Bless, Address, and Press, Adeline's Entry #7

 Adeline wrote her Entry #7 about fluency. One thing she brought up in this post was that it is important to let students choose their own books that they are interested in. She pointed out that not only will it help with their reading stamina, but it will also keep them engaged more. This was a great point she made. I see this every day during my ELA block. When I give my students options or let them choose a book, they are more likely to participate and be engaged in the reading. In the past I have just randomly selected texts for the students and often times if they weren't interested, it would cause them to either shut down or have a behavior. I have learned more about them since the beginning of this school year and have adjusted my book selection choices in order to keep them engaged and mostly just hoping it will get them to want to come to my center and read with me. 

I also liked how she talked about how students often spend too much cognitive energy on decoding words and are unable to know the meaning of what they read. I see this a lot when students are given new texts about a topic they are unfamiliar with. I agree that background knowledge is important so that the students have an idea of what they are reading about. I see this when I have students reading a new level text for them at their frustrational level. Once they are done reading the text, they have trouble explaining the main idea and details that they read. I like how Adeline shared that she has struggled finding the meaning of what she read. Like Adeline, I have had a hard time comprehending some of the readings I have had to do for college classes. Sometimes I like to do a quick book walk with my students to give them an idea of what they might be reading about. We go through some of the pages, look at the pictures and have a quick conversation about what might be in the story. I find that this can help the students to understand the meaning.

# 9 Expanding Vocabulary and Word Learning Strategies

 After reading Chapter 7 in Tompkins on Expanding Academic Vocabulary, and the Graves, et al. article on Word Learning Strategies, there were many things I learned that I could be doing in my own classroom to expand student's vocabulary. One thing I would like to try with some of my "on grade level" students is a word study. In Tompkins, the author talks about how memorizing the definition of one word is not enough, and that in order to develop full word knowledge, the students need to learn more about the word. I would like to start doing this in not only my word work center, but in my reading, AIS groups as well. For AIS reading time, the students in my group are working on vocabulary and comprehension, as well as finding the main idea and key details. I think the word study concept would fit into this time well because the students could learn more about the words, they are seeing in all content areas. They could also use their new knowledge about words in their writing. I really liked how Tompkins gave the example of the word "brave" coming from "bravo" in Italian. It shows where the word comes, from, its' meaning and how it is used.

Another strategy I liked from the Tompkins text was the dramatizing of words. I think having the students act out words from a text they are reading is a great way to get them to understand the meaning as well as keep them engaged in the activity. For out read aloud, my class is currently reading The One and Only Ivan. by Katherine Applegate. I think this time would be a great opportunity for the students to act out the feelings and actions of the characters in the story. 

In the Graves, et al. article, one thing I thought was important regarding the word learning instruction was the balanced strategy instruction. The author recommends an approach where you discuss with your students how the strategy is working for them, what they think of it thus far, and when and how they can use it in the future. I really liked this idea because I am realizing that while I do give students strategies to help them learn words and expand their vocabulary, I do not often stop and ask them how it is working for them. I think it is important to get the student's input and be able to support them in future word learning instruction.

Bless, Address, and Press: Literacy Blog #8: Amanda Fox's Entry #4.

 After reading through my peers' blogs, one that really stood out to me was blog entry number 4 by Amanda Fox. Amanda Fox FA22 601 Literacy Blog (amandafoxfa22litblog.blogspot.com) Her entry really resonated with me that week because she talks about how it is important as an educator to focus on what the students can do and not what they are unable to do. I found this idea important because the students I work with need opportunity and resources in order to be successful, and most of the time I need to meet them where they are at. I do focus on their level of need or goals in each area (Math, reading, writing); however, I do not try to get them to do something that they have been struggling with. This is true not only in academics, but in behavior management as well. When a student is having a hard time, sometimes I have to address them from where they are at. For example, they might be laying on the floor out in the hallway. I might then decide to bring an activity out in the hall and have them work out there until they are ready to come back to the classroom or are back at baseline. 

Another thought that Amanda focused on in her entry was the idea of eliminating stressors for our students and focusing on trauma-informed care. This was also very important to me given the population of students I work with. Amanda brought up the importance of eliminating stressors for our students and trying to rewire their brains so that they can be successful. I found this idea crucial for students who have experienced trauma, and how it has an effect on their learning. Amanda mentioned how letting go of our biases, being trauma-informed, and culturally responsive can help our students learn to their full capacity. I connected with this comment because in my current position, the biggest tool I have in my toolbox is the relationships I build with my students. This also goes along with knowing your students well. I believe that these tools can help teachers overcome many obstacles they may experience with their students. I think Amanda's comment about being informed and letting go of biases can help to create meaningful relationships, experiences, and teaching opportunities for the students. 

Amanda's entry touched on what I think are the most important attributes of being a teacher are. Knowing your students and their needs, building relationships, and letting go of all biases and being culturally responsive. I think her entry was well written because she mentioned some of the most important ways teachers can help their students to be successful.