Final Personal Model of Reading Theory

Laura Jordan

EDRD  : Dr. Ritchie

Due: 7/17/2012

Final Personal Model of Reading Theory

            At the beginning of this semester I already felt like I knew a lot about literacy instruction because it truly is a passion of mine.  But over the last six weeks I have learned so much and am looking forward into implementing many of these strategies into my classroom come August.

            I think that when discussing how children read I think the most important strategy is print exposure.  From a young age children are surrounded by print and if they are able to develop a meaning for these words and pictures it will help them build a context so that they have background knowledge, in their schemas. When students learn something new, especially at a young age, they are able to store that memory that will eventually help them build upon something new the next time they learn something.  By teaching children about print or reading to them at an early age, they are gaining an advantage so that they will already be exposed and have context meaning to many ideas and concepts.

            From a very early age the best thing that I recommend to parents who want to know about what they should do with their child is: read, read read! I believe that the more time students spend reading, the more words, ideas, story lines, and vocabulary they are introduced t .  I think that children should not be told what books they can and cannot read, for that will cause confidence issues.  By allowing students to pick which books they want to read, they are more likely to read.  And as I previously stated, getting students in front of print is the only way they will continue to grow as readers. There is also something to be said about finding what interests your student.  If exposed to interesting concepts, this child is more likely to be intrinsically motivated to read.

            Children also learn to read based on the environment in which they are surrounded.  When children are able to read what they want, be read to, and have someone they can ask questions to, they are going to gain more insight and build their schemas as well as acquire more background knowledge to help them grow as readers.

            There are many strategies that teachers can implement to teach reading effectively.  I believe that with comprehensive literacy instruction, students are given the holistic approach, meaning that they read to gain information as a whole, not to focus on each word by itself.  As previously stated the best way for students to learn to read is to let them read. Allowing students to experience reading is a great way for them to become exposed to different types of books.  By making the options unlimited the students to gain insight into new topics as well as look to understand various types of texts. Reading workshop sets the student up to do just that.

            With there being less focus on phonics, students are able to read more and learn new words through the use of background knowledge in the books that they are reading.  When students are not worried about breaking a sentence down word by word they are able to read the sentence as whole, the paragraph as a whole, the book as a whole.  This allows the students to comprehend what they are reading.

            One of the best ways to teach reading is through a collaborative classroom.  I think it is extremely important for the class to be a whole.  This allows the teacher to gather the students on the rug and teach a mini-lesson.  When the whole class is being taught, each of them is taking in this new information, and filing it away.  Teaching in a collaborative classroom also allows the teacher to model what is expected of the students.  When all of the students are seeing the teacher model a reading strategy, they are able to see what the teacher is thinking.

            Creating a collaborative classroom does not mean just meeting as a class on the rug. Students learn best with the support of others.  By allowing students to read with a buddy, in a book club, or with a teacher, that child is gaining support and allowing his peers or teacher to provide scaffolding.  This student is experiencing reading in a different light because there is someone there to provide support and feedback as well as complete the book so that the student is not alone.

            In conclusion, I think that the best way to teach literacy is allowing students to be exposed to text and think of it as a shared experience. They should be reading to buddies, teachers, parents, siblings, whoever will listen.  When students are able to share this experience, they gain more knowledge, which will only continue to help them become more proficient.  When students find something they love, they want to share it. This enables the students to become confident as well as learn to love reading.  Life longer learners and lovers of reading are my goals.

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. Post it to your blog and name the posting "Module 6:Instructional Challenge.

When assessing my classroom demographics for the following year I see a lot of things I am looking forward to implementing into my classroom. I want to create a literacy program in which each child is able to grow at their own pace while still feeling successful, here are some strategies I would implement:

I would use both reading and writing workshop for my class.  Both of these are great tools to use for students but allowing all students to read/write what interests them.  I believe that the power of choice is a strong technique that will help many students feel more comfortable in the classroom.  With workshop teaching I will use the idea of mini lessons on the rug.  By having the students come to the rug, I will be able to use mentor texts (typically picture books) to help them create ideas for both reading and writing.  My teaching mini lessons, it allows me to zoom into one idea so that the students are not overwhelmed with information.  I will be able to teach a lesson, model, and then send the students off.  Along with workshop teaching I will incorporate book clubs into my classroom.  Each book club will be put together based on reading level, sex, and interests.  By doing this, the students will be paired with other classmates who have similar struggles as well as interests.  By doing book clubs students are able to have scaffolding from their classmates, this also allows me to sit with each group for a long period of time so that I can confer and see how they are doing. (**I definitely think as a teacher you should be reading EVERY book your students are reading so you know what is going on... I have been caught reading Junie B. Jones at the gym...) I also want to incorporate reading and writing celebrations so that students feel celebrated and proud of their work! Sharing is a great way for all students to feel cared for and special!

As far as outside of the classroom:
I do believe that there are certain strategies that must be implemented outside of the classroom so that students are successful.  I will make the students fill out a reading log with the date, title, and pages read.  This will help both me and the students keep track of their reading. Students will be given time to go to the school library and may also take books out of my classroom as well.  I will also have a parent teacher meeting at the beginning of the school year laying down expectations. Parent involvement is critical and has been proven to help student succeed in literacy programs.  Parents should ask students to read to them (fluency), should read to them (expression), and should also ask their child questions about what they are reading(comprehension). This can be a 5 minute check in on the way to school or over breakfast so that the same strategies are being implemented in my classroom and at home.

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?

Much of the reading and information given to me in Chapter 15 is data and information I have learned and already implement into my classroom.  Weaver discusses the importance of decoding and various strategies for teaching literacy and reading comprehension.  There are many great idea.  I especially liked the Detective Club. Weaver discusses the importance of whole language education which rolls over into chapter 16 discussing the success of a comprehensive literacy approach.  By implementing collaborative group work as well as developing and reviewing strategies, the books shares the successes and ways in which different literacy approaches can be used throughout the entire instruction.  I like the idea of using multiple strategies so that all students are gaining different forms of instruction.  Some students may learn differently than others!

The first time I took the DeFord Torp my results were based primarily on knowing specific reader skills.  Now it is different in that my results are more spread out, leaning more towards a whole-language approach.  I was very thankful that I got to learn so much in this class as everything in this class is what I implemented last year in my first year of teaching but now I have text to back me up.

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. Post it to your blog and name the posting "Module 5: Instructional Challenge."

As soon as this students steps foot into my classroom I would get straight to work. A comprehensive literacy program that incorporated reading and writing workshop would address my student's needs in many ways.

I have taken some of these ideas from a chart on page 302 as well as some I've used in personal teaching experiences.

During whole group instruction I think that using read alouds and write alouds would be a great way for my student to get a concept of print and the print around him.  By having the student listen and watch he is gaining insight into what is expected but I am also giving him the opportunity to watch me model the lesson.

I think that when working with a student who is trying to learn a new language it is important to not push him into anything he isn't comfortable with.  The first thing I would do it find out what he is interested in.  Once I did that I would have him look through books of those topics focusing on the pictures and words that are familiar.  This would be a great time for me to introduce a book talk or do a book walk.  By going through the book and actually touching each page the student will be able to preview what he is about to read (or look at) and gain more background knowledge.

In my class regardless of ELL or not I put all of my students with a reading partner.  Reading partners are a great way for student to look through books and be given the opportunity to ask questions or talk through difficulties with someone their own age.  I think that putting my ELL student with a book buddy would help him also provide a wonderful framework for the work done in my class.

When working and conferring individually with this student I would do shared reading and writing.  I think that if he and I worked together to write something or read something I would be able to continue to gauge his learning and comprehension as well as continue to provide support.  I think that when conferring I am given opportunities to teach mini lessons that can help this student in ways in which he needs to grow.

And of course, I think it is essential for the teacher to maintain a relationship with the school's ELL specialist.  There should be a plan that is implemented so that what he is working on in my classroom he is also focusing on with the ELL teacher so that there is an overlap.


Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann

Module 5: Reading Reflection

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

In the past decade there have been many studies in  understanding the correlation of phonics and reading comprehension.  Some people wonder if phonics instruction is even essential. Is it working?  The text does a wonderful job in sharing studies that show where phonics instruction fits within a comprehensive literacy program.  There is strong evidence that teaching phonemic awareness alone does not have much effect on reading comprehension (Weaver, p. 315). 

Learning phonics is not a precondition to reading (Weaver, p.315). So where does this leave phonics in the classroom? Phonics should be taught with reading comprehension.  Weaving the two together is a great way to teach students phonemic awareness and reading comprehension.  When students learn about the words they are reading it will help them when it comes to reading comprehension.

So when and how do I teach phonics? My schools uses Words Their Way an immersive program in which the students are surrounded by words that are used frequently in their reading and writing. The students are put into groups based on their “level”.  The students then are able to sort the words based on sounds.  When I am teaching my group I make sure to focus not only if they can sort words, but if they actually know what the words mean.

I do not like teaching phonics by having the students sort the words by their sounds.  I think that phonics instructions should be more woven with our reading and writing workshop.  I have however seen a huge improvement in spelling when the students are taught phonics and to notice spelling patterns or asked to sound out rimes and onsets.

Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann

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? Post your response on your blog. Name the posting "Module 4: Activity 2."

I found the Allington pillars more appealing to my opinion of children’s literacy success.  There were three pillars that stood out to me:

1.)   Access to interesting text choice: I believe that as a teacher is it absolutely essential to give students choices.  If we want our students to love to read we have to give all of them the opportunity to find something that they truly love to read.  Allowing students to make choices gives them the power so they feel more motivated to read something that they have chosen.  Also allowing them to read these texts with a partner will allow them to be held accountable for reading something and meeting deadlines.

2.)   Matching kids to appropriate texts: At the beginning of the school year I find so many of my students begging me to read Magic Tree House books.  I find that most of my students are not ready for these texts.  I will never tell a student that they should not read a text that is too hard for them.  But I will direct them to something on their level for our “Just Right Reading” time.  Having students read at their level will help them gain confidence and practice the skills appropriate to their level so that they move may up.  I think that this goes hand in hand with the above stated pillar.  Give a student a set of choices in their level and let them pick! Characters are beginning to truly develop in 2^nd grade books and they are able to follow characters more closely!

3.)   Balance whole group with small group and one-on-one instruction: I think that all three of these are essential in a classroom.  If we focus too much on one, some children in the class are going to get left behind.  I find it best to work with the whole group at the beginning of the lesson or introducing a skill or topic.  I then plan my small groups around what skills that I noticed need to be built upon.  I also confer every day with my students.  Allowing students independent time where the teacher is not always around gives them space to be creative and independent.  By conferring I am able ot see where a student is and direct him/her in the right path for their desired skill.

Module 4: Activity 1

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

Woah! Go Robin Go! When I first watched this video I thought I was only looking out for strategies. I was surprised with the story behind this 50 year old man.  I think the most important factor of him learning to read is that he was motivated.  Robin was interested in reading things he wanted to read- for his grandchildren, the world around him, and his Bible.

At the beginning working on phonics was essential but he quickly was able ot move onto whole words. One of the strategies I want to touch on that I think helped Robin once he was recognizing specific words was reading on-level picture books.  I think this is most influential because he was able to use picture to help him construct meaning.  As he was reading he also began to re-read for comprehension and understanding when he realized something was not right. 

 I think that this was great because he soon read comics and ads so that he was not only interested but familiarized with the characters, ideas, and signs.  Using things around Robin’s world made it easier for him to read.  He began to spot chunks on the back of trucks and saw “rat” in congratulations when he set up his Gmail account. 

This video shows that you do not need to teach someone how to read out of a basil reader.  Using the environment and going off his motivation, Robin was able to read successfully for his friends and family.  Robin tried over and over and over again and did not give up.  His motivation was inspiring and a great reminder for educators- don’t give up! You’re never too old to learn!

Module 4: Instructional Challenge

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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? Post your response to your blog and name the posting "Module 4: Instructional Challenge." Respond to 2 other classmates.

When I read this several things came to mind.  I first had to figure out how I was classify Marcus in my classroom.  I see him miscuing on words and substituting words that do not make sense.  Because of this, I see a comprehension issue.  I also see that he is not trying to correct his mistakes which leads me to think there is a confidence/ attitude issue as well.

For the comprehension: I would make sure to work with Marcus one-on-one whenever possible.  I would definitely recommend working before or after school so that he has time to concentrate and process my teaching points.  I would read aloud the beginning of a chapter to Marcus, then, I would have him read a page.  After we read a page I would stop and ask him “tell me what you just read” or “did something not make sense”? This is checking with his comprehension and to see if he is even catching his mistakes.  I would also go back to my handy-dandy Post-It notes.  I think that with Marcus he needs to jot does a lot of what he is reading to remember what he has read.  I would also suggest he writes down words he struggled with.  With those words he struggled with I would have him say them over and over again until he felt comfortable.  I think that if we slowed down and made sure that what he read really made sense he would begin to feel more comfortable and confident and understand that making mistakes is OK but it is important to fix them.

For the attitude/ confidence: For Marcus I would definitely suggest reader’s theatre.  Since I do this with my whole class it is an easy way for everyone to participate so I am not singling Marcus out.  Allowing him to practice with his group/at home will help him build up confidence.  He and his group members will also have to talk about what they are reading so we can see if this is a comprehension problem.  I would also like ot try something like Sergio did to Rudy on page 236 (Weaver, 2002). I would work with Marcus to make alist of things he likes or wants to read/ write about.  We could pick one topic at a time and read about it (in easier texts if necessary). I would have Marcus read it over and over until he felt comfortable to share with his group/ the entire class.  I think that tuning into what Marcus is really interested in would help him become more intrinsically motivated as a student.

Just a few ideas… :)

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)? Post your response on your blog. Name this blog posting "Module 4: Reading Reflection." Respond to 2 other classmates.

Let me first list what strategies I do use in my classroom:

Read alouds, guided reading, sustained/independent reading, conferring, literature/book clubs, inquiry reading- in our non-fiction unit, write alouds- especially in poetry, sustained writing- shared with class, reader’s theatre.

Now let me explain more about my literacy instruction/program at my school:

I work in a private school.  We do not follow GA State standards nor do we use a basil reader.  We do not have textbooks for any of our content areas.  In my school we very much use and apply the comprehensive literacy approach.  We believe in holistic reading and writing.  During read and writing workshop we start off on the rug with a mini lesson. In this time we typically do read alouds or write aloud as a class.  We think about our reading and our writing.  Then we allow the students to have independent reading and writing.  This could be in book clubs, books of a specific genre, or books of choice.  It is during this time that students typically write down post-it notes about their thinking or predictions.  Then I confer with the students. I keep a notebook with each student’s name on it.  I write down information and teaching points for each student and we address them.  We do non fiction book clubs, character studies, poetry, etc.  The students are able to pick the books of their choice in that genre.  We also do reader’s theatre to help with fluency.  The students are put into groups, given opportunities to practice, then share with the class.
Not having a basil reader does sometimes make it harder for me that I cannot just flip to the next story.  But it is not only a challenge for me, but for my students.  By giving them choices, just as Sergio did Rudy on page 236, the students are actually interested in what they read.  Readers and writers workshop have changed the way that both me and my students look at lessons.  I love it and I love that I was already familiar with all of the strategies in these chapters!

Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann