Guided Reading and Vocab

After discussing the importance of guided reading for students of all ages, I have thought a lot about its lack of an appearance in the class I am in. I have observed reading aloud and literature circles, but I have yet to see a full picture walk and discussion around a book. However, after observing their class' reading of My Name is Maria Isabel and the elements of immigration and culture, I can see certain elements of a guided reading manifesting. In comparison with the guided reading regarding critical literacy that we did it class, it is clear that there are many ways to utilize rich literature in the classroom even if certain elements of a part of balanced literacy are missing.

I was intrigued by the conceptual framework that we discussed regarding how vocabulary is learned. The process (sight, context, structural analysis, phonetic analysis, and dictionary) is a complete picture of how one decodes a word, and it simply amazes me that people are able to utilize these steps at a very young age. This process in itself is a rationale behind the necessity of Rumelhart's Interactive Theory since it showcases both the necessity of knowing bottom up and top down approaches when encountering a new word. Thus, as teachers, it is our responsibility to teach students both the elements of words along with the words themselves. I am anxiously awaiting to observe the classroom do any word work, as they have time for it alloted during their day. Because teachers often have their own way of making this subject teachable, I cannot wait to see Dona's expertise playing out. 

Balanced Literacy, Phonics, and More

After reviewing the readings and gaining a perspective on the great phonics debate, I understand the importance of balanced literacy, and even more so than that, I see the need for a balanced language arts curriculum. It is true that phonics are important to teach, but unless children are encountering them in some authentic manner, their true purpose is lost.

Rumelhart (1994) asserts the necessity of an interactive model of reading. I agree with his beliefs, for it is the combination of phonics and whole language approaches that are needed to make the process of reading a success. There are times in one's life, even as an adult, in which it is necessary to use phonics in order to decode an unknown word; likewise, the process by which whole language is used to decode is equally utilized. Thus, it is the true interaction of these processes that make reading possible for readers of all ages. 

When speaking of a balanced language arts curriculum, it is the integration of the language arts into all core subjects that successfully sparks one's full knowledge. Balanced literacy consists of read aloud, shared reading, guided reading, independent reading, shared writing, participating in the writing, process, and word work. When these processes and activities are connected to a student's schema as well as to what they are currently learning about in all of their subjects, balanced literacy is likely to become a more natural methodology instead of just a process to follow when teaching. It will be natural for the students to participate in these modalities regardless of the subject matter being learned. I feel that this is what is truly necessary in order for reading to become a part of the students' daily lives.

Through observing a fifth grade classroom at Edmonson Elementary, I have seen pieces of their balanced literacy. Dona knows what is best for the students, and she does an excellent job of communicating solid literacy practices with them. We have observed independent reading, student/teacher conferences, student/student conferences, and literature circles. These students show a love for reading, and they are all able to truly enjoy the books they are given to read. When students are given choice in their schoolwork, as they are in this classroom, they are more likely to make it their own and have a stake in their own learning. We have yet to see any word work, but I am anxious to see their teaching methods. Dona already expressed that they will eventually connect their literature circles with the social studies curriculum, an idea in which I strongly believe. The students seem to all share a love for literacy that is fostered through a strong literacy curriculum.

It is balanced literacy and an overall balanced curriculum that leads to a successful experience in the language arts. I am anxious to see how the rest of the year plays out in the fifth grade classroom, especially since we will be beginning to teach and have a stake in their learning in the next few weeks. I feel extremely privileged to be in such a strong school where I can learn from experienced and knowledgeable teachers like Dona.