What kinds of experiences do you believe in?
When I taught, I had the privilege of teaching all grade levels from pre-k to 12th grade. I am
certified special education and social studies teacher, but prior to that I subbed. My favorite
lesson of all time was “spilled milk” while I was subbing in a pre-k classroom in Peekskill, NY. I
read the book during reading time and then the students got to work creating their own spilled
milked drawings. From the drawings they had to state what they saw.
I believe all students should have experiences that can connect to all ways of learning. When I
taught social studies every lesson tried to connect to at least 2 types of learners. As an
administrator I now realize I could have done more. I love it when students can live through a
moment. For example, my science teachers take the kids through a nature walk, my socials
studies teacher embrace the civil war by having a civil war day, etc. As Scanlon, Anderson, &
Sweeney (2017) stated in their corresponding webcast Experience in World helps build
comprehension and knowledge of the topic the student is witnessing.
When you can connect with all types of learners and all levels of learners, you then see growth
by all. Students should get high quality instruction every minute of the day. The experiences our
children deserve should be “derive from specific student-teacher interactions and not be
constrained by packaged programs” (International Reading Association, 2009, p3).
What experiences do you have with RTI?
A few years ago, I received a three year grant to improve RTI in my school. I run the committee,
found a universal screener, a progress monitoring tool, have led RTI meetings, and try to find
relevant professional development on the topic. The problem that we run into is the amount of
time for RTI. We want our teachers to have the time to implement tier 1 strategies without
affecting specials and other content. In 5th and 6th grade we have a 1.5 period block devoted to
Math and one to ELA. In 7th and 8th grade for the students that need it, they receive an extra
period every 2 days. Fountas and Pinnell (2009) strongly suggest, “Creating large blocks of time
in which to provide concentrated instruction” (p. 10). However, there is only so much time in the
day. We have talked about telling our 5th and 6th grade teachers to find time for RTI during
science or socials studies, but it is unfortunate. Ideally, I would love the teachers to do
interdisciplinary lessons that combine English/Social Studies and Math/Science. We do have a
Child Study Team set up to discuss students who may need stronger interventions. As the
International Reading Association (2009) on page 3 strongly suggest there needs to be
collaboration to discuss evidence amongst a school-level decision–making team. Lastly, I
struggle with having different programs on the different levels as my school currently has. I want
there to be uniformity for the students amongst the levels especially if RTI is supposed to be
fluid.
How might your own successes and challenges with learning literacy impact your own
teaching?
I have definitely reflected through the years, thinking if I ever went back into teaching, how I
would do things differently. As a teacher, awful as it sounds, I would tell my kids I grade for
content and that was it. That was my biggest mistake as a teacher. I was successful in that I
would open the eyes of different books that related to social studies to my students. In my 11th
grade US History course, even though we worked at a fast pace, we could have meaningful
conversations regarding book that connected with the time period in question. According to
Fountas and Pinnell (2009), “They need to read texts that are interesting and engaging” (p. 6)
What kinds of instructional practices do you think are best for young learners?
For young and all learners having clear goals and objectives, revisiting skills, flexible grouping,
immediate feedback, learning stations, and a varying of levels of books that students can use
are all best instructional practices. Fountas and Pinnell (2009) explains, a teacher should “fill
your classroom with many texts your students can read independently” (p. 6). Books clubs are a
unique approach that allows the students to take ownership of the material. They decide how
many pages will be read for a given week, they work with each other to figure out the crucial
elements of the book, and explore a book near their Lexile level. As this happens Fountas and
Pinnell (2009) states, “The teacher demonstrates how to think and talk about books and
supports children’s discussion” (p. 8). Interactive writing is also a very attractive way to get
students to love to write. I have seen it where the teacher models and then in groups the
students take turns writing the next sentence. When the teacher models, “she may draw
children’s attention to specific aspects of print” (Pinnell, G.S. & Fountas, 2009, p. 8).When there
is one to one interaction with students, answers should not just be given to students. Questions
should be asked, there should be a pause, and cues/scaffolding can be given, but it is powerful
when the child is able to come up with the answer without direct intervention. It is also very
powerful when a child can correct his/her own mistake which encourages independence. There
should be a nice give and take relationship amongst the two people with a fluid conversation
taking place.
Connect to the readings throughout your post and cite in APA format.
Early Intervention for Reading Difficulties: The Interactive Strategies Approach—Second Edition.
Scanlon, Anderson, & Sweeney, 2017.
Pinnell, G.S & Fountas, I.C. (2009). A comprehensive approach to literacy success. In When
readers struggle: Teaching that works (pp. 3 – 15). Portsmouth, NH: Heinemann.
International Reading Association (2009). Response to intervention: Guiding principles for
educators from the International Reading Association. Delaware: International Reading
Association.
