This is a great way to avoid having to become a master at poetry and also have the students figure out the information on their own.

I feel like this is a great strategy that would work with most literature concepts. When students are learning to analyze texts, questioning things causes them to dig deeper into the meaning.

If only all teachers could see this. One of the arguments pointed out above was that children would struggle to write poetry on their own. However, this teacher is saying the complete opposite.

Everything needs to be taught in writing. A student isn't one day just going to be able to write a persuasive essay. The same applies to poetry. If teachers do not teach students how to write poetry, but instead just to read it, that does not mean they will understand it.

This makes complete sense. When thinking about future lessons I am going to teach, I worry because I know already that I am not proficient or completely knowledgeable in all of the subjects. This is why I have asked my cooperating teacher for my field work to work on a math lesson plan with me.

English 307. We had a huge book of them and nearly no one understood what they meant and our final was just three long poems that we had to answer questions about.

I agree with this quote. Writing poetry is entirely different than writing short stories or papers. People need to think about how they are going to say something very carefully because more so than in any other type of writing, every single word matters in a poem.

personal conferencing with the children about their poems is so necessary! by giving an individualized touch children can get specific feedback on how to improve.

poetry is such a diverse topic. Much research should be put into finding quality works and making great interesting lessons.

I really agree with this statement. Teachers may not want to teach poetry because they have a tough time analyzing it. When in reality it can be a learning process and help you teach it better.

I think this statement is extremely important in regard to how teachers are reluctant to teach poetry. This statement tells me that, as an educator, it is utterly vital to show to your students in your words, emotions, and physical demeanor that you are not only open, but also EXCITED with whatever learning material is being taught to your students. Sure, I might not have had the most wondrous experience with fractions throughout my academic career. However, if I show THAT to my students, in some way, shape, or form, then it is possible for them to develop a similar feeling of reluctance toward that subject of study. Educators model behaviors for their students. Reluctance to learning material or a new subject of study should not be one of these behaviors!

Mad Lib, that sure does bring me back! ANYWAY, this statement in particular made me think about the question Dr. McVerry had asked in the module video about what emotions or ideas make for bad poetry. Initially, I had responded by saying there are no emotions or ideas that make for bad poetry because poetry is all about expression and interpretation for both the writer and audience. However, this statement is making me reevaluate my previous answer. In the context of teaching, I think Mad Lib and rebus make for bad poetry. Similar to what is described in the writing, both methods do not provide students with a framework in understanding creative writing. In fact, I feel these tools take away from the beauty of the true creative writing process.

I never truly thought about this. Now that I am reading this statement, the realization is very sad to me. Poetry is such a beautiful and magical outlet for expression that every student, teacher, and person should feel comfortable with.

This actually made me cringe and laugh simultaneously, as I reflected on my AP American Literature class in high school. RIP Edgar Alan Poe

I really enjoyed reading this article because the information it provided me helped me to see that it is possible to successfully teach students how to write and analyze poetry. I never considered myself to be very good at writing any form of poetry but this shows me that putting a little bit of work in, combined with my own abilities and the help of other resources, I can one day successfully teach my students how to write their own poetry.

Yes, this is so important! If we do not show students that we appreciate their work and that what they created is a good example of written poetry, they may believe that maybe their work isn't up to par or be insecure in their abilities to write poetry as well. This will also help motivate students to keep improving on their poetry writing skills.

I think this is very good advice for teachers as well because by incorporating what you know along with the work of famous poets, it might make the teacher more confident in the way they teacher their own students how to write poetry because they see that they really know what they are talking about and are well-versed on the topic.

I think this is such a great idea. If a teacher is a little insecure in his or her ability to teach students to write poetry, they can borrow the ideas and lessons on how to do so from other people or resources. This might make the teacher more confident in their abilities because they know that they are teaching students the correct way to write poems.

I completely agree with this statement in the article. I believe most times teachers themselves don't feel comfortable teaching poetry so either they just don't do it which negatively effects students experiences with poetry in the long run or they do simple things like only read different poems to students without helping them to analyze the message the poem is trying to convey. This needs to be changed because it leaves students lacking knowledge in the area of poetry throughout their educational careers as well.

I really like this making of the anthology. This is something the students can bring home and show to parents/siblings and read over the summer.

I love this set up for readers workshops. It is so nice to have all of the students sitting down so everyone can see the teacher and lesson.

At this time it is so important to choose quality poetry for examples! Using multicultural/diverse examples does double the work for teachers.

This bulletin board seems like it is very helpful to help students characterize their work. By giving sentence starters/conversation hints children can have more productive conversations.

Big books are so helpful for students. Doing reading as a class out of a big book provides a great way for direct classroom instruction.

I really like this idea of journaling so regularly!

This is an awesome way to boost students' confidence in reading. Students will feel really good about themselves once they've been able to read a poem well enough to have it recorded.

This is a great idea. It's important for teachers to include different activities to promote learning because not every child benefits from writing. Some children remember/learn things better through drawing or listening.

This process is applicable to many subjects. Teachers should be constantly assessing students in order to create a curriculum that most benefits their students' needs. While planning ahead may be easier, it may not necessarily be effective, especially if students have not responded as expected to a lesson or activity.

An awesome observations! Poetry is flexible in its interpretations, it's great that these young students understood that.

Teachers should provide a wide variety of poems so that students can see which style or structure of poetry they like best. They can then attempt their own version of their chosen style and structure when they write their poems.

Allowing students to pick their own books will make them more interested and invested in the lesson.

One of my favorite things about poetry is that poems are open to multiple interpretations, making them very easy to relate to.

This is a great way to keep the students organized and teach them how to look up information, as that will be an important tool later on in their career.

I agree that a title is very important and sometimes can go unrecognized. This will demonstrate a good routine in thinking about titles each time they read a new book, or poem.

This is an interesting way to change the learning around and to keep students excited. I agree that illustrating a poem is a great way of getting the students to think deeper about the meaning.

This gives students the opportunity to practice and expand their learning and writing.

I enjoyed this because when I was a child, I always thought a good poem had to rhyme.

I believe selecting poems based on children's interests is the greatest way to get them more engaged and involved, also willing to learn.

I think this is a beneficial technique to improve children's vocabulary, and I will try this in the future.

I agree with this because when I was in elementary school we never focused greatly on poetry. However, when I was introduced to it, i truly enjoyed it and it opened my imagination as a writer.

Students need to be able to work with a group of students and be able to work on activities related to reading. These activities need to have purpose and the students need to be able to understand the activity. For example, you can have students engage in group readings or poems by sharing something learned or something that they enjoyed.

This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

This standard requires students to have knowledge of the details of a text in order to answer the "where, when, why, what, and how" questions. The skill that is required is that students must think deeply about the text in order to answer questions that are not written in the book. A good book for this would be The Cat in The Hat by Dr. Suess. There are a lot of things going on in this book, and the answer to these questions would be easier to find for young readers. For example, if the question is "why did the cat in the hat show up?" students can see that the kids in the story were complaining about boredom right before he showed up, and thus conclude that the cat and the hat showed up to entertain the kids.

In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

Love this strategy! Groups can be assigned by paring advanced/proficient readers with students who may be struggling. This way students can give and receive help from their peers.

Working hands on with the phonics will help students remember the skill.

It is extremely important for students to have the opportunity to immediately apply a new skill they have learned. Requiring students to apply their new knowledge immediately helps them to better remember it and it also helps them feel confident that they can properly use the skill.

If children feel incompetent in their phonics skills this will discourage them from learning how to read. Building their confidence is key!

Students must be educated and feel confident in phonics in order for them to enjoy learning how to read.

I think this is a critical take-away point from the research and literature presented. This approach may not work for every learner. Therefore, it is important to differentiate methods so that they appropriately accommodate and meet each student's learning needs.

This is so true. Less confident and lower level readers can learn from students of different abilities. It also gives all students the opportunity to equally be heard and through all-inclusive participation.

I have a student I work with who prefers blended sounds over individual sounds. What I do with her is tap it, sing it, say it, replace it. So if we are working with the word family, "at," and sounding out the word, "cat," we would first tap out the c sound and then the at sound. "C-AT." Then, to make it more fluid, we sing it. "Caaaaat." Then, we snap and say quickly, "Cat!" Finally, I have the student replace the first letter with a letter in the word bank. (I have large and colorful felt letter that I use). So, she grabs the letter, "B," and repeats the same process,. It goes to show that each child learns sounds and words differently, and therefore, differentiated instruction is necessary.

I think the repetition of this approach is awesome. It reinforces the skill being learned and then gives students the opportunity to try the skill out on their own

I think this is a great recommendation for a "combination program" or combined approach when teaching whole language instruction. By having students actively participate in the lesson, they can hear themselves say the sounds, and, therefore, increase word recognition and phonological awareness skills

I think this statement need not be looked over. Create a language environment that will promote better language learning. A lot of what young children learn is through modeled behaviors. If educators and adults model a rich language environment, students and young learners are more likely to speak and understand language in a formal, grammatically correct, and effective manner.

The necessary approach is one that includes both intensive instruction in phonic analysis and assisted reading/shared-book experiences. In other words, completing reading tasks or readalongs together with the incorporation of phonics instruction can help students and readers not only read willingly, but also read independently and confidently. It is important for educators to help students understand that the story and the meaning of the story is just as important as the phonological structures within the sentences.

The whole-to-part progression is a great way to teach students how to read at a comfortable pace. If too much is taught at once some students will get lost. Focusing on specific skills one at a time is a way to ensure that most students master each skill required to become a great reader.

Exposing students to memorable literature is an important aspect of teaching because it will help students to broaden their knowledge, and will most likely impact their personal literature choices in the future.

I really like this quote because it expresses just how important reading and communicating with children are. If students are not exposed to advanced language than they will never learn how to use it in their own life. Children learn best through experiences so it is imperative that they experience all types of literature that will help to broaden their vocabularies.

Children must be taught how to decode words that they do not know and what sounds certain letters make when they are used together in a word. If children are unable to read the words of a text they will not be able to understand it. Without this type of instruction, students will not be given an adequate opportunity to become great readers.

Although I do believe that this approach to readings helps students to learn the fun of reading, I do not think that this will help students actually become good readers. Students need to learn the way that letters work with one another to form words, how words work together to form sentences, and how sentences work together to create paragraphs. Reading is a very intricate skill that teachers need to spend a lot of time teaching to students.

This is interesting. Ever since my admittance to the education program I have been told what I need to teach but not necessarily how or when to teach it. This quote breaks it down plain and simply. Use common sense when teaching.

Looking back on my childhood, the most memorable books I read were the ones that I feel I learned the most from, meaning the teacher actually spent time going over the vocabulary and what things meant and the parts of the book etc.

I like this quote a lot. I feel it holds a lot of truth to it. This is why when a person gets higher in a language class the teacher or professor requires that the class only speak in the language being learned. If a person is immersed in a language they learn it faster. This is also why people from different parts of the world speak differently as well. Just taking English for example. Multiple countries and places have people who speak English, but there are so many different dialects and ways in which people speak it. Everyone is speaking the same language, but they all were immersed in a different type and therefore they learned it that way. Literature is ultimately the same way. The more a child is exposed to literature and taught how to use it and understand it, the more proficient they become.

To me, this just further emphasizes the importance of phonics education.

This is why phonics instruction is so important. It is proven that it is needed to decode, recognize words and comprehend them. These are all vital skills for children to learn and if they are all connected to phonics instruction then it it proof that phonics are essential to education.

As most of my peers have already said, phonics instruction is so fundamentally important. The skills that are learned during this type of instruction are critical to reading all lifelong. When combining phonics instruction and literature it can help the children's learning to be more effective.

balance is key in education. By relating two very important skills-phonics instruction as well as critical reading/enjoyment lessons become more dimensional.

Small groups are so important. Becasue these kids need this lesson, they will not get as bored as those who already mastered this skill.

I really agree with this portion of the lesson. Sometimes it is hard to focus when you really want to know what the rest of the book is about, but you only get to read a few pages for the lesson.

Making connections in texts that are meaningful is so important. By connecting the phonics as well as content of the text, critical reading can also be practiced!

by choosing texts that really "do work" for teachers and work to not only provide entertainment but encourage discovery and exploration that literature becomes so crucial to child development.

I really like that this lesson includes guided practice. It is so needed to have a bit of guided instruction so students have structure in what they are supposed to be doing and learning.

I agree that literature and phonics instruction should go hand-in hand with each other. It is when text can be looked at for specific practice (direct phonics instruction) and looked at and analyzed as a whole that this reading can be really effective.

This is very important that teachers don't just start teaching this to their entire class without differentiating. There may be students who already know exactly what you are teaching and are not being challenged enough and then there will be students who need this extra support. Making skill based groups can help the teacher determine who she should be directing these lessons towards.

I like how the teacher specifically states why it is important or significant that the students are learning the sounds for the letter A. It is crucial that students know why what they are learning is so important and I believe this helps to motivate students.

I think this article makes such an important point in saying that it is crucial to have quality literature imbedded into schools reading programs. We can't expect students to gain a vast amount of knowledge if they are not provided with quality resources.

This is my first time reading about the whole-part-whole approach and I am really a fan of it from what I have read so far. You are allowing students to not only zero in on specific phonics lessons but you are also reading whole, real texts in order to apply those phonics lessons which in my opinion is a great approach to learning to read and interpret successfully.

I think the second part of this is so important, and I wish this was emphasized more in my own educational career. When students can successfully read and enjoy the benefits of it, I think they are much more well off than those who only have to read what they have to.

Although sometimes ranked grouping of students may not be the best, for phonics and reading skills I think it is so important. Since we never finish learning how to be good readers, children should never be "strung along" to keep up with the more advanced students nor should the more advanced be "dragged backwards" by those whose literacy skills are just not improving as rapidly.

I think this is very commonly overlooked, specifically the heard language part. Adults often assume that children are "sponges and absorb everything" which, is true, but repetition of adult language does not at all have to be a bad thing. If we talk around children with proper, valuable, and educated language, then them repeating us should be nothing but good.

Maybe this is my own ignorance, but I didn't even know that the benefits of phonics instruction was up for debate.

Combining phonics instruction and children's literature is the key. Phonics is a strong base of literacy and combining children's literature through the instruction will help students along the way.

Even though I think what he's getting at is that these methods probably don't or won't work best for teaching beginning readers, I can't help but overlook the error here. These types of learning to read are not so much reading skills, but more so memorization, which may be helpful to a degree, but does not result in reading.

The progression of whole-to-part helps students comprehend and enjoy reading better, as well as giving high phonic instruction. Students are able to apply the new skill they are learning, which will help in future reading and learning new skills.

Short a phonograms will help breakdown the letter in a simple and understandable way for the students.

I like how the teacher has the students reading aloud pronouncing the letter A with her. This is great practice of annunciating the letter and getting the students involved and engaged.

I believe that is is crucial to expand children's imagination with great literature. Students who read more memorable texts, will be more motivated to continue to do so. Also, letting their mind expand and becoming more aware of the world around them is beneficial for their learning.

I agree with this statement. It is important to start phonics at a young age so they develop reading skills earlier on and the pronunciation of words.

I think this is such a wonderful way to engage young readers. The idea of activating an animation in a story is super cool to begin with. I know if my first graders used storyscape, it would literally bring reading to life for them. Moreover, they would be more interested in the reading and enjoy the material. I think the active involvement storyscape offers forces readers to be more attentive to material, which, in turn, ensures they have a deep understanding of the material.

I love this idea because it would help these words stand out to students. I also think it is important to be able to share these stories so that they can easily be accessed by parents and students.

This approach to writing is so important. Teachers often allow students an opportunity to read freely, but too often is writing made to feel like a chore, or a dreaded requirement. Writing is a wonderful thing, and students should learn this through free write.

This is a great way for stories to come to life for students. Writing is so much more than just words on paper. This tool seems to do a great job bringing writing to life. I think this would really help students who are visual learners because they will be able to see characters in action.

This would be such an amazing tool to have in the classroom! Writing isn't always something that students find fun or interesting, but I think that this approach to the subject would change that.

I agree, all of these modifications would be nothing but useful not only for a teacher, but for the promotion of their cite. If a person cannot share what they have created, then what is the point?

At the beginning of the article, I was only thinking of ways that teachers could use the site, not students. But this is a very good point. If students can make their own projects to illustrate the points then that is a fun assessment that shows the kids have learned.

Since so much is done on the phone now a days it would be very convenient to have a phone app that allows a person to work on their story scape while out of the classroom as well.

The amount of modifications this site allows is amazing. Being able to manipulate a story in a way you need in order to teach a lesson can be very useful to teachers and it seems like this website would be very useful for that.

This is such an interesting concept. It would really help in a classroom setting because you can create a story based on whatever concept it is that you are working on with your students.

This technology is really special because teachers can manipulate it specifically for students. By really targeting specific areas mastery is more likely.

I feel like story scape is a really interactive tool. students or teachers have the ability to manipulate character traits in specific characters.This ability could spark great in class discussions on what characters do for the author in stories.

I agree it is so necessary to be able to manipulate programs to fit specific needs of students.

It is so great that digital media can be involved with phonics learning. Often I think that phonics can be hard and boring to students but being able to use this program with children, and being able to focus on specific needs it is amazing.

This writing support tool is so great to use not only for older students but for younger students as well. It is important for students to use their imagination to write their own stories and create their own illustrations because these things will contribute to their writing development.

This is such a great tool to utilize during a mini-lesson. It can really enhance your instruction and get the students a lot more involved.

This is so great for students because it will make their stories come to life and they will be able to see their characters in action. This is a great way to get students used to picturing what is happening in a story when they are reading any text.

I love that this tool exists for students and teachers to use. This is my first time hearing of it this tool but I think being able to choose different backgrounds and characters will be a fun way to get students to create their own "storyscapes".

This would be a great addition to the program; to be able to clearly identify and exemplify the goals of the lesson.

Being able to literally "have the characters come to life" digitally of course, is probably so cool. Except, it may change how students think about characters. Of course, only if they were to use this tool every time. Often times as we read we create a mental representation or illustration of the characters in our heads, and if the characters become electronically manipulated it may make it so everyone has the same visions which may not allow the same "magical illusion" of reading many of us have.

I think this is such a good point. There are so many tools and apps that teachers can use in the classroom to enhance educational experiences, but often there are just too many possibilities for editing and use that younger students can't work it. Or even sometimes it is too overwhelming for the teacher to think about using in front of the classroom.

I like this idea because it makes it more clear for the readers.

I think it is a good idea to connect the writing to the learning objective taught in the lesson. This will get the students to apply their knowledge and practice the skill.

I agree, this tool is different from anything I have seen. It is so beneficial in early education classrooms because it is exciting and educational. Once you learn how all the effects work, it becomes simple and you can add all the detail you want to make it stand out to the readers.

I think this helps readers become more engaged when reading. It also helps to make the text more memorable, making them think and reflect when they finish.

I like how you can select backgrounds and between characters. The editing makes it more realistic and entertaining.

You may want to model using the same format the students will use.

Is this connected to the books being read? Are they writing to the characters or the author?

You may want to refine your objective so it is more measurable. Such as, "write a letter with a greeting and a closing"

Then is paying attention what you are tying to assess?

I encourage you to rethink your assessment strategy. What are you going to use to see if students can distinguish fact and opinion?

What will you do for students in conferences who have met this standard? What will you do with students in conferring that have not met your learning target?

You would be conferring with the students. You can read to them. Yes not having to focus on decoding may help the students to look for facts and opinions but the teacher is the best scaffold in your tool box.

Base on this lesson you never looked for fact and opinion in a text with students.

The anchor charts are important. Graphic organizers scaffold the text and serve as an external storage of our memories.

You underestimate the power of conformity in an elementary classroom.

I like how you are defining fact and opinion with a personal example but you need to model it with the text as well.

@laurenbarry Be cognizant of when and why you make the decision. Nothing beats having your teacher read to you.

Not saying there isn't a place for audiobooks. I enjoy them and they are great for reinforcing fluency.

You also have to be careful making digital copies of books. It is okay to record yiurself reading a book, but displaying a page by page turn as a close-up is usually a no go.

It's important to note that assessments should not be used solely for establishing how well a student is doing. These assessments allow you to see what students need extra help in and they are greatly beneficial in constructing the next lesson to fit those needs.

Love that this teacher is making sure students are given equal opportunities to share. If students are not given the chance to share their work it can negatively affect their confidence and their interest in class.

I am a strong believer in giving students the time to process their thoughts before having them work on a task. Giving these first graders time to draw and think will help them form a stronger, more thought out sentence.

I observed in a first grade classroom where the teacher did similar activities. First the students would draw a picture and then they would work on translating that picture into a sentence. This can also be taken a step further by having students make a book in which they draw pictures and write sentences to tell a story.

A short mini lesson is necessary to keep these first graders attention!

In my experience writing conferences between both peers and teachers was so overlooked during my time in elementary school. I am glad to see so many teachers pushing for this.

I understand why the allotted time increases, but it's interesting to read that it increases by so long.

Not only this, but this can also help them bounce ideas off one another and really get their brains thinking.

I'd be curious what possible mini lessons could be on this topic

The idea of teachers modeling is so important; I've learned through my professors that students HAVE to see you struggle and work as a reader and writer, and I now realize this is so important.

The fact that children work best when they are able to work best when they have their mental picture represented is so overlooked by many teachers. When children are given time to get out their ideas on paper without words they can then use that as reference when they are writing, and that is an invaluable tool.

This is a good idea, especially if it is random who is going to be called on when. This makes the students actually try when they are writing, rather than just putting words on a paper for the sake of getting the assignment done.

This is SO SO important. So often I am told to plan out my writing before I do it, but I was never taught it that way. I was just told to, never taught how or have practiced it in a classroom setting. The closest I have ever come to this would be writing a first draft of a paper. I think this is such a valuable and important skill to learn.

The teacher I am doing my fieldwork with strongly believes this as well. She tends to air her kids up by putting a strong reader with an under grade level reader. She says that the higher level readers will help the lower ones, and even if it does not necessarily benefit the higher level readers, at least they are reading.

This is just plain good teaching. I don't think much else needs to be said about it.

I feel this is quite an interesting thought. I participated in a program called Jumpstart, in which we worked with preschoolers. When we just asked students how someone was feeling when they were at a playground for example, the answers were much different from when they are asked how someone is feeling based on a picture of someone at a playground. So images can very much change the way a person sees and interprets ideas and concepts.

I think this is a good idea to make it take up more time than the other two sections. This is because the students will be learning specific skills during this time, and the less time they are taught it, the less practice they have and the less proficient they will be.

This is very important. Teacher's sometimes just expect their students to know what to do when they are given an assignment. Everything needs to be explained when it is new or even just a new teacher so students know exactly what can be expected of them.

This is a good idea because I have noticed, especially for younger grades, students will pay more attention and retain more if the instruction only lasts for a little while. If the teacher goes on and on, the students will tend to lose focus and get distracted and not care so much about what they are being taught.

I am already interested in this article right off the bat. Knowing that the authors of it are teachers themselves makes what they say in their article more validated for me. The things they will say and suggest will be tried and true, not just based off research done by someone else.

Yes! Classical music has been proven to increase brain activity in children and adults. It also will help children focus in on their individual papers and keep interrupting behaviors to a minimum

Timed writing is an important skill to teach even in younger grades because in a few years students will be taking timed standardized tests.

Being able to illustrate and visually represent an idea is very important for all students. This skill touches on fine motor skills, visual processing and conceptual thought. Very important part of the lesson and an effective check for understanding.

Children thrive in structured days (especially in the younger grades) so by having a daily journal workshop the children can show consistent growth and grow comfortable with the workshop because they are daily.

I like how this teacher gradually adds writing time. When children are not prepared/ do not know how to write an extended period of writing time is wasted because the children don't have the endurance or knowledge base to meaningfully write. By slowly growing the amount of time for writing, students grow without being bored.

I think that keeping conference notes on each child is very important! By writing down goals (especially where children could see them to remember them) teachers can really keep straight both the goals and achievements of each student.

I agree with the mini lesson topic of illustration! This lesson could engage children that learn well with art! This would be a very new and engaging option for a lesson.

Sharing of work is very important in the classroom. Not only does it engage the class in discussion but provides an opportunity for children to learn how to listen well to other peers.

I think that this beginning direct instruction is very important in directing the children (especially at a young age) to get into the mode of reading/writing for the workshop.

This is necessary in sparking students' interest in their reading groups. Even as a college student it is so much more enjoyable to read a book you're actually interested in than a shakespearean type book that is forced on you by the teacher. Allowing students to choose a book will also make them feel more in control of their learning.

This is a great way to make sure all students are included without shutting other students' voices out. Many times students can be looked over if they don't volunteer answer. On the other hand, students who repeatedly participate are often offended when they aren't chosen. This activity avoids both of those scenarios.

Students need to make connects to the texts they read. This helps them be able to make connects through a lot of other things, and this is something they can use when they get out of school. Also, the best type of conversations between the students is when they can find a way to build off each others responses.

When teachers use ways for students to connect themselves to the text they read, or they read about something that interests them, the students end up participating better. Teachers need to be able to do activities and lessons around the students interests to keep them involved and focused. When students read mirror books or books about their interests, they end up achieving more and that is one thing all teachers would like to see their students do.

I thought this was interesting. I know different teachers have their own ways to making sure the students share within their groups, but I have never heard of this one before. I actually think it would work a better this way and I think that if teachers come up with interesting ways for students to share their thoughts, then more students would find a reason to participate.

When students know their group members, its easier for them to work together and be able to look past their differences. Yes all the students in the class know each other. However, it is important for students to know similarities between each other because if they have something in common with another group member, it truly helps them bond as a group and work together, instead of antagonizing the other members.

This happens a lot inside the classrooms. Even when teachers set up students in small groups and give the students certain things to talk about, there are still distractions. We as teachers need to make sure that the directions we give and the responsibilities we put on our students, we need to make sure they understand them well before moving forward.

This is a great example showing the literacy circles can work. However, as a teacher, you need to make sure you have the right atmosphere for your students so this example can truly work. Higher-level thinking is something all teachers should aim for their students to be working towards, as well as being able to respond to text.

I like this strategy because although the teacher is instructing within the circle they are equipping the students with the skills to communicate effectively and independently, which is crucial in discussion.

I really like the thought behind the activity/mini lesson. In order for children to discuss a text with their peers they cannot go into the group having a negative attitude. By doing and activity and creating an environment that focuses on unity rather than division more productive discussions are going to be had.

I agree with this statement. If students do not know how to have academic conversations, especially how to disagree and show you disagree in appropriate ways, literature circles will not be effective. It is the teachers job to teach the children how to communicate effectively especially in academic settings.

Unfortunately sociocultural forces that negatively affect learning always come into play despite the attempts for them not to be. With instruction teachers could help lesson the negative effects on education, but they will never be able to completely "erase" them. Culture however makes students different and can provide fresh ideas and conversations in circles.

When children behave and act accordingly I agree that literature circles could be beneficial. In addition if children could choose (based on two or three choices) what books they could read they could also become more interested in the texts.

This just really shows how distractions (as well as students who think it is okay to be distraction) affect a discussion. It only takes one or two comments to really derail a lesson or discussion.

Creating a concept of reading for students that elicits a positive reaction and not an aversive one. Reading should be enjoyable for students! We want our students to LIKE reading.

Developing respect and gratitude for one another by initially reflecting on positive attributes, IE, what we appreciate about the student, what we feel similarly about, etc.

As educators, it is important to consider factors outside of what is taught and expected within the classroom. In regard to this reading, the students' home-lives and their social tensions descending from their home-lives permeated their learning environment. Therefore, it would be unfair of the teacher to expect that to effectively practice literature discussion skills when this is an area that which the students struggle within due to external factors. Educators should ensure opportunities for development in such areas, guided by the teacher in a positive and productive manner that will best suit the learning needs of the students.

Not only can these types of student-selected groups help students reading abilities, but also help them develop socially. If they are able to meet people with similar interests then they may be able to make friends, and in turn may help feed a love of reading.

Before this semester I never realized just how important pre-reading activities are. Each time I do guided reading in my field placement or help the teacher with a reading check with students, it makes all the difference to have them do a "sneak peek" of the book.

When students know they are being ranked they certainly feel pressured. I am currently in a field placement and the students very much so know who is in the "good" reading group and who isn't, and sometimes it's frustrating for them to watch the other groups' instructional time in things like guided reading.

This idea that teachers feel chained to the basal becomes apparent to students. Students can very much so pick up when a teacher is not passionate or not able to convey all their wants and beliefs.

Teachers setting an example is another big deal for students. If they don't see you reading they see no point in doing it themselves.

I think this idea of making reading a social time is brilliant. All too often students dread reading instruction because sometimes it is far too meticulous.

I know for me personally when I have to complete a worksheet with reading I often don't know what I just read, I only read to make sure I got the answers correct. This whole process takes away all of the reason behind the reading.

The interesting thing about this is SOOO many schools now require 20 minutes of reading every night, and often the children are encouraged to read anything, even a magazine. I hope that maybe with this requirement children begin to enjoy reading and will do it without being told they have to.

I very much agree that time spent reading can and does have an influence in the students' interest in learning to read and fluency. I still even see this in myself even today. I think this also goes hand in hand with the idea of children being able to read about things that interest them instead of just what is required for school.

Having students react to the text is better than having them summarize what they read. This is important because if the students just simply summarize what they read, then it isn't showing what they think or have learned. It just shows what they remember and that is not the key idea of reading. You want students to express their feelings, and connections to what they read. This is more useful to the students than having the students just recite what they had just read.

I think this reading workshop component is important because if the students and teacher know the responsibility of what they are suppose to do, then the whole process would flow better. Students should have a clear understanding of what they are doing and the purpose behind them doing it. If they don't have a clear idea of why they are doing what they are doing, then they may have a hard time staying on track.

I believe that these five components are important to reading workshop. In my opinion, I think that sharing time and state-of-the-class is most important. Sharing from the teacher to the students is important, just like sharing from student to student sharing. State-of-the-class is also as important because it reminds everyone in the classroom of their responsibilities during reading workshop.

Completing worksheets is sometimes an inconvenience for students. When students have to worry about filling out worksheets on their readings, they are not even focused on the reading, rather they are focused on finding the answers to the worksheet. If the classroom is managed to the point where the students can talk about the texts, then it would be better for all the students because then they can actually focus on the reading.

There are many situations in which students are not using their classroom time wisely. This is a situation that I feel many teachers struggle with. For younger students, worksheets are not something I would use. It is sometimes even hard to get students to even sit down and read at a young age. I think if the teachers have the students talk about what they read instead of using worksheets, they will be better off and the students could possibly do better that way as well.

This is a lesson in responsibility as the students update their reading logs after each SSR and of course adds the writing component to independent reading. Students can be proud of their reading logs and it will help them during sharing time as well. Also this instills a sense of ownership for students as it is their reading log about the books they chose which differs from their classmates.

Yes! This sense of joy and ownership connected to literature is intended to create interest in literature that will last. Students would hopefully be proud of the book they read and as they grow up, be proud of books they own and can recommend to others. I know this is true for me.

The fact that kids are enjoying the sharing time and what they have to share, is incredible! It shows that allowing students to choose their literature can create an extremely engaged population of students.

I think this is would accomplish the same thing as a worksheet. If a child is able to share what they read and give a presentation on it, then they clearly need to have read the text and have understood it. Worksheets tend to check these concepts, so a presentation or discussion post reading could replace the worksheet idea.

I like this concept. I have noticed through my education and field work that there is much more emphasis placed on being able to speak effectively with others, but not so much emphasis placed on reading and writing.

I agree with this. I have always found that when I know I need to fill out a worksheet or answer questions or take notes while reading a text, it detracts from what I am doing. For example, I find myself rereading the same paragraph multiple times over, not because I did not understand it the first time, but because I lose my place and need to find it again.

I am currently doing fieldwork hours in a 1st grade classroom, and I don't know if I can attest to this claim, but I can say that more often than not, the children are reading with a partner. That being said, this is because there are several kids who cannot read at grade level and there are several kids who are above grade level. The teacher uses the kids who are above grade level to help the kids who are under.

I find this to be very interesting. The article is claiming that the more engaging the material is for the students, the easier it is for them to read and the more they enjoy it. I easily buy into the premise that they enjoy it more, but I do not understand the claim that it is easier for them to read. Just because a child likes the text they are reading, does that make them a more fluent reader?

When students discuss texts, I think it is a good lesson in itself. Students should have the opportunity to be able to read different texts while in school and most of the texts should relate to the students within the classrooms. It's a good experience when students can talk about different topics and either relate them to themselves or to their classmates. Also, it is a time for students to learn more about about each other and see some similarities and differences between each other.

Knowing your identity and who you are is a very important part of growing up. When children are in grade schools, they should be bale to read books that are about their identity. This also will help students gain self confidence in who they are as a person.

I believe that this is a very true statement. Besides students becoming proficient readers, I think that they will also gain self confidence when reading mirror books. All diversities and cultures should have a place on the book shelf in classrooms for students. I think this would help all the students gain self confidence along with bringing up their skill levels.

Students should be able to have the "mirror" and "window" frame within their classrooms they are in. Students should never feel left out in their education and when the students have no "mirror" and "window" frame then they are being left out. Students of all different colors should be able to read books in their classrooms that they can see themselves in. This could help them even achieve better in reading.

I believe that some of the standards do see that they are not developmentally appropriate for some students. If a teacher is behind in a subject area one year and the students move on, they can fall a little behind since the teacher didn't get there. I know they are moving more complex things up in grade levels from when I was in grade school, but I don't think some of the tasks they want students to do are developmentally appropriate at all and I do feel they should be fixed. In a way this is cheating students out of a well developed education that every student deserves.

Students should have more time to read on their own about what they choose. If they finish any assignment before others in the class, I think they should be allowed to read until the teacher moves onto the next thing. I also feel that the reading shouldn't be considered "work" as they put it.

I think this is important for teachers to understand, as well as students. If you know the ways in which a text was constructed, then it may be easier for a students to understand and/or decode the text.

In any text a student reads, there should be meaning inside of it. Either the teacher explains the meaning, or students can figure it out while they read it. If a text didn't have meaning then there really is no point in the text.