Vocabulary

Vocabulary is among the comprehension literacy framework. Like all of the components of literacy, they are tied together. You need to have a good understanding of vocabulary before you can comprehend the text. In class we learned many different strategies for vocabulary learning. Vocabulary learning can be indirect learning, which could be read-alouds, extensive reading, conversation/oral language practice, or incidental. Jen also showed us word learning strategies such as context clues, dictionary/reference books, and word parts/origins. We learned that it's extremely important to give repeated exposure to these words. In my classroom at field, my CT puts up word walls for the students to continuously expose themselves to these new words. This helps them see the words over and over again until they're used to them and they aren't new anymore. Along with word walls, you can use word games or class dictionaries for repeated exposure as well.

When choosing vocabulary words, Jen mentioned that we make sure they were 3 things. First of all, that they are important words and not words that the kids will never use or see again. Next, it's important for the words to be useful that can expand the children's vocabulary and that they can use in everyday sentences. Finally, it's important for the words to be somewhat difficult for them. It should be a challenge or a word that they haven't heard before so they can learn but not be frustrated at the same time.

Fluency and Word Recognition

Literacy is a very important part of a child's schooling. In class last week we talked about fluency and word recognition which are two very important parts of literacy. Word recognition is important for students as they read and recognize certain words in a text. They should be able to understand these words and recognize them automatically. In my field placement, my CT keeps up a handful of high frequency words that the students can see every single day they enter the classroom. When the students are reading a book with the CT, she will point out these high frequency words. The students are constantly studying these words until they become automatic with their usage. When words become automatic to students, this helps students become more fluent. Reading fluency is the ability to read quickly, accurately, and with expression. Writing fluency is the ability to write quickly, coherently with automaticity and ease. A lack of decoding ability breaks down fluency. A lack of fluency breaks down comprehension. So, all of these skills are linked together to become successful at literacy. All of these components are extremely important to cover in my future classroom.

Vocabulary Instruction

Students are constantly learning new vocabulary through their experiences in the classroom and at home, they learn through conversations, reading, etc… Some different approaches to vocabulary instruction in the classroom are using word walls, having class discussions, learning vocabulary, reading aloud, using dictionaries, phonic skills, spelling and writing. Using a mix of the above approaches in the classroom will help support well balanced vocabulary instruction. It is important for teachers to read to the students aloud daily as well as building their vocabulary daily.

With the help of the teacher modeling, and then slowly phasing out, letting the students take control, the students can use their vocabulary skills, to decode words and figure out their meanings through context clues, using word-learning strategies, using definitions and roots of words. Students learn through repetition, so if a new vocabulary word is introduced, it is the teacher’s job to make sure that they use the word in their instruction. Also, it is important to teach students words that may be above their level so that they can have a variety of words to use in their everyday speech and writing.

Fluency and Word Recognition

Literacy is an extremely important part of any child's education, especially since it is the building block for other subject areas. Some key aspects of literacy include word recognition and fluency. With word recognition, students should be able to successfully decode and notice words automatically. As students start to learn and notice high frequency words or words that occur often in text, they become fluent. It is through exposure and practice reading these words that enable students to become fluent. Since students are having many encounters with the same words repeatedly they become familiar and comfortable with many words and the letters and sounds that compose them. As a result students continue to build their literacy skills, helping to them succeed both in and outside of school.

In my current placement, the best way I have seen word recognition and fluency improve has been through simply reading the same few books for a week or two, then gradually incorporating higher reading level books into each student's coursework. This method involves students reading the same words over and over again, helping to make them not only see and read the words, but also helps them hear what the word is. Although this may seem repetitive, it truly helps students familiarize themselves with words and increasing their fluency in using and noticing these words. As students become comfortable reading a particular level of books, then they move up a step, exposing them to knew words. Over time, students become familiar with high frequency words as well as become fluent readers. This activity really improves more than one specific area in literacy for students and from my observations of my 2nd graders, it truly helps them become more fluent students.

Word Recognition and Fluency

Accuracy, automaticity, and prosody are important components of fluency. Instruction and assessment should focus on both automaticity and prosody characteristics, with regard to the students' reading ability and accuracy. Fluency instruction should occur at or a little above the student's reading ability. This way students are actually able to read the text, but it is still presents an appropriate challenge.

Hudson talks about several specific strategies and tools to use when developing word recognition and fluency, including repeated readings, timed repeated readings, and activities including practiced performances. I think that this was a particular point that I liked and would like to incorporate in my classroom. Students learn best when they feel like what they are doing is meaningful and has an immediate purpose. I think doing Readers' Theatre, performing for an audience, Radio Reading, etc. have a great place in fluency instruction and in any classroom.

Word Identification and Fluency

There are many key approaches to assess students with respect to word identification one is by using timed repeated readings which help students with decoding as well as their word identification ability. Other ways to assess students with respect to word identification that are suggested in the Tompkins book are keeping running records: miscues, errors with respect to semantics, graphophonic and syntactic cueing systems; and using decoding ability tests (305). These different ways allow the teacher to hear where the students struggle and where they are progressing to know what areas they need to focus on or what areas they can back off from a little.

One key approach to assessing students with respect to fluency are by using running records just like for word identification, but by paying attention to the speed, intonation and pauses. Another approach to assess students with respect to fluency are by using echo, choral, partner and whisper readings, these four ways start off by supporting students the most to giving the least support which helps them become more fluent as the progress. These assessment approaches allow the teacher to hear how the student reads, is it choppy, smooth, etc…, and lets them slowly phase out of the reading and let the students read on their own to become a more fluent reader.

Comprehension

After last week's class, it struck me how comprehension is so important to students, yet at the same time occurs without even knowing it. As we listened to the story read to us and made predictions about what might happen next, every single person in our class was comprehending and taking in information from the text. For us, it seems to happen almost automatically, but for students, they need guidance and it is clear how this can shape how they learn and take in information.

In my 2nd grade classroom, my teacher does an amazing job of monitoring and implementing comprehensive skills within each lesson, regardless of what topic is being taught. She constantly asks them questions and repeats information in order to emphasize and test what the kids are understanding. Whether lessons are being taught about sharks, where visuals are used so the students can name the different fin types, to geometry where cards and wood shapes are manipulated, the kids are constantly demonstrating their knowledge and comprehension to my CT. I feel the students greatly benefit from the visual extremes and questions asked by my CT in order to further their understanding. My teacher does an amazing job of keep her kids interested and testing their knowledge in a way that does not put them on a spot. I can definitely see myself implementing teaching strategies for comprehension similar to what I see in my placement.

Comprehension

While reading Tompkins Reading Stages, I couldn’t believe how detailed each stage was and how descriptive the entire process was. Tompkins stated, “Reading is a process in which readers comprehend and construct meaning.” This shows how important it is to take away an understanding of the text after reading it. A lot of children struggle with comprehension and with as many stages as there are, I can understand why. It’s easy for me to comprehend texts because I’m at a higher level and don’t have to focus as much on vocabulary or pronouncing the words correctly. I can focus my attention on what I’m getting out of the story and what exactly is taking place.

The Kindergartners in my placement are constantly being read short stories. The CT always asks them questions during the story to see if they’re following along and paying attention. She’ll also ask them questions to engage them and keep them interested in what’s being read to them. At the end of the story she will go over the main points of the book and ask questions. She also relates the text to their own lives for them to gain a better understanding, which I think is very important. I think overall my CT does a great job tying in comprehension strategies for the children to utilize. This helps them better understand the text read to them.

Reading Comprehension

For the most part, comprehension is something that I do automatically and do not necessarily think about specifically. Both the readings and the class discussion held brought back memories of when I was learning to read and then learning how to comprehend what I read. When I read a book for pleasure or an enjoyable book for class, I will make predictions, inferences, visualize, use my prior knowledge, make connections to what I am reading to my personal life. I will also do some of this when reading text books for classes, though it takes me a much longer time to read the text and comprehend it because it is often technical or dry. I will often have to go back and forth with reading text books because I will forget what I just read or it didn’t make sense. This is defiantly a purpose issue for me, my purpose is to read it for class to pass an exam, but I do not enjoy it all the time if it is too technical or if it is dry.

Comprehension is something that is automatic for me, but it is not something that is automatic to students. They need the framework to start them off in the learning process of comprehension. Framework is needed in the beginning stages to help guide students to take in the information and the main points of what they are reading or what they are hearing.

My 2nd grade class is all about comprehension and discussions of books, whether they are story books, social studies books, scientific books, etc. My CT encourages students to bring up main points of the book, make connections to the text to their own lives, other books, or the world around them. She does this through questions, reading logs, summarizing, making connection charts, visualizing, think-alouds, and writing reflections. I believe that my CT does a great job at teaching comprehension to the majority of the class. I also think that some of the comprehension strategies that we discussed in class would be helpful too in a classroom setting such as quickwrites and K-W-L charts.

Comprehension in the Classroom

This week's class helped me to think a lot about the importance of comprehension instruction in the classroom. When I read Tompkins' description of the reading process I was surprised at the details and extensiveness of each stage of reading. Our descriptions of all the comprehension strategies hinted at how difficult it is for students to learn about, understand, and apply all of those "steps" in reading. I've seen this happen frequently in my placement and in when reading myself. If a student (or I) cannot comprehend the text, then nothing has been gained.

Even though it is obvious that making connections and comprehending text is the most important component of reading, I often see it neglected in classrooms. In my 6th grade placement I often see quick, end-of-the-chapter questionnaires that are meant to monitor comprehension. However, when I did my reading discussion it was evident that not all comprehension was monitored through the worksheets. Several students were able to recall surface details but did not know the importance of key events in the story or make inferences. The strategies we talked about in class are more time consuming, require more thoughtful planning, and need lots of practice. However, I think that using the strategies we discussed in class are more effective at monitoring comprehension, building comprehension skills, and reaching a broader group of students who may struggle with traditional paper and pen activities. Overall, I think they are better at targeting deeper level comprehension.