#7 Prompt

 For my deeper dive next week, I focused on learning to spell. One area in this topic of controversy is spelling instruction. In Tompkins (2022), it states that: "Many teachers question the usefulness of spelling tests because research on invented spelling suggests that spelling is best learned through reading and writing. In addition, teachers complain that lists of spelling words are unrelated to the words students are reading and writing and that the 30 minutes of valuable instructional time spent each day in completing spelling activities is excessive." I found this statement interesting because the students in my class complete spelling activities throughout the week and I have noticed that in their writing, they have had less errors since the beginning of the year. For my ELA block, I have three centers. One is for guided reading, one is a technology center, and the third one is a word work center, where the students are given a word list from Words Their Way each week and a word work packet with various activities to complete using their word list. Before they start their word work packet, they are given a mini lesson on the word sorts that they are working on. At the end of the week the students take a spelling test, and based on their score, they are given a different list of words for the next week. I believe these activities are helpful in getting the students engaged in the work to begin with, as well as recognizing the words and being able to spell them correctly. With the student population that I have, it isn't always easy to get the students motivated to do spelling work. Therefore, engaging activities with their word lists are very helpful. Some of the activities that the students do are roll and write, rainbow words, stamp words, silly sentences, and tic tac toe words, just to name a few, and I have seen some more "buy in" since I updated the activities. The book also states that the number of misspellings increases in grades 1 through 4. It doesn't mention 5th grade which is what I teach. I would be interested to see the research with fifth graders on this. I also have students participating in daily reading and writing activities, which Tompkins says will make them conventional spellers. I just found it interesting that the text wants the students to use only the study strategy. I wonder if the researchers considered this strategy as the only option regarding students with disabilities or severe emotional disturbances like the ones I work with. It would be difficult to only use this strategy for my students. 

#6 Phonemic Awareness

 Learning about phonemic awareness this week was very informative to me because I have to start using some of the instruction during my ELA centers. For one of my ELA centers, the students get a word list for the week and a word work packet where they complete multiple activities with their words throughout the week. Then, at the end of the week, they have to take a spelling test on those words. After meeting with the literacy specialist at my school, he informed me that I need to be sure to do some phonemic awareness mini lessons with the students before they start working on their word lists. He did give me some resources to explore for teaching the students the difference in sounds, such as the short and long /i/ sound. 

The Yopp article came at the perfect time, as it gives examples of phonemic awareness instruction. To be honest, since I have started teaching this school year, this was the first time I was given any direction in regard to teaching phonemic awareness. One quote that I thought was important from the Yopp article was: "phonemic awareness activities will not be helpful unless they can be placed in a context of real reading and writing. Furthermore, teachers must recognize that while sensitivity to the sound basis of language supports literacy development, it is also an outcome of literacy experiences." (Yopp & Yopp, 2000). I thought this was informative given that I am learning how to teach phonemic awareness in my classroom. I also wonder how often teachers are doing this kind of instruction. I think it is true that it is only one part of a bigger concept of literacy. One thing that I feel is disappointing as a new teacher is that I haven't been given many resources up until now on how to teach phonemic awareness. Most of the teachers I work with do ELA centers that consist of word work, guided reading, and a technology station. I definitely will start incorporating mini lessons of phonemic awareness into my ELA centers moving forward. 

According to the Yopp article, a good amount of time should be spent on teaching phonemic awareness. While the article did not recommend how much time exactly should be spent on this, they do mention how it can vary among different types of learners. Also, it is the quality that should be focused on. 

Midpoint check in

 Dear Dr. Jones,

So far, I think this semester is going well. I was somewhat surprised by the format of our classes, but I do enjoy our deeper dive discussions. I think our conversations about culturally responsive teaching is so informative. I didn't realize that our literacy class would be based on the culturally responsive framework, but I am glad it is. I am very familiar with Goldie Muhammad's book and am happy to read more articles regarding the same topic. One thing I am worried about is when I do my deeper dive and lead the discussion. I think I am capable; I am just worried about the sheet we have to create the week before we present. 

One thing that I struggled with was the literacy autobiography. I had a hard time remembering many events from such a young age and tried to use what I could remember, which was not much. So, I pulled from the few moments I could recall and tried to connect that with the readings. I think this class is a lot like some of my other graduate classes in that we are connecting our practice to being culturally responsive. I really like how we learn about culturally relevant texts because I can use this information and apply it when building my classroom library. 

I am looking forward to the second half of the semester and the rest of our small group discussions. I really enjoy our group and look forward to class each week.

Amanda