Raising Frog Readers

Richard Gentry, PhD talks about the early literacy development as a life cycle of the frog in his book, Breaking the Code; The New Science of Beginning Reading and Writing.  As an example of non alphabetic writer as a tadpole, young children would add their tails and legs gradually.  Though, each individual developmental time varies.  Eventually, they would become aware of phonemic knowledge and being able to correspond letters and sounds in their writing.  This idea sounded revolutionary in my early literacy instructions yet several instructions have been commonly used in the classrooms all over the country.  The essential is to provide tadpole readers appropriate instructions at the appropriate developmental stage.  For instance, providing a fly to tadpoles doesn't make sense.  Tadpoles are not yet ready for flies at their dining table.  Gentry suggests several appropriate literacy activities at each developmental stage that made me hopeful in my future classrooms.

Then, my own journey began.  Take advantage of living in the the Information Technology era!  The technology devises will change the whole game plan in the literacy education.  As of the example of the Phase 0 Writers (Pre-Alphabetic), one of Gentry's suggestions is to begin teaching sounds.  Read Write Phonics  provides simple learning application on the touch screen devise.  This type of tool helps students become more independent and accountable for their own learning.  It can definitely be one of the literacy center activities.  I prefer explicit instructions to "Read to Self" and "Read to Partner" while kids are still tadpole readers because they would learn "inaccuracy" by not knowing how to read.  (It is necessary  to experience independent exploration of different books for the purpose of being familiar of books and learn how to turn pages, etc.  But that is more likely toddler and pre-school ages and settings.) With young user-friendly learning devise, a small reading group in K-2 grade classrooms can work independently while their teacher teaches another guided reading group. 

Another popular instructional example is Word Sorting activities. Another book by  Gentry, The Science of Spelling; The Explicit Specifics that Make Great Readers and Writers (and Spellers!), describes that word sort activities that benefit from pre-schoolers to 8th graders.  Kindly, Gentry shares the grade level appropriate spelling instruction samples in the Appendix B of this book. What I found in the technology world is "Word Family Sort".  This program is available in the Read Write Think site.  As soon as spelling patters are introduced, kids can apply their knowledge to this activity. 

Above all, there are millions and gazillions of literacy support applications out there.  It is imperative for teachers to understand the children's developmental stages in literacy and its appropriate instructions in depth, to start with.  Select high quality, simple, and self sufficient programs in your list.  Design these programs to be available for children's convenience.  Maybe original reference chart would be helpful, e.g., which students at the certain literacy phase might benefit from which program, etc. 

Our potential job is to raise our youngsters from tadpoles to frogs with patience and with the best knowledge about individual abilities and needs.  Once they become frogs, we have to teach them how to make higher leaps and cool tricks.  We also have to teach how to catch the best types of flies, not random ones.  It is not a one time job, after all.  Leap steadily and strongly day by day.  So, they, too, enjoy their literacy life on their lily pads.

Learning Is Fun

I totally agree with the concept.  If learning is fun, kids are motivated and they strive.  Teachers are busy, day after day, thinking how to make their lessons attractive and catchy so kids would be engaged.  There are millions of creative games, fancy fonts, and illustrations available online and in the book stores.  What  creative minds teachers in our country have!  Additionally, when your student answers math facts correctly, he would shoot a virtual zombi on the computer screen.  Kids would rush over to the computer like vultures, wanting to shoot as many zombis as they could.  Wait a minute!  Perhaps, these activities are fun and motivational, but are kids experiencing "learning" is fun?  Furthermore, are these creative materials and activities really fundamental "learning" experiences?

What I contemplate is the definition is learning and how to define it.  Here are some ideas I propose;

1. I read this book because I get a sticker. v.s. I want to read this book because I really would like to know what happens next!

2. I complete these problems because I can color after I am done.  v.s. I want to do more problems because I am getting confident in these problems. 

3. I write my journal because it is homework.  v.s. I want to keep my questions and findings around my life in my journal every day.

There is nothing wrong with first voice in each section, however, how powerful the second voices are!  That is the "learning" I am talking about.  When teacher's job becomes more than keeping every kid on task by providing fancy worksheets or stickers, learning is going to expand its definition; learning as understanding, discovering, collaborating, sharing, innovating, analyzing, feeling good about themselves, and appreciating people around them.

Thus, my job is not only teaching content areas, but providing students opportunities to consider themselves as fun learners who enjoy themselves through daily challenges.

Unexpected Ending

Two years in a row, something that I had never expected, at the end of the school year, happened.  Relationships.  It blew me away. 

Like many of you educators, I am one of them who try to connect to every student every day, but my effort is fruitless with some students in some days.  With some kiddos, I had no idea why and how else in the world I could make a difference in our relationships.  Tommy (not a real name) has never been sent to the "Refocus Seat".  Rather, he is almost always quiet and seems contained with his charming large eyes unless it is individual work time.  These has been no productive time in partner discussion, independent writing, and math worksheets.  His trimester reading log was empty.  You can easily imagine numeral strategies that can motivate a student like him.  Yes, I tried them all.  None of them worked and I was stuck.  When I visited him individually, he was tearful and whiny sometimes.  "You are mean to make me work."  I whispered, "I am sorry your feel that way.  And thank you for working on this sheet even though you don't like it."  Tommy didn't crumple and throw the worksheet away like other naughty ones do, but he just sat. 

Shortly after June started, I found a kind of stickers that have a chocolate scent.  These were a hidden gem for reluctant learners including Tommy!  Yes, he was caught by my hook.  "Will you save this sticker until I am done on this page?"  he asked.  I replied immediately, "Of course, I will because you will deserve it for your hard work."   It was the first positive interaction between Tommy and me.  He became more productive than ever with a little incentive, but it was already in June.   "I should have used the scented stickers earlier!  The school year would be over in less than two weeks," I blamed myself.  The stickers are only motivation for this intelligent young boy?  It sounded really pathetic, too.  But I had no more time.

All in all, wrapping up, time came up for saying good luck and good bye on the last day.  Numbers of smiling excited children went off from the door right at the final bell.  Tommy was the last one standing in the middle of the empty classroom.   His arms are open as wide as a eagle, walking toward me.  No words.  He just hugged me for a good fifteen seconds.  I felt literally grabbed or squeezed.  I knew it was not just a sticker.  I knew everything I did was not totally useless.  It is "diversity" in communication that every child develops at different paces.  

It is like solving a complicated math problem for hours and days.  Stick with the formula.  Play with it.  See it from different angles.  Keep trying.  Come back later if you are stuck.  Try several strategies that might fit.  Think. Verify.  Its answer blows me away.  It makes sense.  I did it!

Stories Behind Reading Data

Congratulations, teachers!  School is finally over, or almost over anyway.

I collected reading data but I wasn't quite sure how effective Read Live (Read Naturally) has been on the students' growth due to some initial problems.  1) There were only 10 seats available in my classroom whereas  more than 10 students with immediate or somewhat concerned in reading.  2) There were only 6 computers in the classroom that can be used at a time.  A total of 14 students have experienced Read Live throughout a year or partial time period.  My mentor mentioned, "Students' progress can be seen if they practice more than 3 times throughout a year."

So I narrowed down five students:

1. the fall MAP reading sore range from 150 to 180.  These are the ones who did Read Live at least 3 times in a week throughout a year.  
2. Their oral reading fluency range was from 25 to 92 in September DIBELS.   
3. STAR test (Renaissance Learning) identified their grade level equivalency from 0.7 (below first grade) to 2.6 (second grade sixth month).  

	MAP Growth (RIT)	DIBELS Growth (wpm)	STAR Growth (GE)
Student 1	4	4	0.2
Student 2	12	31	1.4
Student 3	29	12	0.9
Student 4	8	10	0.7
Student 5	10	-14	0.7

                     Average Growth                  10.6                           8.6                               0.76

Then, I compared with 9 students who practiced shorter time periods than previous group.

                     Average Growth                  4.3                             9.6                               0.75

As you can see, there is no significance between two groups in DIBELS and STAR, however, MAP average growth (10.6 v.s. 4.3) is outstanding in the first group (Year Round Read Live group).  Consistent use of Read Live appeared to be successful!

Also, I noticed that RIT growth seems like corresponding with STAR growth.  For instance, Student 3's MAP growth is 29 and Grade Level Equivalency leaped to 0.9 (A whole one grade level).    As another example, take a look at Student 1. MAP growth is 4 and GE growth is only 2 month worth.  Student 1's oral reading fluency could've been way more than four words in a minute, if he had more opportunities and with an adult listened to him out side of school day.  Although there are many factors that contributed these students' growth, it was evident the family support and communication made a huge difference between two students. Data urges to build the stronger home school connection that invite more family involvement for struggling readers in addition to teachers' best practices.

In closing, I determine to use the screening tools to set up individual goals and plans.  With consistent monitoring and intervention tools for tier 2 and tier 3, I can expect reasonable and reachable growth.  I would like to promote "The Power of Reading" to all families and the community members by sharing good fit books, book talks, book report, theater, discussion, etc in regular bases.  There should be more people, more time, more conversations, more opportunities so that children will be empowered.  They will feel they are cared for.  They will, at a certain point, ultimately comprehend reasons why and how reading enriches their lives.   Data told me stories like that.  Have a great summer, everyone!






  

Sounds Like an Orchestra

Maestro Seiji Ozawa

The stunning sound of piano concerto, Rhapsody in Blue, is coming from the FM station.  I wonder how music, without words, conveys an astonishing amount of emotion into human (animals and plants, in some cases) lives.  It finally clicked.  A story that my music theory teacher told me before my high school graduation was this. 

"Teaching is like conducting an orchestra. There are so many different types of students' needs and personalities in addition to colleagues and families.  Teachers are the ones who enable to maximize their potentials and accomplishments on every student.  So your classroom will be vibrant and harmonious in learning.  Your music background will help tremendously on your teaching career."

All instrumental groups join in the grand finale after the piano solo.  I was visualizing different faces in my classroom.  Mr. Nakata was right.  A puppy trainer cannot train 25 puppies as rescue dogs all at once.  But a conductor inquires an individual unique sound from each and every instrument.  When all instruments take responsibility with dignity, in which they feel joy for being in a team, together, conductor and instrument players create a master piece that move the audience. 

All students know their goals and routine so they will initiate and engage on their learning.  A teacher is a conductor. She doesn't seem so important, but she knows where her learning team goes.  When she needs a specific talent, her baton points a specific student to assist.    Teaching is an orchestra.  Learning is an art.  It is eternal.  It is infinite. 

My Teacher's Evaluation

Ms Takahashi's face squishes in pain.  In addition to chronicle pain she was born with, she had a car accident a few years before I was in her class.  After a couple bouts of deep breathing, her smile is back, "Man, isn't it a pain or what?"  We all laugh.  

.........The classroom culture is a cognitively vibrant place,characterized by a shared belief in the importance of learning.   

........Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals.


 No one interrupts except, "Are you ok?"  All thirty five fifth graders go back to their desk work immediately after that.  

........The teacher conveys high expectations for learning by all students and insists on hard work.

 "Discussion facilitators, please begin,"  A teacher announces.   All students move their desks into a shape like a horse shoe.  Two facilitators moves their desks to the other end of the horse shoe. 

........Students contribute to the use or adaptation of the physical environment to advance learning.

.........Routines are well understood and may be initiated by students.

One of the facilitator students calls, "Let's begin our discussion.  What do you think about actions orange farmers and Co-ops collaboration?  Tommy?"  Tommy reports, "it seems like co-ops workers are in the middle, who helps a smooth transition from the harvest to marketing oranges in the local stores and all around the country."  Liz continues, "I agree with Tommy.  I will ask my parents tonight about the collaboration piece because my parents are the orange farmers."  Discussion continues.  Ms. Takahashi is totally quiet.  We suspect she might be sleeping.

.........Students take an active role in monitoring their own behavior and that of other students against standards of conduct.

"Did you get to talk to your partner?  Is there anything else you would like to add?"  All students shake their heads.  "Then, we will adjourn our meeting today.  Ms. Takahashi?"
 
........Students themselves ensure that all voices are heard in the discussion.

Kids love social studies, as you notice.  But they love P.E. even better although Ms. Takahashi cannot model any of cool tricks such as balance beams, high bars, high jumps, dodge balls, jump ropes, and soft balls, because her physical motion is limited due to her disability.  She calls out, "Yasu, run on that curve, jump with curved body, and go over the bar.  You will land on the soft mat.  Kids!  Look at Yasu carefully."  Yasu's body is like a feather.  His motion reminds me of the Olympic athlete.  Now we all know what our teacher expects.

........Teacher actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.

........The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interests.

Yuki knocks down a bar.  "Are you all right?"  "You can do it next time."  "Nice try."  She wipes her tears with a smile.  She is escorted by a health helper student to the nurse to clean her scrapes.  

.........Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

Yes, I was in a dream class where I felt safe and encouraged.  Dream teachers exist regardless of the countries.  These teachers, who consistently inspire children and help them for the readiness of their future,  will be called "Distinguished" teacher in the new system in our state.

Reference:
Charlotte Danielson's Framework for Teaching

Don't Miss!

While visiting independently working students, I found one student who was in the tremendous agony over 4 times 9.  His equation appeared to be 4x9=40.  This student has been placed in the higher group in the pretest and the worksheet was a review.  "How did you come up with this answer," I asked.  Disorganized circled fours are scattered in his notebook.  Evidently, it is impossible to count these circles.  Messy!

Teacher: "Do you remember the strategy for times 4?" 
Student: "Double double." 
Teacher:"What is 9 plus 9?
Student:"18."
Teacher:"What is 18+18?"
Student:"36."
Student:"But 4x9 is 40.  I am right!"

Teacher: "What is the strategy for times 9?"
Student: "Times 10 minus one set."
Teacher: "4 times 10?"
Student: "40."
Teacher: "40 minus 9?"
Student: "36."
Student : "But 4x 9 is 40!!!!"

Is it a kind of misconception or misunderstanding?   This student's personality could have contributed a big role in his agonized maze.  Here is what I have done.  Going back to the beginning. 

• Legible hand writing!
• Use repeated addition.  
• Re draw circles in one line with number 4 inside.  
• Make an array of 4x9.  
• Draw a number lines that indicates skips of 4

Each time,  he compared products between x9 and x10.  He was no longer so upset.  There are so much evidence that proved the fact.  Finally, "I think 4 times 9 is 36."

A individual progress monitoring is imperative all times for every student.  It is a warning and caution when your use differentiated groups.  Create the system that you can monitor all students periodically.  Otherwise, some kiddos fall like sand through your fingers.