Ch. 2 notes: Struggling Readers
I have basically been teaching Marie Clay's technique of Reading Recovery for the past 13 years to mostly first graders at a local elementary school. Over the years I have also taught this method to second graders (one's whom were struggling to keep up or make grade with their peers) and also with kindergarteners. Probably every year I have asked, "How do I teach COMPREHENSION?" Always I have felt I fail at this lesson. How reassuring today to finally know that comprehension is thought! There is not a right or a wrong way to comprehend. If one tries to break comprehension down into little parts, and make it seem like there is a set way to comprehend, then one fails to understand that each person grasps (comprehends/understands) things in ways that are meaningful to them...based on their own, personal background knowledge.
Class readings for this week felt so familiar to me. Again, most of what I read, I know first hand. I have been doing this for 13 years. I know I am a wonderful literacy teacher...for first graders that is. I want to be able to take my skills and use them at other grade levels too.
Here are points that struck me:
*"every child is capable of learning given the right opportunities, context and assistance."
(TRUE! In 13 years I have not had a single child EVER fail at learning how to read. Each may approach reading at their own pace and have their own lessons to learn to help them be the best they can be, but not a single one ever failed. NOT ONE!)
*Struggling readers struggle because they just haven't developed a process in their brains to allow themselves to make meaning of what it is they are attempting to read! They don't realize the strategies they can use to help themselves, and in many instances, they don't realize they all ready KNOW what to do! (Again, TRUE! Time and again I have asked, "Does that make sense?","What does that start with?" ""What does that end with?" "Do you know what that might be a picture of?" etc.)
*Struggling readers wait for someone else to intervene! Again, they just don't realize they DO know what they need to do to try to help themselves. This needs to pair up with the classroom being a safe, supportive environment. Students need to know they will be encouraged when they need help too. ("Have you tried substituting a word?" "Have you tried guessing?" "What makes sense to you?")
One of my favorite thoughts:
*" A struggling reader has a difficulty rather than a deficit...which implies that it can be altered with good teaching." (Lyons 2003, 94)
*"Good teaching means instruction is specific to the exact needs of the learner."
(In two words...flexible teaching!)
Ch. 3 notes: ZPD and Vygotsky
Last semester we discussed Lev Vygotsky's Zone of Proximal Development (ZPD) in our reading class. From this week I re-learned that Vygotsky states "the role of education is to provide children with experiences that are in their ZPD - activities that challenge children but that can be accomplished with sensitive adult guidance." In a child's ZPD, modeling to a student is as important as gradually releasing the student to become an independent learner. If a teacher attempts to teach children something they all ready know they may be bored. If a teacher tries to teach a student something that is well above their abilities, they may be frustrated and shut down. A good teacher remains flexible! She must be willing to nix a bad lesson and try something different.
I found myself curious about the different types of speech used as a central learning tool to help a child/student become independent during teacher/student interactions. Social, Private and Inner speech were each defined. Social speech is how the teacher relays her lesson. The words she uses, the strategies the models, etc. Private speech would be the student using social speech lessons/strategies head and repeating them out loud, but in their own words. I love the example of adults doing this...how many times have I walked into a room and then talked softly out loud to myself..."Why did I come in here? Oh that's right..." Children do the same thing as they are grasping a strategy. Inner speech happens within ones head as they use the learned strategies that work best for them and silently self-monitor for correctness.
It was a nice reminder that as an adult who is a proficient reader, I take for granted the fact that I integrate questioning, inferring and visualizing as I read. Struggling readers need help learning how to do all of this at the same time. By doing so, as they read they will make meaning of the text and with practice become fluid, proficient readers too.
Ch. 5 notes: Comprehensive Literacy Framework
*Comprehensive means complete and broad, not necessarily balanced. Although the reading doesn't state this reminder here, it should...a good teacher constantly remains FLEXIBLE, basing her actions on what is most needed for the particular student she is working with at any given time. Some students require more help than others.
*Reading and Writing
*to, with and by
Reading:
Read Aloud = TO (for fun or with a purpose)
Shared Reading = WITH (big books)
Guided Reading = WITH (literacy groups)
Independent Reading = BY
Writing:
Morning Message = TO
Community Writing = WITH (stories, invites, thank-yous, retelling, science notes, etc.)
Independent Writing = BY (Writer's Workshop)
A Comprehensive Literacy Framework works best in a classroom that values meaningful conversations, allows students to have choice and has a strong sense of community. I believe this reflects back to the end of chapter 3 and the Sociaculturial Aspects of Teaching and Learning. Children develop cognitively by learning and interacting with others. A teacher needs to encourage collaboration within her classroom. Being social is important in our society, hence, it has a place in education.
~ltk
Monday, January 27, 2014
Third Space...
I am working on understanding exactly what the THIRD SPACE refers to as studied by Dr. K Gutierez and defined in the Voice of Literacy podcast.
The podcast is short and I didn't feel as if I received enough information to clearly understand Third Space. I found a published article on-line by Dr. Gutierez in Reading Research Quarterly from 2004 which explains the different "spaces."
According to this article, First, Second and Third spaces are defined as:
First Space: (people's) home, community and peer network
Second Space: formalized institutions such as work, school or church
Third Space: space of knowledge and Discourse (with a capital D)
In order to wrap my brain around this, I need to understand the definition of Discourse versus discourse.
discourse: according to Merriam-Webster, is the use of words to exchange thoughts and ideas.
Discourse: according to James Paul Gee, a researcher in discourse analysis, and a nicely defining blog I found (this is a blog), is: "the combination of language with other social practices (behavior, values, ways of thinking, clothes, food, customs, perspectives) within a specific group"
I am understanding now why our class divided into groups and went out into non-formal settings to observe literacy that children are exposed to...my Rollerskating research last week. I am also understanding the connection/difference between teaching by using more authentic "life" experiences, to make more meaning for students, versus standardized cookie-cutter, read-from-the-book teaching.
Reading The Donut House article, by Powell and Davidson, made me want to say, "Of course you should (as a teacher) find ways to bring the community and real life experiences into your classroom!" The real key though, is how does a teacher balance her own teaching life...following the requirements of her school, of her grade (standards to be met), meet the needs of each individual student, help all to become the most they can be (receive passing tests scores), engage her students, connect with her parents, and remain true to herself? I am hoping to gain many tips this semester to take with me into my classroom.
Don't worry, I'll share what I learn!
~ltk
The podcast is short and I didn't feel as if I received enough information to clearly understand Third Space. I found a published article on-line by Dr. Gutierez in Reading Research Quarterly from 2004 which explains the different "spaces."
According to this article, First, Second and Third spaces are defined as:
First Space: (people's) home, community and peer network
Second Space: formalized institutions such as work, school or church
Third Space: space of knowledge and Discourse (with a capital D)
In order to wrap my brain around this, I need to understand the definition of Discourse versus discourse.
discourse: according to Merriam-Webster, is the use of words to exchange thoughts and ideas.
Discourse: according to James Paul Gee, a researcher in discourse analysis, and a nicely defining blog I found (this is a blog), is: "the combination of language with other social practices (behavior, values, ways of thinking, clothes, food, customs, perspectives) within a specific group"
I am understanding now why our class divided into groups and went out into non-formal settings to observe literacy that children are exposed to...my Rollerskating research last week. I am also understanding the connection/difference between teaching by using more authentic "life" experiences, to make more meaning for students, versus standardized cookie-cutter, read-from-the-book teaching.
Reading The Donut House article, by Powell and Davidson, made me want to say, "Of course you should (as a teacher) find ways to bring the community and real life experiences into your classroom!" The real key though, is how does a teacher balance her own teaching life...following the requirements of her school, of her grade (standards to be met), meet the needs of each individual student, help all to become the most they can be (receive passing tests scores), engage her students, connect with her parents, and remain true to herself? I am hoping to gain many tips this semester to take with me into my classroom.
Don't worry, I'll share what I learn!
~ltk
Sunday, January 26, 2014
Research: Literacy Dig...Rollerskating
In a group of five, we met on a cold and snowy weeknight evening to explore a rollerskating rink. We were to pay attention through the eyes of a child being exposed to literacy. Specifically we were thinking about a school-aged child, maybe 6-9 years old, knowing that most children learn to read around the age of 5 or 6 years old. By literacy, we interpreted that to mean every word a child may see or hear. So both visual and oratory signs a child needs to understand.
The basics of the "dig" were that we met at our chosen location for about an hour. We would each decide on an area/item to focus our attention. We would observe for 30 minutes. After we finished observing, we would come together and discuss our field notes.
I was to record bits of talk. I observed that parents spoke to children about food they were eating. Children interacted with other children, mostly off the rink. The DJ gave instructions over the loud speaker. The staff, who were both on the floor skating, and were behind the counters interacted with young and old patrons. And cell phones were in the hands of those I judged to be over the age of 10.
Particular words that were needed to be known by skaters were "Normal Direction" and "Everybody Skates." The DJ announced races (Men/Women races), games (The Dice Game), and special skating/dancing (the Cha Cha Slide). During the dice game, participants would need to understand how the game was played and know the meaning of "corner number four (one, two or three) comes off, please." During the dance, skaters or participants would need to be able to follow the directions in the song. Left, right, side, forward, back, stomp, jump, one, two, cha cha, etc. Paying attention to the song choice, it was noted that the bleeped out versions of the popular songs were being played.
After our observations, our team met to discuss what we experienced. We noted numerous signs on the walls and doors. There were restroom signs, menus to read and arcade games with many words on them. T-shirt's had words too. Many patrons had their cellphones out and were texting or connecting to friends who were not at the rink.
In the real world, we are exposed to more literacy than what is written on the pages of a book. At the rollerskating rink I felt it was important to be able to use your eyes to interpret your needs. Reading the menu is a plus if you are hungry, but one can simply look at what is available and ask how much it costs. The staff was so helpful and pleasant, when they saw someone needing something they would simply step in, and help. No one would struggle being unable to read here. There were plenty of visual cues to watch showing how something may or should be done. Written literacy here merely supports what is happening visually. Cautions signs are in place, but mostly as a form of legal, business protection for the owners of the rink.
What surprised us most at this location was the diversity of ages. We visited the rink on a weeknight, when school was in session. We saw an age range from 3 or 4 years old up to retirement age. The largest population represented being the 20-30 year old age group. We were also surprised that the staff consisted of all men, mostly all being retirement aged.
Everyone at the rink on the particular night we visited to do our research clearly could see we were not normal patrons. I believe our note taking and clipboards may have tipped them off! Even so, we were asked what we were doing. Many opinions/information being offered up when we asked questions. We were able to ask specific questions to a third grade girl, Emma (not her real name).
Through our conversation with Emma, it was clear to see how engaged she was with this particular activity. She was very willing to explain the How's and Why's of this place to us. After reading "The Donut House" article by Powell and Davidson, clearly the skills Emma had learned while at the skating rink had much more meaning to her, especially as she enthusiastically, in turn, explained things to us! We learned from her that she also ice skates, so we were able to confirm that skills learned here were being used there as well. Again, more meaning for her in terms of literacy skills being built!
From "The Donut House" article, "Tapping into students' "funds of knowledge" is inherently motivating, and hence children are more engaged in learning when they perceive authentic purpose for their efforts." We certain affirmed a "good job" in Emma as we sincerely thanked her for her help in answering our questions.
On a side note, our group was able to deepen our own sense of community by participating in this project. We stayed much longer than the required time constraints, rented skates, and then enjoyed dinner out to decompress while we compared our field notes.
~ltk
The basics of the "dig" were that we met at our chosen location for about an hour. We would each decide on an area/item to focus our attention. We would observe for 30 minutes. After we finished observing, we would come together and discuss our field notes.
I was to record bits of talk. I observed that parents spoke to children about food they were eating. Children interacted with other children, mostly off the rink. The DJ gave instructions over the loud speaker. The staff, who were both on the floor skating, and were behind the counters interacted with young and old patrons. And cell phones were in the hands of those I judged to be over the age of 10.
Particular words that were needed to be known by skaters were "Normal Direction" and "Everybody Skates." The DJ announced races (Men/Women races), games (The Dice Game), and special skating/dancing (the Cha Cha Slide). During the dice game, participants would need to understand how the game was played and know the meaning of "corner number four (one, two or three) comes off, please." During the dance, skaters or participants would need to be able to follow the directions in the song. Left, right, side, forward, back, stomp, jump, one, two, cha cha, etc. Paying attention to the song choice, it was noted that the bleeped out versions of the popular songs were being played.
After our observations, our team met to discuss what we experienced. We noted numerous signs on the walls and doors. There were restroom signs, menus to read and arcade games with many words on them. T-shirt's had words too. Many patrons had their cellphones out and were texting or connecting to friends who were not at the rink.
In the real world, we are exposed to more literacy than what is written on the pages of a book. At the rollerskating rink I felt it was important to be able to use your eyes to interpret your needs. Reading the menu is a plus if you are hungry, but one can simply look at what is available and ask how much it costs. The staff was so helpful and pleasant, when they saw someone needing something they would simply step in, and help. No one would struggle being unable to read here. There were plenty of visual cues to watch showing how something may or should be done. Written literacy here merely supports what is happening visually. Cautions signs are in place, but mostly as a form of legal, business protection for the owners of the rink.
What surprised us most at this location was the diversity of ages. We visited the rink on a weeknight, when school was in session. We saw an age range from 3 or 4 years old up to retirement age. The largest population represented being the 20-30 year old age group. We were also surprised that the staff consisted of all men, mostly all being retirement aged.
Everyone at the rink on the particular night we visited to do our research clearly could see we were not normal patrons. I believe our note taking and clipboards may have tipped them off! Even so, we were asked what we were doing. Many opinions/information being offered up when we asked questions. We were able to ask specific questions to a third grade girl, Emma (not her real name).
Through our conversation with Emma, it was clear to see how engaged she was with this particular activity. She was very willing to explain the How's and Why's of this place to us. After reading "The Donut House" article by Powell and Davidson, clearly the skills Emma had learned while at the skating rink had much more meaning to her, especially as she enthusiastically, in turn, explained things to us! We learned from her that she also ice skates, so we were able to confirm that skills learned here were being used there as well. Again, more meaning for her in terms of literacy skills being built!
From "The Donut House" article, "Tapping into students' "funds of knowledge" is inherently motivating, and hence children are more engaged in learning when they perceive authentic purpose for their efforts." We certain affirmed a "good job" in Emma as we sincerely thanked her for her help in answering our questions.
On a side note, our group was able to deepen our own sense of community by participating in this project. We stayed much longer than the required time constraints, rented skates, and then enjoyed dinner out to decompress while we compared our field notes.
~ltk
Monday, January 20, 2014
Visual Narratives vs Wordless Picture Books
During our first class this semester, we watched Shaun Tan's The Arrival as a YouTube video. The Arrival is a book that is classified as a Visual Narrative.
Visual Narratives (VN) are stories told through visual media. Visual media would be pictures, illustrations, video, and graphics. VN's may be enhanced with music, voice, or other audio.
There are several characteristics that define a VN. From Wikipedia:
Visual Narratives (VN) are stories told through visual media. Visual media would be pictures, illustrations, video, and graphics. VN's may be enhanced with music, voice, or other audio.
There are several characteristics that define a VN. From Wikipedia:
"Distinguishing characteristics of the visual narrative include:
- a persuasive story with a point of view
- high quality images, still or moving
- subject matter with pressing social, environmental, or spiritual value
- an appeal (explicit or implicit) for transformation in attitudes and behaviors"
I wonder...are VN's meant for a certain age group/s? I haven't found any information on that parameter. Clearly the characteristics lead me to believe there should be some lower age limit if VN's are meant to be persuasive and transform attitudes or behaviors.
**********
When my own children were young, I would take them to the public library and we returned home with armfuls of books. Nightly, I would read aloud to them. A favorite author of ours was Alexandra Day who wrote and illustrated the Carl series of picture books. The Carl books told wordless stories of a Rottweiler who watched over a baby. Each book showed the baby on an adventure under Carl's watchful eye. Just a few words would start and finish these books.
I wondered what the difference was between these almost wordless picture books and visual narratives. Again referring to the characteristics above, I know the differences, but what purpose do wordless picture books serve?
What value did these almost wordless picture books add to my children's reading skills? Certainly looking at a book that holds few words means the creative part of one's brain is allowed to see patterns, and make sense of order through the images. Each time one of my children read me a Carl story, they were allowed to use their own vocabulary and try their hand as the story teller. They were not constrained by the words on the page, so no mistakes could be made.
Quite honestly, before we watched The Arrival in class this week, I had almost forgotten what an important part our eyes and brain play in decoding what is happening around us. When reading, we do not simply read the words and understand. If no pictures exist in the text, our brain will create a picture. But if there are pictures...well, images can be as powerful as words.
Which now makes me wonder...what is the origin of "a picture is worth a thousand words"? How does one decide which internet source is the most authentic? I may have to research that next in my free time.
~ltk
Monday, January 13, 2014
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