Week #1 Journal

When I first think of non-fiction texts and my 2

nd
grade students I immediately think
of excitement and engagement (especially with the boys!). They love learning new
facts about our world and animals. Today there are so many non-fiction books with
captivating pictures and interesting information. Yet when I think a little bit deeper
about my students, I notice a lack of sustained engagement. I notice students who
will skim through non-fiction by only reading a few lines and mainly looking at
pictures---even though they are capable of reading the text and interested in the
topic. This has baffled me at times, but this article resonated with my students need
to understand HOW to read and navigate the different types of non-fiction. I think
those students who are skimming are interested and capable, but just dont know
how to access a printed text successfully. Also, a factor not mentioned in the article
that plays a role in my students engagement with non-fiction is just the depth of
information many non-fiction texts offer. I think its overwhelming to process this
information without the proper strategies and purpose.

Beginning to read a non-fiction text with a purpose in mind is something that I do
not model enough. Having a purpose in mind would directly relate to their
engagement. When I think of modeling an established purpose, Pam Pages modeled
strategy of a listening guide comes to mind. As I watched her model this strategy, I
was excited about the engagement and purpose it would instill in my students.
Perhaps this could be a strategy used for students before reading non-fiction.

Another aspect of the article that resonated with me was that I need to teach my
students that all texts are not the same and we read them differently. Although I am
not part of the iGeneration, I can definitely relate. Since purchasing a smart phone
four years ago I have notice a significant change in my attention span and my need
for a constant stream of information through multi-tasking. This works as an
advantage and disadvantage. Now, more than ever, our students need to be taught
how to engage with and access a non-fiction text with stamina and as a problem
solver.


Listening Guide
I can see myself using both of these strategies, but with non-fiction I can especially
see myself using the listening guide. Even for an adult reader non-fiction can be
overwhelming to process. After reading a text I remember few of the exact facts in
the book because there are often so many! A listening guide would define exactly
what a student is listening for and makes the text easier to organize in their minds. I
think its a very helpful comprehension strategy, especially for those students who
tend to zone out. This puts all of the students in charge of their listening and
recording. I could see myself using this in social studies with non-fiction texts that
are more cumbersome. I would need to adapt this strategy for 2
nd
graders who are
new to it. Id do that by narrowing down the number of things they are listening for.
Instead of three, maybe two or one. As they become more proficient in this strategy I
would add additional parts to the listening guide. The last plus is this strategy also
does not seem too time consuming in terms of prep.

Week #2 Journal

When reading Blachowicz, Chapter 1, two guidelines really struck me as
fundamentally crucial when it came to vocabulary instruction. The first that stood
out was, The effective vocabulary teacher builds a word-rich environment in which
students are immersed in words for both incidental and intentional learning (7). I
find this one to be the most important one because when a child is immersed in a
vocabulary rich environment then new words are noticed and emphasized as
important and exciting! My first few years of teaching (After these readings I plan to
implement it again in the fall), I had a Golden Word Wall where students shared
with the class interesting words they learned and what they mean. They then added
the word to the word wall. Students were SO excited about learning new words that
they were always listening for new and exciting words. I was reminded of this
classroom routine when I read, our students need word-aware classrooms, where
time is taken to stop and discuss new words, where words, dictionaries, puzzles and
word games... form the environment for enthusiastic word learning. The other
guideline that struck me as crucial was, The effective vocabulary teacher helps
students develop as independent word learners (7). This guideline emphasizes
how important it is that students are taught how to be independent word learners---
to be responsible for their learning. As pointed out in this section, having students
select the words to learn is an important factor. Teaching them how to select words
and how to use the tools to understand the new word will help create independent
word learners.

The content area I feel would be best to use vocabulary strategies to learn new
vocabulary words would be social studies. I think this because in 2
nd
grade students
learn all about their community. Vocabulary words within these units are words
that they would most likely get repeated exposure to when they are out within the
community or in adult conversation. This would help students retain and practice
the new word knowledge in real-world context. Of the strategies described in the
articles, I would most likely use illustrating differing meanings. This strategy, used
for multiple word meanings, would be great to use by having students create
semantic maps, picture dictionaries and concept books, and illustrations of the
different definitions. This would be very age appropriate and engaging for 2
nd

graders. Additionally, I really liked the idea of a Word of the Day to highlight new
words.

In the district I teach there is no specific vocabulary instruction approach beyond
highlighted words in the beginning of a unit. In this case, they encourage you to
introduce the words and definitions to the students before reading. Since there is no
further instructional approach, I have implemented various ways of teaching
vocabulary. One way is through vocabulary dictionaries that the students create. On
each page of the dictionary students write the new word, draw a picture of it and
record a definition. The words chosen are from all content areas, but, mainly, social
studies.
Most importantly, what I want to remember is that students derive their excitement
about words from teachersshow enthusiasm about new words and learning!

Question: I am mostly interested in how my peers who teach in the classroom
integrate vocabulary instruction. I think its vital for it to be integrated into the
context of the curriculum rather than isolated vocabulary time. How have some of
you been able to do this in a meaningful way?

I really like the strategy Word Splash. I feel like it would build my 2
nd
graders
curiosity and excitement about a topic while activating their prior knowledge.
Theyd also like looking at the words and then predicting what theyre going to be
reading about. After they are more proficient with the strategy, I might have
students add related words to the word splash I created and then see if theyre in
the article. I would use this strategy before reading a non-fiction article in science or
social studies.


Week #3 Journal

In a time when it takes even more planning and energy to engage our learners, I find
it crucial to activate prior knowledge to engage my students. To activate prior
knowledge we do a variety of practices including studying pictures, maps, having
whole class discussion, predicting, watching a short BrainPop video or other short
video, having students turn and talk about a topic, showing various book covers,
watching a book trailer, reviewing vocabulary and asking questions.
After reading the chapter I have a deeper understanding in regards to why its so
important to activate prior knowledge and interest in readers. I now understand
that students need to go into reading a book with purpose and anticipation. The
article described taking the mystery out of learning with texts by generating
student interest, convincing the student they know more than they do on the topic,
helping them connect what they do know to the content and pointing out strategies
that would be helpful to them as they read. All of these strategies increase students
self-efficacy and motivation before diving into a text. As the text points out, when
their uncertainty is reduced and they feel they will be successful reading then they
are likely to exhibit a willingness to engage in reading and to complete the task
(187). Of all that I learned in this chapter, I feel the most important piece I will take
away is how a readers self-efficacy impacts their reading. I looked at motivation and
activating prior knowledge as important in terms of engagement and interest, but
never considered a readers self-efficacy in that way. When they feel like they will be
successful and know enough to enter a text confidently then it shapes their entire
reading experience!
Another concept I will take away is teaching readers to ask two important
questions: What do I need to know? and How well do I already know it? These
questions aid readers in making predictions and set their reading purpose. As I
pointed out in my week #2 journal response, its crucial as teachers that we help our
students become independent learners who are monitoring and taking responsibly
for their own learning. Teaching them to ask themselves these questions before
reading is one step in giving them tools to be independent instead of dependent.
Using Guided Imagery (194) to activate prior knowledge and interest is a strategy I
can see myself using in the classroom. Second graders love to close their eyes and
imagine so this strategy would definitely engage them. With Guided Imagery,
students visualize what theyre about to read or are reading. This strategy would
increase engagement and comprehension while reading.
Question: What is favorite active engagement strategy to use?
Learning Unit Strategy: I can see myself using I See, I Know, I Wonder. I really liked
Pam Pages idea of using this strategy with a busy website. I can think of multiple
websites that my students use where this strategy would give them a goal rather
than just pursuing. I can see myself using this strategy during our non-fiction
research report unit in writers workshop that carries over from Science and Social
Studies. I would need to adapt this strategy for 2
nd
graders who are new to it. Id do
that by narrowing down the number of things they are seeing/knowing/wondering.
Perhaps narrow it down to four or five. As they become more proficient in this
strategy I would add back more parts to the graphic organizer.

Week #4 Journal

When I look at the expository text structures chart thats attached to this weeks
learning unit, I can identify three text structures that I teach explicitly through
multiple lessons: compare/contrast, sequencing, cause and effect. After reading this
weeks lessons, I am compelled to gather books listed and ensure that the others are
explicitly taught. When youre teaching from a reading curriculum guide, its easy to
get caught up in following what youre told to teach for reading lessons. I have found
that there are huge gaps in the reading curriculum that we have been following the
past three years, including text structures.
With the text structures I have taught, I have found it beneficial to have a basket of
those types of books available for students to read independently. It helps for them
to be immersed in the type of text structure outside of my lessons. Also, its been
beneficial to break down a book and read it a more a bit slower than I typically
would (over numerous lessons). This allows plenty of time for students to turn and
talk with a partner about what they notice before we record it on a large anchor
chart. I have found it difficult to establish a large set of books that correspond to
each text structure purely, especially texts that are of interest to my students. I
really appreciate the books listed in the articles.

With such a heavy emphasis on non-fiction in the CCSS, I found this article to be very
beneficial. What I will take away from the articles is the importance of explicitly
teaching students how to recognize and learn from text structures through plenty of
modeling and guided practice. I also will take away the example of how to explicitly
teach a text structure. When teaching text structures in the past, specifically
compare-contrast, I have always modeled a Venn Diagram on a large anchor chart
for students, but I have never created a list with students of words or phrases in the
text that correspond to that text feature. This seems crucial in helping students
recognize text features independently.

Question: Of the texts youve used to teach text structure, which ones stand out as
exemplar texts to model with?

Of the strategies covered this week, I really like the I-Chart strategy using the chart
by Nancy Akhavan. This chart would be straightforward and easy for my students to
use independently. It would also push them to think about what they know prior to
reading, what they are learning thats interest, and lastly what questions they still
have. I dont see myself needing to adapt this strategy too much for 2
nd
graders, if its
based off of this particular graphic organizer---I feel like the I-chart template on the
PowerPoint that lists multiple sources would be too overwhelming for 2
nd
graders. I
would use this strategy primarily with inquiry in social studies and even math.


Week #5 Journal

We have a very low population of ELLs so I have little experiences working with
ELLs, but I feel like I still took a lot away from this reading that I will use in my
classroom. When I am working with an ELL student I need more help with
differentiating the curriculum for them, especially in a way that doesnt water it
down. What has worked well is visuals, repeating instruction and teaching points,
and a lot of gradual release.
Top Five List of Working with ELLs in Non-Fiction Literacy Instruction:
1. Learning grade-appropriate and academically demanding content- I feel like
this is foundational when teaching ELLs. As Vacca stated on page 68, typically, they
(ELLs) are placed in low-ability groups where instruction is based on a limited,
watered-down version of the curriculum. It was so sad to me that even students
with comparable capabilities to their native language speaking peers were placed in
low-ability groups. Just like any other student, the expectations need to be high and
challenging (with support). One way the articles explained how to do this was to
form guided reading groups and use informational texts. In these small groups,
content is well supported through conversations, questions, clarification, vocabulary
support and accountability.
2. Make content learning comprehensible- when communicating with students,
whether in small groups or whole group, repeat directions and simplify your
language. Teachers can also slow down their speech, use visuals, use gestures and
facial expressions. On page 90, Vacca emphasized the importance of teachers
checking for understanding through the lesson or giving of directions. Asking for
students to give you something as a thumbs up or thumbs down would be a quick
formative assessment to see who needs more clarification.
3. Engage interactively in conversation (partnerships, cooperative groups)-
conversation provides opportunities for students to increase their language output
and be in more of a safe zone. Activities like turn-and-talk provide students more
time to talk and practice what theyre learned. As pointed out by Hoyt on page 53,
partner pairs increase learner responsibility, provide problem-solving
opportunities, and offer a lower level of stress for ELL students... The author warns
to structure groups so native language speakers do not do all the work.
4. Present vocabulary in a meaningful context- this one is crucial because its
unlikely that ELLs will transfer what they learn in isolation into their reading or
conversations. Instead, presenting vocabulary in a meaningful context like a read
aloud, shared reading/writing, article, etc will strengthen students understanding.
One strategy Hoyt mentioned was to put vocabulary words on sticky notes. This
allows students to place them on the pictures, or place them in a notebook (Hoyt
suggested students illustrate a picture related to the vocab word).
5. Give special attention to the visuals in a text before reading- from working
with a few ELLs I have learned that, at times, visuals teach more than my words or
the words of a text ever could. Focusing on the pictures and text features of non-
fiction texts can help students build background knowledge and dig deeper. To
teach with this in mind, the Hoyt article encouraged teachers and students to label
pictures in books. This will help students to notice, learn new vocabulary and also
have a visual tied to the word begin recorded.
Question: for those of you who work daily with ELLs, how do you ensure that those
students are receiving academically demanding content, but also being sensitive to
their needs?
Learning Unit Strategy:
I would be most interested in trying the strategy Ten Important Words with my
students. I really like how this vocabulary strategy combines choice with contextual
learning for students. With students determining whats most important in the text,
I can see them being more invested in their reading. This strategy would lend itself
well to Social Studies lessons as new vocabulary would be more prevalent for
students to pick out. I would lessen the number of words, especially when first
learning this strategy, to 3-5 words and then build up.


Week #6 Journal
Our school recently passed a large technology bond that will allow 1:1 Ipad
devices at 2
nd
grade and above (laptops in secondary). I am so excited about
this opportunity for my students, but I am anxious about how I will bring
these new literacies into my classroom to maximize learning. In the past few
years I have felt like we were so behind the times as technology only
continues to advance and become more integrated into our students lives.
Having 1:1 devices will completely change every aspect of instruction and
learning. As Mr. Wright states, Teachers take on this challenge because it is
their job to prepare students for the future. Technology integration into the
classroom is essential; we are just behind the times.
As far as my technology strengths, I feel like I am up-to-date with at least
some of the ways students can use tech in classroom (Animoto, Prezi, Imovie,
and Ipad apps). What I dont feel as confident in is integrating technology into
the classroom to the degree that its a part of students every activity---such a
large piece of the culture of the classroom. Mr. Wrights students seem to
operate seamlessly and with such ease using the laptops for almost every
activity. I am not worried about my students because technology is so
integrated into their life, I am anxious about my job of maximizing learning
through the use of devices. I was at a conference last week with Kristin
Ziemke (Connecting Comprehension and Technology) spoke and it was
amazing!! She teaches lower el and what her students are doing in the
classroom broke every boundary I ever had with young students and
technology. I was so inspired by her use of tech in the classroom that it really
got me fired up for our new devices (and to create my own PD through
reading how other teachers are doing it)!
Wishes:
PD from teachers like Mr. Wright and Kristin Ziemke who are actually
integrating technology in the very fibers of their classroom. I want to
know more about what works, what does not, the best apps to use,
management etc.
A plan to involve parents in the technology happenings. A way to train
them just like teachers need to be trained so they know what theyre
students are doing on the devices and how to help them.
Technology integration starting in Pre-K so students become more
literate with technology from year to year. I can imagine that next year,
when we first start the use of 1:1 devices, it will be the slowest moving
because it will be new to students. As the years progress, the students
(and I) will have more and more experience with technology in the
classroom.
I would really like to try the 3-2-1 strategy in my classroom. It seems like it
would be a great way to keep students engaged and build comprehension.
This strategy seems like it would work best for small groups and for student
to do independently. I liked how the article pointed out how the strategy is
flexible by keeping the 3 parts broad or defining them more specifically. I
would use this in Readers Workshop, Social Studies or Math.