Fostering Fluency

The main idea I picked up on in each of the readings was that reading fluency is an ongoing process that has to be taught explicitly. No matter what the age of a student is they are never too young to pick up a lower level book and refresh their basic fluency skills. For many students word-for-word reading has gotten them through but just barely. After many years of barely squeaking by they often encounter many difficulties with reading that are ultimately discouraging and detrimental to comprehension. The one-minute reading screens seem to be a great time efficient way to identify students who are struggling with fluency, or a component of fluency. However, my greatest concern is that some students may have learned to disguise their lack of comprehension because they are capable of reading aloud to sound as though they are deriving some meaning from the text.
I loved how fostering fluency was explained as a very explicit process. For instance, echo and choral reading. These both will help students see how the components of fluency are relevant to them and their understanding. I think something funny and additional to correctly modeling fluency would be to read to them and show how it sounds when someone uses the components incorrectly. For example, having the teacher or a student reading a statement, that could be viewed as sad by the context, cheerfully and joyfully. Above I inserted a Wordle which can be a source for creating a word cloud for new units, or when reviewing previously covered. More over, word walls seemed to be a great way to engage the students when selecting the words and creating them. The word walls could also serve as reminders when students are unsure of how to spell or use a word. In Dr. Gilrane's class this past Friday we talked about sorting, and how it can be effective for introducing new words more so than having a word of the week. Basically students are constantly adding to their vocabularies and reading skills. Even as adults we are all still learning. How many times have you been reading or engaged in a conversation and came across an unfamiliar word? Did you ask what it meant, go home and look it up, or do you still not know what it means? I think we shouldn't assume our students will do what we would do necessarily when they are in a situation where they are presented with unfamiliar language or texts. We should treat reading and fluency as a process that is continual and provide them with many outlets to help them or to show them how to help themselves.

Below is the link to a YouTube video I found of two young students echo reading to one another.

Everyone is a Reader!

I enjoyed the readings for this week SO much. I loved the second article I read, "Letting Go of Letter of the Week." The determination of the teachers and the students was very uplifting. For so long phonics has been the major emphasis in learning to read. I feel that phonics is an important part of learning to read, but it should not be valued more than making reading meaningful to students. Having the alphabet and the students' pictures under the first letter of their name makes the classroom a student-centered environment. Students who come from diverse backgrounds where literacy isn't the main focus need to feel connected to their classroom especially. Many children may be intimidated by coming to a school where their native language isn't spoken. Being able to use their friends' names as references to the letters and sounds of the English alphabet can make the language more meaningful. It was really touching when the kindergarten girl stated "We are already writers." I enjoyed when the teacher asked the kindergarteners to raise their hands if they could read ,after she initially asked them,Also, giving the students chances to write to the caefteria ladies, and asking the principal questions is a very inquiry centered environment for the students. Growing up I remember having Word of the Week and being drilled on phonics. It wasn't until high school was creative writing promoted where I grew up. Letting go of the phonics-first/skill-and-drill approach seems to be one of the best ways to getting our students to have a positive relationship with reading and writing.

Building Literacy Foundations

 I really enjoyed reading about Kiki constantly learning in her different environments. The Jones Family's Culture of Literacy opened my eyes to how generations of a family actively chose to pursue literacy. Understanding the amount of literacy that is involved in every day life opens the doors to the many natural learning moments, and to importance of print rich environments. The significance of extendedness in the Jones family was very evident through the interactions of the Sally, Harriet, and Lola. Kiki's interactions with the elements of literacy every day truly brought to life the words of Cunningham's and Allington's chapter three reading. Having positive role models, and making connections between words and surroundings are essential to establishing a solid comfortable foundation with reading and writing. It is so important to capture the eagerness young learners possess and to explore every aspect of literacy with it. Letter actions stood out to me as an activity that can be used as an outlet to release energy, and a hands on learning experience. Every day occurances that happen around the house, such as making a grocery list and reading from a cook book, are made possible with literacy.

Growing up I remember making pretend books and reading to my stuffed animals. All of these things began happening before I even went to kindergarten because someone got me interested in literacy without me even knowing it. My parents read to me often and I would look at the words and wonder how my parents knew what they meant. I do not remember much about when I learned to read but I do know that I was extremely ready to be able to read all of those words around me.    

Here is one of my favorite examples of "pretend reading." See if you can spot it...