Joey Crume
Midterm Examination
ED 308
Fall 2011
1.
You are interviewing for a job. The principal asks what you’d do to be sure
your students became avid readers by the end of the school year. Tell what
you’d do in each of these areas and why.
What grade level are you targeting?
I am looking for a fourth grade teaching position.
a. Describe your daily routine or schedule for literacy instruction. What would
you do to help students become avid readers? (Hint: Use the routine set forth
in either the Routman text or the C&G text as a base.)
Having a daily routine in the classroom is very important so that students are
able to pace themselves throughout the day. However, making literacy part of our
daily routine is so important for students and teachers. We as teachers often make
the mistake of only teaching reading for a short period of time. Learning to read is a
life long process and as teachers we need to make sure that we are putting this into
practice in our classrooms. In Corpus and Giddings, they lay forth the
Apprenticeship Model. This model works well for all ages because it has a type of
fluidity throughout it and it allows for the teacher and the students to revisit
different steps when need be. The apprenticeship model begins with a model
demonstration by the teacher then followed by shared practice, guided practice then
finally, independent practice.
For the apprenticeship model to work, I as the teacher need to be very
specific about my teaching point and which strategies I’m using. When modeling I
would make sure to say what my wonders, predictions, and other questions are.
Showing the students how to record their thoughts is also very important so that
students are able to translate what they have been shown into their own work. As
we continue to read I would stop at words that the students might struggle with and
show them how to chunk a word, reread if something does not make sense, and how
to ask a friend if they might know what a word means. After I finish the read aloud
portion, I would guide my students into shared practice. This is the part of the
Apprenticeship Model that can be one of the hardest ones to achieve. Having the
students tell you what should be done and helping you through the reading process.
This allows me as the teacher to see what my students are gathering about the
reading strategies and what they are still struggling with. After this, students will
break off into small groups for the guided reading practice. When students break
off into small groups, it is important that students are focused on a particular
strategy that they are working on for the day. They can/should be using their other
strategies but they are focused on improving a particular one. During the guided
practice the teacher is close by to affirm the students work and monitor their
process. If need be the teacher can step back into the shared practice or modeling to
help the students in the model. Finally, the students move into independent
practice. Independent practice is a time where students are broken up into groups
based on a plethora of different reasons. Sometimes students will be grouped
because they are reading similar books or of a same interest topic, sometimes
students are broken into groups because of their skill set and all the members in the
group offer something different and therefore they complete each other and support
each other, and other times students can pick partners to read with because reading
is a very social activity. Students have worked with the model and can practice on
their own. The teacher is listening and watching but not overseeing the students in
an obtrusive form. This way if the teacher feels it necessary to step back into
teacher model she can but the goal is that students are effectively efficient on their
own. Also during this time, I can be listening in on their conversations and
recording notes about what strategies they are working on, which ones they are
proficient and where they need some more support. In the Apprenticeship Model, it
is important that when moving from the different phases of modeling that the
students have time to finish their thoughts and ideas before moving onto the next
part of the model. Too often students are interrupted and they loose their train of
thought and it can hinder their learning.
The writing portion of the Apprenticeship Model can be incorporated in
several different ways. Part of the effectiveness of this model is that it teaches
students how to be good readers for life. Post its are a teacher’s best friend and a
students as well. Making predictions, asking questions, inferences, and other types
of reading strategies are a great tool for tracking our reading. This is also one way
for a teacher to assess what her students are learning. One thing I would encourage
my students to do would be to keep a reading journal. This can be either a physical
hand written journal or an electronic journal where students record their thoughts
and ideas in throughout a reading. I as the teacher can assess what the student is
gathering from their readings, what I can model and work with them on, and where
their strengths lie.
As I have already stated, assessment can take form by observing and
evaluating students’ work. It can also take form from the listening of students read
and their process of reading based upon their notes and such. When students
interact with a text, it gives huge insight to what they are seeing and experiencing,
especially when they are making connections and recording this. It also helps
teachers to see when students are not interacting and are withdrawn from a text
because it shows that the student is not engaged. As the teacher, I need to find a
way to engage the student and then work with them and we together can enjoy
reading.
Why would you do these things? In your explanation, 1) be sure to refer to models of
reading and/or theories about learning; 2) give specific examples based on your
experiences in this practicum or in your enrichment work; 3) use your textbooks as a
resource and attribute those ideas to the appropriate author(s) including page numbers.
I think the modeling apprenticeship is so important because it allows the teacher
the flexibility and creativity to tailor to the students and their needs. So often we see
reading as a one size fits all, cookie cutter approach. Unfortunately children are not one
size fits all and therefore this cannot possibly work. We have created a nation of fast
readers who loathe books and can comprehend the words on the page just about as well
as the nonsense words they were expected to read for standardized tests. Reading is more
than being able to decode words on a page. It is an interconnected work of art. When we
read we are using syntax, visuals and meaning (class notes August 31, 2011). We also
talked a great deal in not only this class but also the reading class about ZPD and
focusing instruction based on each child’s needs and where the threshold is for their
learning. On page 15 in Corpus and Giddings, “The teacher/student interaction within
the ZPD extends what the student can do without help and shifts the area of learning
toward more challenging skills and strategies. That successful interaction also fosters a
student’s confidence and willingness to keep from trying and learning. The apprentice
can see himself or herself as a craftsperson someday.” This is so incredibly valuable and
important because we want students to be strong readers who can enjoy reading.
Working within a student’s ZPD and using their schema allows for stronger connections
and a longer relationship with reading. I found that sometimes it is difficult, though, to
find the threshold within the ZPD when students had little background knowledge. In our
enrichment setting, my partner and I had planned an entire series based on the students
knowing about the solar system. When we met our students, they knew the planets in the
solar system but not much beyond that. Trying to find our teaching point was rather
difficult and we had to redo our series because our students’ ZPD would have been
beyond the frustration point.
The classroom I’m in the students are focused on reading strategies and
instruction. Each student has received a bookmark with many different reading strategies
to be used as reference. Many of the students that I work with will use phrases such as,
“I’m predicting….” or “I’m wondering…” or “I’m making a text to text connection…”.
The students in the class are really becoming much stronger readers and are connecting
with reading differently than students that I have worked with before who absolutely
loathe to read. One thing I would do differently in my own classroom would be to
incorporate reading across the curriculum. In class we have talked a great deal of
teaching reading through a variety of subjects because so often social studies or science
are left out of classrooms. The other thing I would like to integrate would be social
reading. Students who have a support system with each other make for stronger readers
and scholars. Routman talks about the social aspects of reading and how students can
actually lean from each other. “Partnered reading is an excellent way for students to rely
on each other more and more self sufficient readers” (Routman pg 91). In my own
classroom, I would like to have this system where students are able to practice their
reading strategies and comprehend together.
b. Give an example of a reading lesson you would teach at your grade level using
Routman’s Optimal Learning Model or the C&G Apprenticeship Model. (Use as
your sources for ideas your Routman and C&G texts, the demonstrations in our class
based on the read-alouds, or examples you’ve seen in your classroom.) Your lesson does
not have to contain each level of the Optimal Learning Model, but if it doesn’t, you’ll
need to give a brief description of what you would do to lead up to or to build upon the
lesson you do present. (For example, your lesson may really be the guided portion of the
Optimal Learning Model in which the teacher is doing and the children are helping.
Explain what you did to model or demonstrate before the lesson. Tell what you’ll do
next to guide the students as they do the work.)
Lesson: When Marian Sang
Purpose: I would use this book during Black History Month. Marian Anderson is one of
the many unsung heroes who helped pave way for the Civil Rights movement. I want my
students to experience her story and make connections to her story. This lesson will build
on their schema of the difficulty African Americans faced after slavery and before equal
rights.
Materials:
When Marian Sang by Pam Munoz Ryan
Sticky Notes for making connections- text to text, text to self, or text to world.
State Standards:
History:

4.1.9 The Civil War Era and Later Development

4.1.17 Chronological Thinking, Historical Comprehension, Analysis and
Interpretation, Research.
English:

4.7.7 Emphasize points in ways that help the listener or viewer follow important
ideas and concepts.

4.2.2 Analysis of grade-level-appropriate nonfiction and informational text: use
appropriate strategies when reading for different purposes.
Procedure:

Before I start reading, I will ask the students to get with their social studies
reading buddy. I want them to turn and talk about what they remember from
previous stories about the hardships of African Americans. I will model and share
that I can make a text to world connection because I know that during the 1920’s
African Americans in the US were treated as less than white people and in some
areas of the country it is still that way. I will also tell the students that there are
many great famous songs that are in the book and if they would like recite the
words with me as I read, they are more than welcome to- this is making a text to
self connection.

During Reading:
o I will ask if any of the children have heard great choir music or sing in a
choir and to visualize how that feels.
o On the page where Marian is denied access to the music school I will have
the students think, pair, share about why she was not allowed to go. Each
student will get 2 minutes to talk and then each group can share with the
class what their thoughts were. After the students share, we will have a
mini discussion as to what was going on during this time period- after civil
war but before civil rights.
o
I will give the students background information on Boghetti, seeing that
most of them have probably not heard of him. Then I will ask the students
to turn and talk about what Marian might have been feeling singing for
him. I would ask questions like, “have you ever done something that you
were really afraid of doing? “What did that feel like?” This way they are
making the text to self-connections. Then I will have the students make
predictions about what will happen after Marian sings for Boghetti.
o
When we get to the page where Marian is not allowed to sing in DC I will
have some of the students give reasons as to why she should be allowed to
sing and some who will give reasons as to why she shouldn’t. Then I will
ask the students to write a letter in petition to let Marian sing. This will
also help students in the comprehension and analysis of what was going on
during this time period.

After Reading:
o When we finish the book, I’ll have students write in their reading journals
for about 5-8 minutes about their thoughts and feelings. Is Marian’s story
worth telling and passing along or is it not that important and why? What
connections they have made to her story or questions they still might
have? Then I will have the students group with about 4 kids per group and
they will write a letter of why Marian’s story should or should not be
retold.

Assessment:
o I will assess my students based on their conversations with each other as
to whether or not they are connection to the story and their comprehension
of the meaning of the story.
o I will also assess students on their letters of petition in regards to analysis
and comprehension of the character they would be portraying.

As a side note on these assessments, these would be informal
unless otherwise noted. Therefore, spelling and grammar would
not be graded.
2a.
Write a clear, succinct statement of beliefs about the teaching of reading
based on the model and approaches presented in class lectures and in your
textbooks. Focus specifically on the roles of phonics, vocabulary, fluency, and
comprehension instruction in grades 3-6. Be sure to use both information from your
textbooks and examples from your experiences at Central Elementary in the
classrooms and/or in the enrichment setting. Clearly cite references to your
textbooks by authors’ names and page numbers. Cite information from your lecture
notes by date. This document should not exceed two pages in length.
I believe that all students can read and need to be able to successful as readers. It
is my job as a professional to ensure that my students are equipped with as many
strategies and supports to ensure their success. One of our introductory classes on
August 31st presented the idea of the Constructionist theory for reading where good
readers are using visuals, syntax, and meaning to have a well-rounded reading. I believe
this theory along with the Apprenticeship model outlined in Corpus and Giddings
prepares students for a successful and rich life with reading. This model and theory also
allows for the teacher hone in on the student’s needs and strengths, therefore enhancing
their educational experience. Routman says on page 128 that the definition of fluency is,
“the ability to read a text quickly, accurately, and with proper expression. I find this
definition inadequate because fluency without comprehension is not reading it is word
calling.” I think that so often we as teachers we forget the comprehension component
reading and make it into a separate entity. Comprehension is stressed just as much as the
other parts of reading in the Constructionist theory and therefore makes a complete
reader. In my enrichment work and my work in the classroom, I’m seeing students who
are being forced to read certain books. We are doing a huge disservice to these students.
Reading should not be a chore but rather a means to grow and develop. I believe that if
we teach students deeper meaning, work off of their ZPD’s and background knowledge
then we will be able to not only raise standardized test scores but also help students be
critical thinkers, who question and wonder, and are responsive to the world around them.
2b.
Choose a grade level and two instructional strategies from class lectures that you
have not yet used in your midterm. Clearly explain how you would use each strategy in
your classroom (use examples) and why each is appropriate at that age level. Then
explain why these strategies as you have explained them are based on the beliefs about
reading from section 2a.
For fifth graders, having the students use an Alphachart can be a very handy tool for
students to keep track of their reading and information in their unit. We can use
Alphacharts for nearly any subject. One subject we could use it for would be in science if
we are studying plant cells, the students can keep track of their notes A-Z in their words.
I would model the Alphachart for my students so they would know how to effectively use
it. Students could also use it in their studies or on tests to help them demonstrate their
knowledge and understanding. Alphacharts should only be used after modeling what
they are and only when students are using their language so it makes sense to them.
Another strategy I think is highly effective strategy especially in social studies is the hot
seat. This Desert Island strategy asks students to take on the persona and embody a
particular person and then are asked questions about why they did what they did. This
gets students thinking about real people. I would probably help demonstrate this strategy
by having either a former student or other teachers come in and have them help me model
what being in the hot seat is and probably towards the end of first semester I would have
my students try independent practice with it.