Entry #3 Comment on the relationship between oral language and the reading process.

The reading process is a process in which a reader goes through to make meaning of a particular text. This process includes several prereading activities/strategies, during reading activities/strategies, and responsive activities/strategies that occur after reading. Prereading activities can include things like taking picture walks, making predictions, thinking about what you already know about the topic, asking questions, etc. The prereading activities activate background knowledge and prepare the reader to make meaning. The during reading activities can include things like word decoding strategies such as using context clues, checking for understanding, or confirming and adjusting predictions. The during reading activities help the reader monitor their understandings and fix them up when meaning is lost. The responsive or after reading activities are strategies to help the reader culminate their reading experience and solidify or synthesize their understandings of the text.

This process is similar to what a person must do when they are communicating orally. In order to make meaning of oral language one must tune into other aspects as well to fully gain meaning of the speaker. They might tune in to body language, tone, facial expressions, and even the context in which the conversation is taking place. The listener must use these other signals to pick up on the overall message the speaker is trying to convey. In addition, the listener may even need to ask clarifying questions before they can comprehend the speaker.

It is evident that through both oral and written communication, meaning must be made of the message being conveyed and several other aspects are taken into consideration in order for that to happen. With that being said it is only natural that oral language and reading would go hand in hand. In order for one to make meaning of text they must have some level of understanding of the language being read. And at the same time reading in itself can actually help develop one’s oral language ability.

Entry#2-Reflect on the writing instruction you have received. Which view of writing described in this chapter corresponds most closely to your experiences?

When I reflect on the writing instruction that I have received, it most closely corresponds to the Learning View in the traditional writing classroom. I can remember being taught how to form sentences, paragraphs, and even essays. I can remember learning about subjects and predicates and how those two parts make up a complete sentence. I recall learning how to write an eight sentence paragraph that opened with a topic sentence followed by three details and three supporting statements, and ended with a concluding sentence. Later, I was taught the five paragraph essay that followed the same format. The focus of writing instruction was always on producing a correct piece of writing. The correctness had to be in grammar, spelling, punctuation, and even structure. I remember my teachers always being my editors and making corrections to my writing. This was never done by peers or collaboratively. I don’t ever remember getting feedback on the quality or content of my writing, only on conventions. Because of this I always felt like I was a bad writer since my papers would always be marked up in red ink.  My teachers always had lists of possible topics for us to write about and we had to select and even sign up for one.  I don’t recall having much choice in what I wrote or having much time to do any sort of creative writing. Most of the writing we did in class was report writing. I remember writing reports on James Madison, The Anasazi  Indians, Manufacturing, and Chimpanzees. The only memory I have of writing anything creative in my elementary years was a poem once at Halloween time. We had weekly spelling tests with ten to twenty words to memorize and punctuation drills week after week.  I don’t recall enjoying writing in school, but I certainly had a passion for it at home. I wrote stories, poems, and songs on my own. It’s unfortunate to think that I totally separated the two forms of writing, almost as if they had nothing in common. In fact, I took a creative writing class in high school, and felt like for the first time I got to write what I wanted to write in school. Although I think this view of writing is not totally ineffective, I’m glad that there are other views now that encourage kids to have more choice and freedom to experiment and use creativity in their writing.

Entry #1 Discuss with another teacher his or her philosophies about teaching literacy

Recently I had a discussion about teaching literacy with another teacher who has been teaching for the past 3 years.  She explained that her philosophy regarding literacy instruction is to make it fun, interactive, multi-sensory, and engaging.

She said that a “good read aloud” is an essential component of literacy learning and that it should be used in kindergarten through eighth grade classrooms. She stated that a good read aloud is one that models fluent reading and is interactive. In addition, a good read should also teach literacy skills and strategies.

When asked about the other essential components of literacy instruction, she explained that literacy learning should also include word study, phonemic awareness, phonics, and vocabulary instruction.  She commented that phonemic awareness and phonics instruction are the foundation of literacy learning, and should therefore be the focus of primary literacy instruction.  In terms of vocabulary instruction, she explained that teachers need to do a better job of explicitly teaching vocabulary especially with their students who are learning English as a second language. She insisted that when students have limited English vocabularies, it is next to impossible for them to make meaning from any text. She went on to explain that when students have limited English vocabularies it is also difficult to provide them word decoding strategies such as one called cross checking, where the students encounter a new word and then try a word asking themselves, does my word look right, sound right, and make sense in the sentence. If a student does not know many words in a particular language, then it is very hard for them to determine if it sounds right and makes sense in the sentence.  Lastly, she said that word study also needs to be included in literacy instruction. She commented on the importance of students learning about prefixes, suffixes, and various spelling patterns. She also mentioned that several multi-sensory and hands on activities should support word study.

She concluded by saying that literacy learning must be engaging and not just involve reading a text, but should provide many opportunities for interaction, discussion, and hands on activities.