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Connection: After reading the article, it made me think of my experience during my Pre-K class. One of my students struggled with learning and had very low self-esteem. She disliked coming to school and thought she was incapable of learning. It took me all year long to teach her that she was capable of learning and for her to enjoy coming to school. When she went to Kindergarten she was able to write and recognize all of her letters and sounds She also gained a new set of confidence in the classroom.

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Connection: As a struggling reader, I can truly relate with Brenda since I have always felt embarrassed to be in a special needs reading classroom. I have always considered myself to be an unsuccessful student. I cannot master the way other students can. I get the feeling that I will never be able to improve my reading/literacy skill. But my teacher knows exactly what she is doing. She was a great help to me and inspired me to love reading. She treated me with a great sense of equality and uses teaching strategies that encourage ‘agency.’

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How does the teacher keep track of a student's reading progress throughout the year?

What if a student comes in a strong reader but then starts becoming a struggling reader as the school year goes by?

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connection

When the work sounded hard I would always hope to have to miss school so I could get out of doing the homework or be given an alternate assignment.

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In many of my classes we have discussed that it is important to differentiate instruction and it is equally as important to make sure it is done in a way that the child does not feel ostracized. As teachers we want to lift our students up not make them feel like they cannot do something.

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connection

I would get upset when I was rarely called to read in small group with my teachers, until it was explained to me that I do a perfectly good job on my own.

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The article talked about a sense of equity and how you can practice this with books that are interesting to them. How can we apply this technique to required texts or books?

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Something I had a question on is over Agency. I am not sure if its means students attitudes towards what they are learning or if it means their responsibility/goals on their learning? Or does it mean both?

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How often should small group instruction be down throughout the course of the school year?

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Connection
I immediately started thinking about my students that have many absentees, I was thinking if they miss school because they feel discouraged, they have labeled themselves as non-readers or non-school material.   I wanted to be able to help them in a meaningful way, not just to fulfill the state requirements but to really help them succeed.

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I feel that when it says teachers coach their students how to learn independently rather than just reciting information they feel the students need to hear.- I connect with this because I want to be a teacher who goes above and beyond for each student that walks through my class, I want to show them there are different ways to learn and how to use what they already have.

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I had a connection with Brenda and Jocelyn using defense mechanisms to protect their feelings because of the ways they viewed themselves as learners.

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Did the teacher ever have conferences with the parents regarding literacy history.

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I connected with Brenda. She didn't want to go to school and would cry every morning. When I began fifth grade, I would ride to school with my mom and then refuse to get out of the car because I didn't want to go. There was not a specific reason, I just was uncomfortable and wanted to go back home. There were also times where I would call my mom to come pick me up.

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What if a student wants to read  a book I know won’t be a level appropriate read how can I address this?

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Something that I had a question about is achieving democracy. How do you know when a child has reached that point?

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What are ways teachers can get other students to participate in creating an equitable community?

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I just like Brenda and Jocelyn
used a false narrative to have
an excuse for not being a
successful learner my excuse
was because of my first
language not being English.
Just like many students when I
noticed I was struggling I
created a reading narrative
where I was the antagonist. The
incapable reader narrative was the one I formed.

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In the article it mentioned that to be an effective teacher we should spend most of our day meeting with children in small-group settings. Do we really have to spend most of our time in small-group settings to be considered an effective teacher?

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What type of books are best to use for small-group instruction?

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somia Kassim                                                         Building a sense of equality is important because, in my classroom, teachers only asked the answer to who raised their hands, and students who felt shy or did not know the answers were always behind in the reading.  

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somia Kassim                                                         Building a sense of equality is important because, in my classroom, teachers only asked the answer to who raised their hands, and students who felt shy or did not know the answers were always behind in the reading.  

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Keeping expectations the same is a huge importance. Working in a behavioral classroom, my students already new that they were different from others and when they knew they were being treated different then other it would set them off.

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How do teachers find the time to meet all the needs of their students when the student learning population is so diverse? It just seems like it might be one of the most difficult parts of teaching.

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Ideally, how many students are in a small group?

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Connection: Teachers ABSOLUTELY are the most qualified to help any type of learner shift their thinking from “I can’t” to “I can” but many teachers do not bother to try. They do like the example on page 523 of the teacher who believes she is helping the struggling readers by giving them a chapter book at the back of the classroom rather than doing the work with the other students. My daughter used to struggle to read, and her teachers would just give her something different to do. Even before I began taking classes that have helped me learn how to help her, I would hold her to the same standards as her siblings; we would just do things differently. I have a rule that my children need to read for at least 20 minutes a day. She always struggled with that, because she couldn’t stay focused. However, she absolutely loves reading aloud on Facebook live, so I let her do that several times a week for her 20 minutes of reading, and she loves to read now.

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How do we get readers in the right emotional mindset during reading instruction and intervention?

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I took ED2302 in the Spring of 21, we discussed student agency and the different strategies that we could incorporate to increase student agency. I remember discussing how a growth mindset contributes to student agency and how we can promote a growth mindset by properly praising our students. It was then I realized I had been praising students as well as my own child improperly. Non Ex: "Wow, Suzy, you are so SMART! Ex: Wow, Suzy, you really worked so hard on using your reading strategies, even though it was difficult, you never gave up!"

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While I acknowledge that an anchor chart explains a reading strategy or skill. What exactly does it look like?