My own Reading Processes

After reading the second chapter in Tomkins, it really made me think about a lot of things. First off, I liked how it was split up into five different stages and I thought each stage had some valuable points that I would like to use in my classroom one day. I definitely agree that when students, or people in general, can relate something back to their own prior experiences or they make predictions about something, they are much more engaged and attentive in what they are learning. Many times in school when I was younger, I don't remember predicting what would happen in a story or relating things to my own life. Yet now when I read, I make some many conections, and the more meaningful connections are when I can relate it to my own life. And I'm not just talking about literacy, I think it's beneficial to be making these connections through all subject areas.

Another thing that struck out to me in the reading was that many schools no longer do a "Round Robin" approach. I've heard that term before, but I heard it being used as more of a discussion technique than a reading technique. Anyways, how Tompkins explained it was that it's basically students reading the book by paragraph. I still see that type of reading done in several schools, and I remember doing that type of reading all the time; I absolutely hated that. I never liked to read out loud because I was always worried about messing up a word or stuttering. The whole time I would be concerned about reading, rather than focusing on the content. I can imagine that several others have felt and still do feel the way I had felt. I think Tompkins had a good idea about having individual reading, as well as pairing up with a buddy to feel more comfortable. I also think that individual is so important to have; it helps children read at their own pace (which is what I always liked) and they can go back and look over a section they may have not understood. After reading this chapter, it really helped me to reflect about my own learning about reading and what techniques I can use in my classroom one day.

Literacy in the 21st Century; chapter 2

When reading Chapter 2 in “Literacy of the 21^st Century” it talks a lot about the stages and process one goes through when reading and writing. The five stages include pre-reading, reading, responding, exploring and applying.

When a student is in the pre- reading stage they are looking at the words and trying to draw connections to the text with out actually reading it. When a student is in the second stage, reading, he/she is not only reading for comprehension but starting to make connections; like we did in class last Wednesday. In the responding stage the student reacts to the reading by either talking about it in a discussion or writing a reflection about the text. The Exploration stage is the connecting stage. Here the students are drawing their own conclusions and rereading the material for a further look. The last stage, application, the students apply the new knowledge for the text. This may include writing a report, doing an art project, any culminating activity that reflects what he/she has just read.

I feel like I am in a definite advantage when reading this chapter, because of my placements. On Tuesday I am a part of a second grade classroom where I can see all of these levels. There are students who struggle with each word and there are also students who can read a chapter book with comprehension. Right now it is exciting for me to see all of these levels; however, I would feel very apprehensive if it was my own class. Since there are so many levels I know it is a constant struggle to meet the needs of all of the students, but I believe Mrs. Walker is doing a great job with the task at hand. Some literacy groups seem to work the best when trying to meet all the goals she has for her students.

Thinking about Comprehension

I agree with a lot of the points brought up in the Tompkins chapter. For example, on page 236 she highlights factors that affect student motivation; she lists factors that are student driven as well as teacher driven. In my experience, I think that teachers play an important role in modeling positive reading behavior through their lessons as well as behavior. For example, if the children are having a quiet reading time, I think the teacher should be having one too, as it would show to students that the teacher values reading as well (and also that she is not “above them” and engages in the same activities that they do). A student driven factor that I have personal experience with is choice; I loved being able to pick the book I wanted to do my report or project on. Teachers can scaffold this by only providing books that they feel are appropriate, but students are still allowed a fair amount of choice.

Tompkins also discusses comprehension strategies on page 229. I enjoy reading a lot when I have free time and I use many of these strategies when reading for pleasure. For example, I typically make predictions about the book I am reading, connect it to other things I have read, and will sometimes create pictures or visuals while I am reading. On the other hand, when reading for informational purposes I typically have a lower comprehension level (unless I am looking something up on my own accord). Typically this is because the text I am reading are not things I can connect to my own experiences or the content and vocabulary is out of my reach. However, my experiences with these kinds of texts have decreased over the past few years because I am taking courses more related to my interests and I have more experiences to draw from.

I found the Carlisle article interesting because of some experiences I have had at my placement. On Tuesdays I work with the children who are in the lower reading group. I have serious questions about one student who seems unable to read anything independently. I noticed in the Tompkins book (page 239) when discussing capable versus less capable readers, the child I was thinking of was overwhelming in the less capable category (in my “softy” personality I don’t like that description). But it is true, because he is in fourth grade and has trouble decoding words like “wanting” and “decided” – he will often insert letters and say the word in a jumbled way that makes no sense. In the Carlisle article, the author mentions the importance of recognizing children with Learning Disabilities and identifying them. I know that this child goes to a reading resource room, but I am wondering what good it is doing him and if he needs extra intervention. One question I have is how does a person in our position help students like the one I was working with? What are some simple strategies to use to promote his reading development? Or, is it something that is out of our reach.

Respnse to Digital Technology and Literacy

Well, it's good to see that we all are on the same page. It's funny (funny maybe the wrong word) to see everyone on the same page. We all have a foundation of technology, but not much more. We each know what a blog is or how to IM a friend, yet it does not go much farther than that. What I find most fascinating is that despite not knowing a whole lot we each see its importance in our future. In middle school I hardly remember ever using a computer to fulfill a homework assignment. And the only time in high school was to occasionally do some research, and to IM. However, it is essential for every class and for easy communication.

The grey area then becomes how do we close this gap. We know it's importance in a classroom, yet we still remain immigrants. To be totally honest, I am scarred of taking a class and yes I know that's ironic. I want to be better yet I am unwilling to take a class. I am full of excuses, whether it is money, lack of time, or embarrassment, but when I get right down to it I am just being stubborn. Is anyone else like this? Why are you not closing the gap of misunderstanding, if you know it will be important to our future?

In Carrie's blog she talked about the relation between literacy and technology, and I can definitely see her hesitations; I too wonder. However, I feel that by "forcing" students to do blogs or wikis you are asking them to reach out of their comfortability level and sometimes that is okay. I hated the idea of it, yet now as time goes on the appreciation of using technology such as a blog is shining through.

Response on Technology

Just like Olivia, I would probably order my family the same way. My parents definitely have trouble when it comes to using the computer. My mom still doesn't know how to download or save phone numbers into her phone; she carries around about two sheets of paper crammed with numbers. It doesn't matter how many times I show her, she wants to do it herself. Looking at my dad, he never uses his cell phone. He usually turns it off while driving, which kinda defeats the whole purpose if there's an emergency or something. Yet, when looking at my sisters, my younger sister definitely knows a lot about computers (she's into photography), but my oldest sister probably knows a little bit more than me and I think that has to do with her being in New York. I think it also depends on where you are and how much you use technology because the more you use it, usually the more comfortable you become with it. Like Carrie mentioned, I'm beginning to become more knowledgeable about technology with the more classes I take here at State. Just last week after class, I went to a meeting that discussed how to use del.ic.ious, which I had never seen before.

With Carrie's comment, I think there will be a point where the gap between digital natives and digital immigrants will lessen, but I don't think it will ever become completely filled. I believe this because not every school district we are going to teach in is going to be as fortunate as the next. Although I do think using technology is beneficial and as future teachers we should be aware of how to use technology in the classroom, but I think it's also realistic to think that not every school will be able to use those tools, so it's helpful to also think of another way to teach the students that would benefit their learning, as well.

Reflection on Digital Literacy

After reading both Melanie’s and Olivia’s blog, I thought it was interesting that they both mentioned how younger generations are increasingly more computer savvy. I have noticed this myself. My Dad will often get extremely frustrated with the computer because he can’t figure out how to open something and just give up on what he was doing. I also get frustrated but have more “tools” to use when trying to figure things out on the computer and give up after a longer period of time.

Melanie’s blog made me smile because I do the same thing; I always use dictionary.com and look up pictures online rather than in books. The other day my internet and cable was out for 3 hours and I felt lost because I typically look up information or ideas when lesson planning. I thought that Olivia brought up an interesting point when she mentioned how those in the digital emergent stage are typically older while as those who are literacy emergent are typically younger; I wonder if the two will level out at some point.

After having class this week, I am becoming more conscious of the types of technology out there to make me more of a digital native. However, as I mentioned, I have to push myself to use the digital tools at it is not something in my nature or that I would know how to find easily. I think that our project will be beneficial because we will learn a new literacy as well as a new technology.

Digital Immigrant..to say the least.

I am such a digital immigrant. To say that I struggle with technology is to put it nicely. I am naturally an even go person, but technology can frustrate me probably more than anything else in the world. I will admit I am to blame, I am not patient with it…I am so one of those people who presses the cursor like 4 times really fast if it is connecting right away; only to freeze the computer. I am that girl.

My little brother, 13, is on the computer probably 3 times more than he is on his homework. I am embarrassed to ask him question, yet he is probably the most computer savy in the house. If I were to make a timeline from Digital Immigrant to Digital Natives I could place my entire family in chronological order starting with Dad working towards my youngest brother. While I wish I were more Technology native, I have such a longggg way to go, especially with my score of a 2 and half…yes I gave myself half credit for one. Anyways, I do appreciate what technology has to offer, and what it will offer to my classroom in the future. And now that I feel totally incompetent I think it would be in my best interest to take a class and/or get tutored by my little brother. I feel like my students would be missing out some things that could really benefit from.

On an end note in being a Hearing Consultant (dream job) their whole lives on computers now. The IEPS, the paperwork, Calendars, etc. So ya,, Digital “immigrantcy” here I come.

Digital Natives Quiz

After taking the quiz, I think I would conclude that I'm a digital immigrant, yet I'm becoming more familiar and used to technology these days. I knew what IM's are and blogs, but before this year, I had never known how to make a blog or a web page. It's amazing to me how reliant we have become on the internet and technology these days. Even if I want to get information for a paper, I can research on the internet, rather than strictly reading from a book. Technology, especially the internet has become so accessible, and I'm suprised how many two and three year olds already know how to work a computer (sometimes more than myself ahah).



The term "emergent" does apply to my own digital literacy, just how I mentioned before that it's becoming more accesable and people rely on it so much nowadays. Instead of cutting pictures out from magazines, I could find pictures online. What if I don't know a word? I can now go to dictionary.com, rather than use a real dictionary. With more experience I have with technology, the more comfortable, as well as knowledgable I become about it. As far as teaching it in the classroom, I don't feel that comfortable yet. However, I feel that it is beneficial for students and that using technology can benefit students, such as in literacy. With emergent digital literacy, students can become better readers. This is this the same with Tomplkins emergent literacy, becoming familiar with the things around you. But digital literacy can help children in several ways. I've already listed a few, such as researching a topic, and even as silly as it sounds, talking on AIM can help; it helps with typing skills and conversational skills, as well as reading skills. Also using programs, such as Critical Web Reader, it helps children become aware of what a valid website/author would be like, and they become more critical in their readings. I think if a child emerges with their digital literacy, they will also emerge in the regular literacy.

Digital Native or Digital Immigrant?

After taking the digital natives quiz, I will concede that I am a digital immigrant – but I do know what blogs and IM’s are. I feel like a lot of the terms and new ideas in the digital age are dependent on exposure and what a person enjoys. For example, the first time I used a blog was this past semester in another class; I would not have chosen to use one otherwise. On the other hand, I have a few friends with personal blogs, but that is what interests them.

In terms of emergent digital literacy, I feel like the more comfortable I become in one area (blogs), the more comfortable I will be in other areas. For example, in my mind blogs and wiki’s go together, but I have only used blogs; perhaps in the future I will be able to expand into wiki’s because I have a foreground of blogging to base that experience on. Also, although I personally feel unsure about some of the new technology, I know that it is beneficial for my future students to know and be familiar with technology, as our everyday lives are more and more integrated within a technological world.

In some ways, I can see the parallels between emergent digital literacy and emergent literacy in children. For instance, reading and writing is often something that children are familiar with but do not know the rules to; the same is true for myself as an emergent technology learner. In addition, my learning of technology will best be helped by scaffolding and modeling, which are also appropriate ways to teach literacy to young children.

One area where I do not see the two ideas merge is the fact that literacy is something that all children learn and develop in. However, as I mentioned above, I probably would not have taken the incentive to start a blog had it not been for a course. Thus, I wonder if I will ever truly emerge in the digital world without taking the initiative myself.

Hope that makes sense...Happy Tuesday

Response to Choral Reading Posts

An interesting thing happened to me this week: in terms of choral reading. I was teaching my preschool class about vehicles and picked a poem to use. I choose one that I thought was engaging; however, when I read it to the class they seemed uninterested. Afterwards, my teacher told me that I should always use poems that are lyrical or put them to a tune/rhythm – especially when working young children (I have 3-5 year olds in my class). This reminded me of choral reading. The children would have been much more successful in repeating and understanding the poem if it was read in a sing-song way.

I had a similar thought as Olivia: how it would be important to make sure meaning and comprehension is achieved co-currently with choral reading. And I appreciated that Becky addressed the question J

Lastly, I thought Melanie brought up a good point and something I haven’t thought about before. I often hear the students read aloud in my class and they read the punctuation incorrectly (probably because many of them are focused on reading the words correctly.) Personally, I am still rocky with punctuation skills; I took an English class in high school that taught me a lot about punctuation but I am always learning new grammar rules. I think that choral reading may be a good way for children to learn about punctuation, as the book or poem is read aloud. Also, when it comes to poetry, the punctuation often sets the tone or mood and is integral to the poem. Thus, perhaps choral reading would be an appropriate way to teach punctuation to children in a way that is appealing and enjoyable.

I think the problem is fixed with my posts not appearing. I've always considered myself pretty technologically savey, but apparently blogging is not part of that ability. I have figured it out, though and soon I hope to move out of the emergent stage of blogging and at least into the beginning stage. :-)



First, to Olivia's question. In the real world, I would never have students do a choral reading on the first reading. We always do it with poems, and stories with which we are already familiar. That way you can have a discussion about them before you start reading. In the 402 world, we only have 3 hours. I should have mentioned that, though. I'm sorry. Perhaps I should have waited to see how everybody else responded to Olivia's question.



You have some good goals. We will definitely discuss differentiation. Also, the books I bring in each week are books I think would be great for the classroom library. Additionally, once the scholastic book orders come in (hopefully before our class on Wed.) you will be able to look through those and get some books.

Thanks!