talking about their favorite heroes and gender roles and then moved to real life heroes and who that represents in our life. I thought it was even cooler because from there they discussed what makes a hero, and what characteristics define them. Something that was originally just geared toward the interests of the students wound up being a huge life lesson, as the students began developing critical thinking skills into what defines the heroes they admire so much. I think this is a very effective example of how Kidwatching can benefit students, and the results of catering your curriculum to your classroom.

Xu pg. 72

So upon reading this article, I was automatically thrown back in time to my own second grade classroom, which was more years ago than I like to think about now, reading the emotionally scaring book that is Stone Fox. I remember reading those exact words when Searchlight died, and being left completely emotionally drained . Even worse, I remember watching the movie, and one of the "I'm super tough" boys sob uncontrollably while repeating, "it's just so sad" over and over again. Afterward however, that was the end of our relationship with Searchlight and the Iditarod; just a quick sob and then everyone moves on with their life. Ms. Sostrin's tactics though, absolute genius. While reading the story was part of the curriculum and I'm sure she had plenty of other things to teach, she responded to her students needs and made an entire inquiry based on the book. It kind of reminded me of Paley and the whole Leo Lionni focus. Something that was just supposed to be a book wound up being an entire study that not only taught the students about the book, literature, and science, but also about themselves and what's important to them. And after all, isn't that what teaching is supposed to be? The quote I posted earlier basically sums up where I am with teaching right now: how on earth do you do what the state and the administrators want you to without abandoning everything you know is right and what you should actually be doing? I think approaches like this are the answer. You do the curriculum, but if you see that your students need and want more, you just have to run with it.

Krafton pg. 92

Five and Egawa, pg. 3

While reading the section about time in the article, I now understand why we spend 45 minutes with our reading buddies, as it makes the experience more valuable so that they can be thoroughly engaged in our reading time.

"The most effective ways to teach comprehension are also the most effective ways to teach children about letters, sounds, and words. I model, think aloud about how I use particular strategies to figure out unknown words, and list our learning on chart paper." Yay strategies!!!

Really like this idea of beginning the year by brainstorming with the students to define what reading looks like. This list shows how this activity helps to broaden students horizons, as the are encouraged about how much they already know about reading, and will want to learn more.

Miller pg. 31