Class Reflection

The class, Adolescent Literacy, opened my eyes to the numerous books that I read, and the books that my classmates read.  We were able to review summaries of books from other classmates – which were incredible.  I did not choose some of the books that my classmates read; however, they are now on my “demand” to read list.  I was amazed by the several websites: contemporary, classic, Newbery winners, and the banned and challenged list and more.

The textbooks for the class are reference books that I intend on using throughout my career.  If I had to state the “best” thing about this class, I would have to say, 1) Professor Steffes, 2) the textbooks, and 3) the summaries of our book club.  I would also like to state that the class was very challenging; we created a Blog and a YouTube video.  I am so grateful for the experience and opportunity to be in this class.

Question:  To you, what is the most important lesson we can teach kids about word recognition.

There are many valuable lessons. However, the question is where do we begin.  It depends on the level of the student.  In our textbook, we are present with fifteen vocabulary builders with several examples of or words builders in the index.

I feel that teaching/revisit the section on the common spelling rules will be of great benefit to building their vocabulary. (pg. 346-349).  As Professor Steffes stated "Fry's Instant Words," (pg. 327 - 333).  I would provide those pages to the students the first day of class and perhaps laminate the Dolch Basic Sight Vocabulary.

I am having a hard time picking the most important because I feel it depends on the student needs.

How fluency impacts your content.

My students will be reading and writing nearly every day.  If the student is not able to recognize words within the classic/contemporary/awarding winning book of choice, then they will not be prepared to share their understanding or complete the reading assignment.  Nor will they be able to discuss or debate important messages from the literature.  Therefore, fluency is very important to understand about all of our students.  Teachers can not expect to assign three chapters an evening, (approximately 56 pages) and return the next day with a written or typed summary.  

A few strategies to help students become more fluent in their reading: Prepare and discuss approximately 5-8 words prior to assigning the reading assignment, and continue this procedure each time before assigning more reading.  Create word walls. Read aloud (approx. 10-15 minutes each day) in small and large groups, at different speeds.  I really believe in re-reading sections or the entire book for better understanding.

Reading Strategies

Reading is difficult for some of our students.  If we ask the students to "Say Something" before, during and after the text, we are allowing them to show the teacher that they are comprehending the story or history text.  This strategy will allow the classroom or group to speak up and talk and those that reluctant and/or quit may speak up too.  However, it promotes conversation and a difference of opinion about the text.  It would be beneficial to have this posted in the classroom for review and laminate for the students.  It is pretty small, but it gives the students short statements to think about.

Bookmarks:  This strategy may be more difficult.  Some students may be able to pick it up quickly and others may struggle.  However, it may be a great resource to help the dependent reader; one character at a time.  The reader can always complete it later.

Sticky Notes:  This is a strategy that I just started.  When I am reading and hear some main points (details) I put it on a sticky note.  It also can help students write down words, phrases that they may not understand, and want to consult the teacher or dictionary.  Students can also color code sticky notes, for example "yellow for a question for the teacher."

THE BAG

The strategy of the bag is a great idea to show students different types of inferences.  It was creative with the items and for a student/person to figure out who the bag belongs to.  The person that found the bag would be using his/her world or current knowledge.  The bag is a visual object and not a textbook or novel, therefore the inference is different.

Who does this bag belong to?  It is a very nice bag that has been stepped on and the color is rather rustic, it has coffee or K-cups, health snack bars (Kind), a pair of glasses which are probably designer style and expensive.  The bag also includes a traveler's notebook, which did not contain a personal name, and perhaps a few special rocks.  Rocks that you may find or purchase while on vacation or as science teacher prepared to teach a class.  The bag also included some very nifty colored pens, which could lead us to a teacher or a student.

I would use "The Bag" example in class to help the students understand the difference with inferences.  Perfect hands on example before you explain how readers can find the same inference within a text.

Good readers

What do good readers do?

Good readers have learned and understand the phonics of pronunciations of words, and words that are often used.  Good readers love to read aloud, but that does not mean that they can comprehend the words or the meaning of the story.  They may read faster than other students.  As a teacher, I would like to provide the students with a vocabulary list of words from the book.  As the student reads the book they will be able to look up words.  I would look for the dependent readers and create a plan that will help the student that is having problems decoding words or reading slowly or not able to comprehend the meaning of the story.  As a teacher I would provide varies forms of technology to help the students with the book;  i.e. audible, read aloud and more.

What does it mean to be an Adolescent?

Blog – Quick Write One

What does it mean to be an adolescent?

Adolescent is a period of growing and discovering self-identity and independents.  As the body is changing physically, the brain is developing cognitively.  Emotions are high, and peer pressure is tough.  Individual environments affect the success of this transition.

Where were you as an adolescent?

I was shy in junior high school. I think this was because I moved from a big city to a small town and was in the middle of a constant custody battle.  However, once my roots were determined, I enjoyed as many school activities and groups that I could join.  The school told me at one point had to choose between a few.  I was at school more than at home, but my dad was very supportive.

What did your teachers expect of you?

It was a long time ago.  In grammar class (unsure of the correct class name) spelling was the most important thing.  Even at the high school level, if we missed a word we had to write it 25 times.  Then my dad made me do it again at home.   My favorite was a speech class. We had practice time with the teacher, and he would give me ideas for improvement, then, I would practice in front of a mirror until I had the assignment memorized.  That teacher was my favorite because he helped develop my confidence level.  And I would have to say that history was another challenging class of memorization.  Memorization seemed to be the structure of learning and not so much for the application.

What are your literacy practices today?

I have been attending college periodically for several years.  I consider myself a lifetime learner.  I have three adolescent children ages 16 – 19 and over the years I have been reading to them, helping them with their homework assignments, as well as my homework reading and assignments.  I substitute and always find myself either reading aloud or helping with a reading assignment.  I also work with a lot of families and find myself helping them read, write and comprehend documents.  Some as simple (to us) as writing a rent check or filling out a money order.  It is unfortunate at how many of my tenants come to the office and ask me to explain a document, as simple as “Pest Control, Tuesday at 9:00 a.m.”

With that, I do not feel I have acquired the skill of reading a novel or poetry for my pleasure.  This excitement comes from the classes that I take in college.  However, I do enjoy helping others find an understanding with written documents and explaining the written words.