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Ryan Winger

EDU 245

Professor Wallace

June 16th,2024

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Create a read-aloud list of 10 Books for my incoming 2nd special education class. That can be read during dismissal at the end of each school day.

-Use epics grade level tools to find books that would be on level for incoming students.

-send surveys to parents and previous teachers for topics of interest. Along with one book, they have read recently.

-Have the list ready by the end of September Pre-service 2024

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Review Scholastic tips and ideas for classroom libraries to create an effective and engaging design for a library in my classroom.

-coordinate books that teachers could loan or donate to the library. collect at least 20 books to fill shelves.

-consulate mentor teacher on how to best fit the library to my room. designate space in the room to be easy to navigate and inviting (Scholastic Editors, 2019)

-use other scholastic articles as continued advice. Have a finalized design with mentor approval by the end of September Pre-service 2024

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The classroom library is the beating heart of the teaching environment, where a lifelong love of books begins. Creating a great classroom library takes time and effort, but the tips and strategies below can help you efficiently build a space where young readers will thrive.

Plus, check out these 11 essentials for a highly effective classroom library.

Sort the books into easy-to-navigate categories
Students will be turned off if they can't quickly find a book that interests them, so sorting the books into clear categories is very important. You can sort by genre, topic, theme, accelerated reader level, guided reading level, or even student-generated categories. Some common themes and topics include songs, holidays, fairy tales, space, math, ocean, famous people, featured authors, humor, etc. Some teachers prefer to alphabetize their collection by title or author name.

Have a good balance of fiction and nonfiction

Different students have different tastes, so it's important that your library carries something for everyone. You'll take note of your students' individual tastes as you get to know them better, but a good starting point is to have 50%-70% of your library consist of nonfiction titles.
Keep the books in labeled containers
Plastic tubs are a good way of storing books as they allow you to easily move an entire category at once. After you decide on a storage method, clearly label each tub with its corresponding category. Laminating the labels is recommended for durability. After laminating, use glue or clips to secure the labels.
Make your library an inviting space
Creating a cozy area to read by adding things like bean bags, lamps, and decor is a great way to encourage your students to spend time in the library.

Decide on a checkout system so students know where to return books

Checkout systems tend to be a matter of personal preference. Involving students by rotating who's in charge of the library and monitoring it gives them a sense of ownership and responsibility.
Use Scholastic Book Wizard to level your library
Book Wizard is a fast and easy tool that can help you level your classroom library, create book lists, and find new titles similar to the books that your students already love.
Plus, check out these 7 expert tips from the in-house Scholastic librarian.

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6 Tips to Help Set Up a Classroom Library

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The classroom library is the beating heart of the teaching environment, where a lifelong love of books begins. Creating a great classroom library takes time and effort, but the tips and strategies below can help you efficiently build a space where young readers will thrive.

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Listen to the NPR program on rethinking how to teach reading and compare findings to how I intended to teach reading to find what needs improvement.

-Listen to the program Before ESY July of 2024 and again September Pre-service 2024 to compare results and test effectiveness for myself

-Compare radio findings to current mentor teacher to see if the cueing method is used in school or if other outdated strategies are used. (Martínez, 2024)

-Learn what school reading strategies are currently used and if they parallel those 5 components provided by Oklahoma State University findings (Martínez, 2024)

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Some states have passed laws or implemented policies related to evidence-based reading instruction - as two-thirds of children struggle to read. How are colleges that train teachers responding?

ROB SCHMITZ, HOST:

Educators are rethinking how reading should be taught in schools. New research has highlighted flaws in decades-old methods. As a result, dozens of states have passed laws or implemented new policies related to evidence-based reading instruction. This comes at a time when two-thirds of children in the U.S. are struggling to read. So how are colleges and universities that train teachers responding? That's the question NPR's Elissa Nadworny, with the help of a dozen member station reporters, has been asking. My colleague A Martínez spoke with her about that.

A MARTÍNEZ, HOST:

So, Elissa, what did you find? I mean, are teacher prep programs aligning with the science of reading?

ELISSA NADWORNY, BYLINE: So NPR and our member stations reached out to a dozen institutions with education schools. Many said they were constantly changing and updating their curriculum to match current research on reading. A recent study by the National Council on Teacher Quality that looked at 700 teacher training programs at universities found that too many programs weren't aligned with the research on how to teach kids to read. Here's Heather Peske. She's the president of the organization that did that study.

HEATHER PESKE: Only about a quarter of the teachers who leave teacher preparation programs across our nation enter classrooms prepared to teach kids to read aligned to the science and research on reading, while the rest of the teachers who've invested lots of money and lots of time in learning to teach enter classrooms unprepared.

NADWORNY: One of the persistent strategies not backed by research is the cueing system. So that's where students rely on context and sentence structure to identify words they don't know. This method often downplays phonics and sounding out letters. And the study found that many teacher prep programs still were using that method.

MARTÍNEZ: OK, so then how should we be teaching reading?

NADWORNY: Well, research shows there are five core components of teaching reading, including phonics, vocabulary and comprehension. I want you to listen in on a reading class at Oklahoma State University. That member station reporter, Beth Wallis of StateImpact Oklahoma, visited. And you're going to hear some really good examples of university students learning about syllables and sounds from their professor, Robin Fuxa.

ROBIN FUXA: So the first one, the phoneme, that sound is fuh (ph). So you're going to think about how your mouth is positioned and take some notes there. When you say buh (ph), what does your mouth do?

UNIDENTIFIED STUDENTS: Buh.

FUXA: Everybody ready? We're determining how many sounds are in this word. So let's do the word map.

UNIDENTIFIED STUDENTS: Map.

FUXA: What about peat (ph)?

UNIDENTIFIED STUDENTS: Peat.

MARTÍNEZ: Wow. Elissa, that takes me back to when I was learning English in the first grade, you know, when I got up at first grade. I mean, OK, so for the places who have changed the way they train their teachers, I mean, how did they do it?

NADWORNY: Well, in many places, it was because politicians got involved. Or the state set new standards better aligned with the research. One example is in North Carolina, where the legislature passed a law mandating that curriculum be backed by the science of reading. They also evaluated universities in 2021 on how well they were doing at that. Brianna Atkinson from member station WUNC talked with faculty at several universities in North Carolina. And many said the changes have not been easy. Here's Gretchen Robinson, a professor and department chair at UNC Pembroke.

GRETCHEN ROBINSON: So it's taken some time to kind of get the buy-in. It's taken some time for for faculty to kind of understand the changes and things.

NADWORNY: You know, she said there have been faculty that have left who weren't on board with the new approaches. And so they've had to hire new faculty who are.

MARTÍNEZ: You know, Elissa, despite all of the new research and the attention on reading, there's still a fear at some universities that politicians are kind of getting involved, throwing their thumb in the pie there. So, I mean, did you hear from educators who felt wary of that?

NADWORNY: We did. Yeah, we heard that a lot. Several states have passed laws to remove things like that cueing strategy we talked about. Florida is one of them. WUSF reporter Kerry Sheridan in Tampa Bay talked with Jenifer Jasinski Schneider about this. She's a professor of literacy studies in the College of Education at the University of South Florida. And she said USF is not changing their way of teaching reading because they've always taught phonics and incorporated, you know, those five pillars. But she really balked at the idea that politicians would get involved.

JENIFER JASINSKI SCHNEIDER: Legislating how we teach reading - no legislators, no collective group of legislators have the knowledge to do that.

NADWORNY: And, you know, she's right. It can't just be politicians. But it is clear that many training programs need a push or at least a strong incentive to change. And look. The bottom line is too many kids in this country are not learning to read. The good news, of course, is that we have the tools and the science to be able to turn that around.

MARTÍNEZ: All right. NPR's Elissa Nadworny covers higher education for NPR. Elissa, thanks.

NADWORNY: Thank you.

Copyright © 2024 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR's programming is the audio record.

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Educators rethink how to teach reading after flaws are revealed in prior methods

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Some states have passed laws or implemented policies related to evidence-based reading instruction - as two-thirds of children struggle to read. How are colleges that train teachers responding?

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Read the article "Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis" to compare if the findings show effectiveness for my ADHD students.

-Read the entire article by July of 2024 and be ready to communicate ideas and the article with the mentor teacher by September Pre-service 2024

-See if the recommended 30 hours of intervention targeting decoding and phonemic awareness (Chan et al., 2022) could be met at school in the current classroom.

-compare what intervention methods from the article were used to current intervention methods in the classroom with my mentor teacher.

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Compare my understanding of the science of reading to that of the National Center on Improving Literacy. Finish reading and understanding by July of 2024.

-Read thoroughly and compare ideas with Towson classmates and mentor teacher.

-develop ideas and an in-depth understanding of the 5 major ideas of Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension (The Science of Reading: The Basics, 2022). Beyond that of what I have and will learn at Montgomery College.

-Confer with staff development monthly and attend courses that are part of the science of reading with Montgomery County PDO

-Coordinate time with speech pathologists and mentor teacher for more material to help me understand the basics of teaching reading.

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Click to Enlarge

There are so many pieces to the Science of Reading that it can be difficult to know where to start. Here are a few highlights about what the Science of Reading IS and what it IS NOT. This knowledge will help you on your journey to teaching all children, including those with diverse needs and cultural backgrounds, to read.

What it IS

A Collection of Research

Research, over time, from multiple fields of study using methods that confirm and disconfirm theories on how children best learn to read.

Teaching Based on the 5 Big Ideas

Phonemic Awareness - The ability to identify and play with individual sounds in spoken words.

Phonics - Reading instruction on understanding how letters and groups of letters link to sounds to form letter- sound relationships and spelling patterns.

- The ability to read words, phrases, sentences, and stories correctly, with enough speed, and expression.

Vocabulary - Knowing what words mean and how to say and use them correctly.

Comprehension - The ability to understand what you are reading.

Ever Evolving

There is new research and evidence all the time. As populations, communities, and approaches evolve, so should practice.

What it is NOT

A program, an intervention, or a product that you can buy.

The Science of Reading could be considered an approach to teaching reading that is based on decades of research and evidence. It is NOT a specific program.

Phonics-based programs that drill phonics skills.

Phonics is an integral part of teaching reading based on science, but it is just one of the five big ideas that should be taught so all children can learn to read.

Complete and no more study needs to be done.

As with any science, it is never complete. We can always know more. More study happens all the time and researchers, teachers, and families can work together to bring the best research into classrooms.

National Center on Improving Literacy (2022). The Science of Reading: The Basics. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

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If you prefer, read the text-version of the infographic. Click to Enlarge There are so many pieces to the Science of Reading that it can be difficult to know where to start. Here are a few highlights about what the Science of Reading IS and what it IS NOT.

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Chan, E. S., Shero, J. A., Hand, E. D., Cole, A. M., Gaye, F., Spiegel, J. A., & Kofler, M. J. (2022). Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis. Journal of Attention Disorders, 27(2), 182–200. https://doi.org/10.1177/10870547221130111

Martínez, A. (2024, January 1). Educators rethink how to teach reading after flaws are revealed in prior methods. NPR. https://www.npr.org/2024/01/01/1222380403/educators-rethink-how-to-teach-reading-after-flaws-are-revealed-in-prior-methods

Scholastic Editors. (2019, October 29). 6 tips to help set up a classroom library. https://www.scholastic.com/teachers/teaching-tools/articles/6-tips-to-help-set-up-a-classroom-library.html

The Science of Reading: The Basics. (2022, December 2). National Center on Improving Literacy. https://improvingliteracy.org/brief/science-reading-basics/index.html