Reading Goals/ Philosophy

Reading Goals/ Philosophy
Position Paper
There are many things that are important in today’s society. We love our technology, our cars and money. All of these things are obtainable; however, we must acquire one important thing before we can even grasp the thought of having any of these items. We must first be able to read and most importantly comprehend what we are reading. The ability to read effectively comes from effective reading instruction. Effective reading instruction can ultimately lead students to the possibility of a multi-million dollar skill.
“The term reading is currently interpreted far more broadly and encompasses the learning of a complex set of skills and knowledge that allows individuals to understand visual and print- based information”(Reutzel & Cooter, 2009, p.5). Reading is essential to becoming a literate individual because without literacy one would not be able to participate in political positions and issues (Reutzel & Cooter, 2009). When one possesses the ability to read and takes advantage of his or her democratic rights they are considered a literate individual (Reutzel & Cooter, 2009). A disadvantage of illiteracy is the affect it has on our health (Reutzel & Cooter, 2009). According to The National Institutes of Health, the inability to read is considered a life threatening disease (Reutzel & Cooter, 2009). If one possesses the ability to read they then have the benefit of having the ability to live a healthy, happy and productive life as a literate individual (Reutzel & Cooter, 2009). According to the National Right to read Foundation this is known as our “new civil right” (Reutzel & Cooter, 2009).
“The teacher, not the method, makes the real difference in reading success” (Reutzel & Cooter, 2009, p. 7). A teacher who has the knowledge, skill, and competence in reading instruction has the potential to have the greatest impact on a child’s reading success (Reutzel & Cooter, 2009). A teacher’s influence on a student’s academic growth is larger than any family member, neighborhood or school that child has ever been a part of (Reutzel & Cooter, 2009). Research has identified seven characteristics of highly effective teachers of reading (Reutzel & Cooter, 2009). These seven characteristics were concluded after much research was conducted “on effective reading instruction and the practices of exemplary reading teachers in elementary schools” (Reutzel & Cooter, 2009, p. 8)
Characteristic number two is described as “highly effective reading teachers are excellent classroom managers” (Reutzel & Cooter, 2009, p.10). Characteristic number four is described as “highly effective reading teachers know how to adapt instruction to meet the needs of learners with special needs” (Reutzel & Cooter, 2009, p. 12). In my classroom I will manage time by grouping students into small and large groups that are based on appropriate developmental levels and maturity (Elementary Reading Curriculum, 2007). Time will also be managed by providing four reading block components. Students will be provided with read aloud time, shared reading time, guided reading time, and independent reading time (Creating a Literate, 2010). My classroom space will be managed by setting up the room with round tables that will provide a smooth traffic flow and provide students with the opportunity to have book discussions. The elimination of a teacher’s desk will also manage space (Creating a Literate, 2010).
Literacy routines are important because they allow students to follow a daily routine that will allow the student to work independently and also in groups (Creating a Literate, 2010). In my classroom I will have a question of the day literacy routine that the students will do in the morning. This literacy routine will lead to an activity that will be incorporated into the lesson later in the day. Literacy center procedures are important because they are followed on a daily basis and rarely vary (Elementary Reading Curriculum, 2007). In my classroom I will establish a partner reading center by giving the procedures and routines during the first month of school. Students will be held accountable for the work completed at the read aloud station (Elementary Reading Curriculum, 2007).
In my classroom I will have books organized by genre, varied titles, level of difficulty and author. Books will be displayed in labeled baskets that will be easily accessible by all students. A word wall will also be displayed for all students to see throughout the room at all times. The writing center will be easily accessible and writing materials will be provided. Book bags will also be hanging on the back of each student’s chair. They may pull books from this bag during any free reading time. I may also place books that may be suitable for that child in his or her book bag.
My behavior management plan will include rules, rewards, and consequences. I will have no more than five positively stated rules displayed on the classroom walls. I will give rewards more generously during the first week of school. After the first week I will be less consistent to ensure the meaningfulness behind receiving a reward. Consequences will be displayed and will be carried through. Each child will be equally accountable for his or her actions.
The role of parents in the classroom can be extremely influential to their child. Teachers can maximize or minimize the role of a parent in their classroom. The most beneficial route would be to maximize the role just as long as it was positive. I will communicate with parents by sending a daily folder home with their child. Parents will review what is enclosed, sign, and return folder the next day. Weekly newsletters will also go out every Friday to ensure the parent is notified of all events and classroom activities. If needed I will make home visits as well as conferences and phone calls.
Characteristic number one is, “highly effective reading teachers understand how children learn oral language and how children learn to read” (Reutzel & Cooter, 2009, p. 8). Children learn oral language primarily through their guardians, community, or parents (Payne, 2002). Oral language development can also be influenced by poverty. Children who come from a poverty stricken home are equipped with twenty million fewer words than a child from a professional household (Payne, 2002). This means that when a child from poverty enters the classroom they will have the disadvantage of having a twenty million word difference compared to some of their classmates. In my classroom I will develop oral language by mimicking lap time using enlarged text. I will encourage oral language development by read aloud, and shared reading. Praise and encouragement for appropriate use of oral language will also be used. Students who are reading at their appropriate level will be placed in just right books.
“All good readers use three (and sometimes four) cueing systems to make sense of text. The four cues include: meaning (semantic), syntax (grammar), visual (graphophonic), and pragmatic. The prompt given at a meaning miscue is a call to action. The teacher will ask, “Does that make sense?” The prompt given at a syntax miscue is “Does that sound right? A second prompt given at a syntax miscue is “Is that the way we say it in school?” The prompt given at a visual miscue is “Does that look right? (Reutzel & Cooter). When a child receives a meaning prompt that is because he or she needs to make sense of the text and to do that they must use background knowledge, word meanings and clues from words and pictures on the page (Reutzel & Cooter). When a child receives a syntax prompt it is because they are unable to structure words to form a sentence (Reutzel & Cooter). When a visual prompt is given it is because that child needs help referring the sounds that a particular letter represents (Reutzel & Cooter).
Good readers use the information from the cues to come up with strategies that will lead them to make sense of the text. A good strategy for a student who is having a problem with a visual cue is to have them put their finger under the tricky word and sound it out. When a student is having trouble with a meaning cue I will have them look at the picture and think about the story. A strategy for a syntax error is to look for parts of the word you know. Printing a bookmark with these strategies listed on it will be a useful tool for students to refer back to when they are having difficulty reading.
Characteristic number three is, “highly effective reading teachers begin reading instruction by first assessing to find out what students already know and can do” (Reutzel & Cooter, 2009, p. 11). A running record assesses the cueing systems using shorthand (Reutzel & Cooter). Running records were created by Marie Clay as a way to assess how children problem-solve a complex task (Reutzel & Cooter).  The process for a running record is first established by choosing a child. Second, I will choose a book that is appropriate for that child. Third, I will place a piece of paper and a pencil in the area the running record will take place. I will then have the child to do a book walk. Lastly, I will ask the child to read the passage and the running record will begin (Reutzel & Cooter).
I will use running records in the classroom to evaluate if students are reading for meaning. Running records will give the information to find what book is appropriate for that child and what level they are reading at. The running record will also be taken to establish the effectiveness of my teaching and will help plan future instruction. Running records will be given to every child at the beginning of the year. Depending on the child, running records will be given two to three times a month. An accelerated reader will be given running records once a month to ensure they are not stuck in a genre or series.
Characteristic number five is, “highly effective reading teachers teach the essential components of reading using evidence-based instructional practices (Reutzel & Cooter, 2009, p.15). Characteristic number six is, “highly effective reading teachers model reading and writing applications throughout the day (Reutzel & Cooter, 2009, p.15). A student that is an emergent reader will typically possess little or no skill in the task assessed and will require further instruction ( Reutzel & Cooter). Concepts and essential components that should be taught include: concepts of printed language, alphabetic knowledge, alphabetic recognition, alphabetic principles, phonemic awareness, and phonological awareness. (Reutzel & Cooter).
The concepts of print, also known as print awareness ensures that children know that the text carries the message,  reading of text goes from left to right, top to bottom, text goes from the left page, and then proceeds to the right, letters are the black squiggles on the page, a word is composed of letters and is surrounded by white space, punctuation marks inform inflection and meaning, a book has a front and back cover, a title page, an author, and an illustrator, and a story has a beginning, middle, and an end (Blevins). These concepts are important to teach because they are the essential components needed for a beginning reader. In my classroom I will use read aloud books with enlarged text to teach the beginning, middle, and end, words go from left to right, top to bottom, punctuation affects meaning and that a book includes an author and illustrator. I will assess concepts of print by asking children to demonstrate specific knowledge of print.
I will teach alphabet knowledge by using websites that are geared toward alphabetic knowledge learning. I will also teach the letters of the alphabet by beginning with the student’s names. I will assess alphabet knowledge with the use of the letter naming test. I will also follow the three second rule in my assessment.
            Phonological Awareness is the ability to identify and make oral rhymes as well as identifying and working with syllables in spoken words (Ambruster et. al). To ensure reading success phonological awareness should be taught because it will allow a student to read fluently (Reutzel & Cooter). In my classroom I will use poetry, tongue twisters, books, onsets, rimes, and music to model and teach phonological awareness. I will assess phonological
awareness by asking the student to demonstrate specific phonological knowledge.
Phonemic awareness is “the understanding that a word is made up of sounds and the ability to manipulate sounds in spoken words” (Blevins, 2006, p.20). Phonemic awareness is important to ensure reading success because “without a thorough knowledge and understanding that words are made up of sounds, children cannot learn to read” (Blevins, 2006, p.20). In my classroom I will model and teach phonemic awareness with engagement, songs, reading, and Elkonin boxes. I will also assess a child’s understanding of phonemic awareness with the use of Elkonin boxes.
“The alphabetic principle is the concept that letters or letter combinations represent speech sounds in whole, spoken words” (Reutzel & Cooter, 2009, p.26). To ensure reading success it is important to teach the alphabetic principle because it is the first step toward learning to decode words using phonics (Reutzel & Cooter). In my classroom I will use Elkonin boxes to teach the alphabetic principle. I will assess alphabetic principle by again, using Elkonin boxes.
            Phonics is the “relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language” (Ambruster et. al p. 11). Phonics is important when it comes to reading success because it teaches children to read and write words. In my classroom I will teach phonics during my thirty minute working with words time everyday. On day one I will introduce word wall words and explain how each one works. I will place the words in a pocket chart for whole group instruction throughout the week. These words include: one phonics spelling exemplar, and four to five high frequency words from the fry list. On day two I will use white boards and magnetic letters or tiles to build phonics pattern words as shown in the exemplar. On day three the students will sort, read, and glue words into their word study journal. On day four we will build high frequency words using white boards and markers. We will also review previously taught word wall words using appropriate activities. For example: Be a mind reader. In my classroom I will assess my students on day five by using a spelling test. Students will fold their paper in half and I will give ten spelling words. Five will be high frequency spelling exemplars and the other five will be words that follow the same pattern. Students will also be required to write two sentences with words from the word wall. Lastly, together the teacher and children will determine where to place current words on the word wall after the spelling test.
            Fluency is reading at a reasonable rate, accurately, and with expression. Fluency is important to reading success because it provides a bridge between word recognition and comprehension (Ambruster et. al p. 19). In my classroom I will model and teach fluency every time I read aloud a carefully selected text everyday. I will establish a library with appropriate text, genres, and levels. In my classroom I will assess fluency by timed passages and rubrics.
            “Reading assessment refers to the observations, record keeping, and ongoing performance tests that a teacher uses to gather information about each student’s reading progress” (Reutzel & Cooter, 2009, p.11). In my classroom I will assess reading concepts because it allows the teacher to identify strengths and weaknesses, plan instruction, communicate student progress, and evaluate the effectiveness of teaching strategies.        
            In conclusion, the ability to provide appropriate reading instruction is one of the most
valuable skills to obtain. When one possesses the ability to read and write a door is opened for so many opportunities. Teachers must know and learn best practice in order to effectively provide children with the skills they need for reading and writing. In my classroom I will use evidence based practice to provide students with the best chance for success.

                                                                   References
Ambruster, B. B., Lehr, F., & Osborn, J. (2008) Put reading first: The research building
            blocks for teaching children to read (3rd ed.). Jessup, MD: NIFL.
Blevins, W. (2006). Phonics from A to Z: A practical guide (2nd ed.). New York:                                       Scholastic.
Creating a Literate Community. (2003). Retrieved January 21, from
            http://learner.org/resources/series175.html.
Elementary Reading Curriculum. (2007). Retrieved February 18, from mcpss.com.
Payne, Ruby K. (2002) Understanding learning, the how, the why, the what. Highlands,                           TX: aha! Process, inc.
Reutzel, R. D. and Cooter, R. B., Jr. (2009). The essentials of teaching young children to
            read: the teacher makes the difference (2nd ed.). Boston: Peaarson.