Final+Letter

December 12, 2011 Dr. McKool,

Through out the semester there was a large focus on the three-block framework that teachers use to cover many topics completely in their classroom. This framework is separated into Writing Workshop, Reading Workshop and Language and Word Study. This framework has so much potential. It allows the instruction to be flexible when needed and it all intertwines, connecting experiences from all three sections. The benefits of using this framework are numerous. One is a common language and vision, which helps to facilitate grade level discussions. When teachers come together it gives them a common set of practices. These common set of practices become familiar and when switching grades in the intermediate levels it gives the students a sense of comfort. It also helps to make it easier to communicate curriculum across grade levels. One of the greatest benefits of using the three-block framework is it allows a certain amount of time for each block. This makes teaching more efficient because it is easier to manage your time effectively. The block framework creates routines and this fosters independent learning for selfdirected learners. Lastly this framework helps students make connections from one area to another and aids the teacher in creating lessons that connect to all areas (Fountas and Pinnell, pg. 14).

The language and word study block allows the teacher to help students “investigate the nature of language as they explore high quality literature and poetry” (Fountas and Pinnell, pg.15). To comprehend written language we must know what words and basic language units mean. In teaching this to our students we are helping them to become better readers and writers. As adult readers we can quickly recognize most words, use letters, letter clusters and words parts to decide meaning. We also use context clues, and we solve unfamiliar words. Teaching our students during language study gives our them the tools to do those things on their own. It is important that we vary our lessons that students can learn from. Some examples are an interactive read aloud, interactive vocabulary, interactive edit, test taking, and word study (Fountas and Pinnell, pg. 29-33). Conversation during this block is also very important. As a teacher you need to present your students with information that will help them advance and grow as readers and writers. Mini lessons need to focus on topics that students need to work on. It is also important to allow students the opportunities to discuss what they have just learned for a better understanding of the concept. However while having conversations, they may need to be guided by teacher, monitored by teachers or modeled by the teacher (Fountas and Pinnell, pg. 38). As a teacher attempts to expose their students to the “masterful use of language” it is important to draw from a wide range of resources. Word study helps students enjoy language on so many different levels.

Another block of this three-block framework is reading workshop. This block is my favorite and the one I feel is very important. It contains independent reading, guided reading and literature study. Because reading is so dear to my heart now, I see the beauty in the joy of reading. Having the ability to read can teach students so much on their own. Many of the words students are exposed to come from reading and many concepts are learned through the act of reading. It overall just enhances a student’s intelligence. I also find this block dear to my heart because of independent reading. It happens too often that students are not given ample time during the day to just read for fun. The opportunity to read whatever they want is often only found when students finish an assignment early. This is completely upsetting to me. Many students do not have the opportunities to read on their own at home. They do not have the time or resources and they lack support from their parents. I know this is true because I was one of those students. I never wanted to read and I hated when I was forced. But on the other hand, I never had encouraging situation in school and I never had time where I just got to read anything for an extended period of time. There are also so many possibilities for students to learn without having to read the same book as everyone else. A teacher can present a mini lesson and ask students to find examples in their own text that relate to the lesson and write about them. This gives students the opportunity to read something they want, while still showing the teacher they can successfully use the tool they were taught. Students also need the opportunity to go to the library or use the classroom library for new reading material. If a student discovers a love for reading, they can go through books very quickly. In addition, independent reading offers the teacher time to confer with each student. In many of my observations, teachers use this as down time and check their email. I feel you are losing valuable time to check on your students’ progress, you are also losing time to see weaknesses that need to be addressed. As a teacher it is your duty to make sure your students succeed to the highest of their ability and losing valuable conference time can hinder that. I personally think that independent reading is not given enough time and in my classroom one day I hope to change this.

In literature study we have literature circles and like many of my classmates I have seen the importance of this in our class this semester. In Millstone River, my teacher had a class literature circle book and spent a large amount of time modeling what she wanted her students to do. The next time I entered the classroom I was able to see the students with their own books in groups and effectively holding productive conversations. My teacher also stressed the importance of using post its while reading so you can remember key details or questions that you may want to bring up in a conversation. This was very effective. I saw students with their books filled with post its and when I entered conversations I saw them effectively refer to them for information. It was a wonderful experience to see the ideals of Fountas and Pinnell unfold in front of me in a classroom. I also think a great part of literature is having the teacher limit what students can chose from (based on their leveling). So although they have other freedoms they are pushed towards certain topics without realizing it. It is really important to me as a teacher to allow for rich discussion to talk place. Students may bring up points that their fellow classmate did not discover or think of. It opens the eyes of all the readers to look for these things, and fosters self-directed learning.

I find it is most effective for students to read sections of the book then converse on it. Taking too much of the text at one time can cause students to forget to discuss important pieces of the text. Like I grew to learn this semester it is important to stress to students not to read farther than they are suppose to. It causes them to reveal details before their classmates had read them and it also silences the student to avoid sharing them.

Guided reading offers teachers important time to directly teach students. It allows the teacher to be specific with students needs. This is the time of day where the teacher uses instructional level texts to teacher students how to become better readers. It is easier for teachers to teach in smaller groups however it is not necessary. These tools that the teacher are instructing are going to help the student advance and use the rest of their lives. Guided reading includes an introduction of the test, observing and conferring with student, and teaching explicitly certain points after reading. This is one of the most effective times for teaching in my eyes. Bringing students together on the carpet allows the students a chance to move around at this time and get comfortable. In Millstone River, my teacher always taught guided reading from the carpet. Rarely did she teach a lesson while the students were in their seats. Opening their eyes to new ideas and strategies that will make reading for then easier and more effective is very important to me.

The last block of this framework is Writing Workshop. This includes, independent writing, guiding writing and investigation. This workshop has been a “remarkably effective structure for supporting student writers” (Fountas and Pinnell, pg. 50). This block is a delicate balance of both assigned and self-selected writings. Independent writing allows writing to create and foster ideas on their without strict guidelines. It allows their creativity to flourish. Students get the opportunities to take chances in their writing and see whether they succeed. Often times you may as a teacher start with writer’s talk or a brief lesson, but then students get the opportunity to write on their own. This also gives the teacher the time to confer with students on their writing and get a view of where the class stands. As I have said before, using this time effectively to confer is very important to me as I feel it is very often overlooked.

Guided writing allows the teacher to pull the class together as a whole or as a group where they can be taught specific concepts. The teacher gets the opportunity to expose the students to a craft, strategy and skills that are needed at that time. The students broaden their ability to write different types of writing. You can expose your students to genres as well as strategies during this time. I feel as though the possibilities for guided writing are endless and there is always something you can teach the students. Even for each strategy there are many ways to teach the students. I feel as though at this age students still love to write and learn more and it is amazing all the wonderful things you can share during guided writing.

Investigations allow students to explore a specific piece of literature or a content area in depth (Fountas and Pinnell, pg. 52). During this time students often use reading, writing and a variety of other resources to complete their project. This allows the students to bring all they have learned from every block in the framework together. This often comes together as a full-blown project with a presentation, performance or display. This type of work may still need instruction however, especially when they students are being exposed to it for the first time. In Millstone River my cooperating teacher was entering this type if work on our last day in the field. Part of her instruction was teaching students how to read an informational text for facts. She covered different parts of informational texts that they might not find in a fictional book such as an index. The students were amazed at all the things they could find and were eager to learn about their specific topic. The type of excitement the student had is amazing to have in a classroom and makes learning so much more effective in my eyes.

Mini lessons are a big part of Fountas and Pinnell. I have grown to see that mini lessons can be very powerful. You main goal is to change the way a student thinks about something, or how they do something on a daily basis. This tiny task can make your students much more successful in all their subjects. Mini lessons do not have to be elaborate for students to understand concepts and often I think simple ones can have the most effect. For mini lessons to be completely successful you need to give your students the opportunity to practice what you have taught them. Providing time for practice and questions helps you see the success of your students. But on the other hand, it will also show you what you have to continue to work on. I know this knowledge will be an amazing asset to me as a future teacher.

I have learned extensively from my readings and my observations in the classroom that you get out what you put in. It is important to show students what is expected in each block, and how things should be done. This is clear by the great model my teacher gave for literature circles, and the result it had in the students’ individual ones. It is also clear through my observation that what I read in Fountas and Pinnell are highly effective an offer a great framework for teaching your students all you can. The framework itself is very flexible and adaptable to all situations. The possibilities are limitless for what you can do. The framework is clearly separated, measurable and attainable for any teacher who has a love for teaching. I hope to find a school district that supports this type of framework because I feel my students would be able to soar under my instruction.

Always, Michelle