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See all the wonderful things Jessica Akin has made

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Connect: In my classroom, my students have accessed to many quality books and different kind of text.  I read aloud every day, sing songs with them, writing stories and creating stories that help them appreciate and enjoy reading and writing.  To make this process more effective, I start modeling and guiding language acquisition by using anchor charts, sentence stem, vocabulary cards, picture books and different types of genre. I love seeing how students become active learners.

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Connect: In my classroom, my students have accessed to many quality books and different kind of text.  I read aloud every day, sing songs with them, writing stories and creating stories that help them appreciate and enjoy reading and writing.  To make this process more effective, I start modeling and guiding language acquisition by using anchor charts, sentence stem, vocabulary cards, picture books and different types of genre. I love seeing how students become active learners.

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Extend:  I will give my students the opportunity to explore diversity books that they feel well represented and explore different cultures.

Challenge: Finding resources in the appropriate content, language and grade level

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Connect: I can connect with the idea that literature is so multidimensional and should be addressed in a variety of forms and content. There are many teaching practices that can greatly impact students and contribute to their learning.

Extend: I always pick the literature that will be used within instruction and usually settle for something that matches the TEKS but it would be amazing to incorporate a variety of text that help students make meaningful connections to the world or even other texts.

Challenge: Finding resources in the appropriate content, language, and grade level
are always a challenge. How can I keep this from being such a time consuming task?

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Connect, Extend, ChallengeCONNECT: | I understood and connected with the idea that students need to read to learn.  It is important to have a balance of rich literature instruction within our classroom, not just direct instruction, but rather a balance of guided reading, read aloud, and literature circles. EXTEND: |One of the ideas that push my thinking was seeing the difference between guided reading and literature circles.  Looking at the table allowed me to see how much more in depth learning there is when doing literature circles.CHALLENGE: | The biggest challenge that I would say I face is managing my time to ensure students are given the optimal time to have in-depth learning.

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Connect, Extend, ChallengeCONNECT: | I understood and connected with the idea that students need to read to learn.  It is important to have a balance of rich literature instruction within our classroom, not just direct instruction, but rather a balance of guided reading, read aloud, and literature circles. EXTEND: |One of the ideas that push my thinking was seeing the difference between guided reading and literature circles.  Looking at the table allowed me to see how much more in depth learning there is when doing literature circles.CHALLENGE: | The biggest challenge that I would say I face is managing my time to ensure students are given the optimal time to have in-depth learning.

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Connect: I could relate how we've had various areas of focus over the years in teaching reading from meaning rich  to a focus on foundational phonemic awareness and phonics instruction.

Challenge: How do we find the right balance that best meets the needs of our students? What information do we use to make determinations about what students need?

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I connected with the author in making time for engaging read aloud with predictable text and scholar led discussions.
I extend my learning by having more inquiry within the classroom. I want to give opportunity for scholars to investigate their questions and also to try a literature circle.
My challenge is still how to fit it all into my daily schedule. This school year we did read aloud, shared reading, guided reading and independent. It was exhausting but I would love some ideas.

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Connect: Literature has become a drill and test tied activities.

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Connect: Literature has become a drill and test tied activities.

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Extend: I would like to organically have discussions about things we read in the targeted language.
Challenge: The challenge is sometimes time and state agenda to test our children

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CONNECT: I can connect to the ideas presented in this article, as they are present in the literacy structures and curriculum in my network. We have recently shifted from discreet skill instruction to holistic understanding of a text.
EXTEND: The open rejection to guided reading in the upper grades extended my thinking. I'm curious to dig into this a bit more and think about what this could look like and the potential impacts.
CHALLENGE: I'm still wondering about how to make planning for this (and all other subjects) manageable for all levels of teachers, as it requires a deep understanding of the texts to execute effectively.

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I connect with the author saying that read aloud should be engaging with predictable texts and  

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I connect with the author saying that read aloud should be engaging with predictable texts and  

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I connect with the author saying that literature  used to be woven into children's inquiries and valued as a way of knowing about life.  I also appreciate the following quote: " Students need opportunities to learn language by reading extensively, to learn about language by reflecting on their reading strategies and literary knowledge, and to learn through language by using literature to inquire about the world and their own lives."
I extended my thinking by continuing to focus on read-aloud times and also sustained independent reading. Both of these items are so crucial for children, no matter their age.  How can I achieve the following with 5 year olds?: "I integrated whole-class strategy lessons and individual conferences so students could balance reflection on reading strategies and literary elements with time to read for enjoyment and to dialogue about books." What would this look like?
I challenge the idea that "while my students loved books, they did not necessarily think critically about what they read." How is this done through inquiry each and every day?

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I connect with the author saying that she was falling asleep during guided reading groups.  I feel myself losing focus if students are reading a passage and I am waiting on them.
I extended my thinking in the Table showing the differences between guided reading and literature circles.
I challenge myself to do more literature circles.

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I connect with the idea that classrooms should be full of great literature. That children should not have to "wait until they are fluent readers" to be exposed to great books.
I extended my thinking in a new direction with  the idea that "If all learning is inquiry, then reading is a process of inquiry. If reading is inquiry, then learning about language and how the reading process functions is also an inquiry process."
I continue to be challenged on how to resist programmed, isolated instruction mandated by my district and held accountable for on an evaluation rubric.

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: I connect with the idea that students should read daily for their enjoyment as well as share what they read with a partner.
I extend to learn strategies that will help my students to become better inquirers and extend their knowledge to other classmate and even other students in different grade levels.
I Challenge myself to have more student - teacher goal setting dialogue for reading weekly to hear their wonderings.

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*I connect with the idea that each part of literacy (phonics, read aloud, shared reading and guided reading) cannot develop good readers when they are done solely and only.
*I extended my understanding of how the major parts of literacy instruction are not sequential, but should be happening all together, as a process of constructing meaning for purposes significant to the reader.
*I am challenged by (1)the middle part of the curricular model diagram, (2 how negotiating curriculum with 1st graders could be done, and (3)what this quote means: "Other times, the inquiry will be about the reading process as students and teachers puzzle out the kinds of strategies and knowledge students need to become proficient readers."

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Connect: I connect with the idea that literature is woven into children literature and valued as a way of knowing about/ learning about life. Students must always read to learn. The curriculum model highlights three learning events/opportunities of processes of inquiry.
Extend: The statement that children need high quality picture books read aloud to them that they can discuss in literature circles is something I implemented daily when I was in the classroom. Teachers in grades 2 and above- I rarely see this happening.
Challenge: More dialogue/ training is needed for teachers to have a solid understanding about the reading process and literary conventions; thus finding ways of implementing literary instruction throughout the day.

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I connect with the idea that various reading engagement types are necessary to ensure that students become balanced readers. I made connections to how various models come and go, but having a good understanding of different ways students can interact with what they read will ensure the specific goals are met.
Many ideas extended my understanding of how inquiry can look in a reading and writing classroom including providing instruction that helps students grow as learners. The idea of reading conferences pushed my thinking. I use writing conferences, but I think reading conferences can build students' autonomy in what they are reading and lead to authentic, genuine discussions of strategies and the world around them.
An idea that challenges my thinking is how can we allow time for inquiry and allow students to direct the learning while still being held accountable for state and district testing requirements?

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I connect and agree with the idea that not only one reading engagement can meet all the purposes and needs of our students.
I would like to extend our time spent dialoging about literature in the classroom. I look foward to learning strategies to guide the students to have conversations centered around real issues that are meaningful and important to them.
A challenge I think we might face: Once the curriculum is built from and negotiated with the students, where will we find resources and reading materials that we need in a timely manner?

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I CONNECT with the idea of create a literature-rich curriculum in the classroom. In my third grade class we do rotations using supportive text but also we read from our classroom library and our school library.
I would like to EXTEND with a different approach of reading instruction, using literature to help my students to  inquiry about the world, to know about the life and to gain the love for reading.
My CHALLENGE is how to balance the time and activities  (Self-contained bilingual classroom) to make this change happen in my next year class.

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Connect: I made the connection with daily reading via D.E.A.R. Time (Drop Everything and Read.) Reading from a personal book collection is a non-negotiable in my daily routine. My kindergarten children love to read their self-selected books for 20 minutes a day. I use this time for multiple purposes including student conferences, reading to, reading with, expressing their thinking or simply leaving them alone and letting them read. Extend: The part that spoke out to me was "the goal of the curricular model for language learning. , being to understand the complex ways multiple engagements interact to support a child's development as a reader and thinker." When literature is included across the curriculum, it becomes a powerful too that can be used to stimulate student interests in what they have or have not been exposed to. Challenge: How can I improve my ability as a teacher to help kindergarten students inquire more during their reading time?

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Connect: I made the connection with guided reading. Guided reading is so crucial, but finding the time to fit it in every day especially when you are self- contained makes it really hard. At our campus we have silent reading time. This gives students a chance to just enjoy reading because it is so important for students to enjoy reading to be able to become a better reader. Extend: The part that spoke out to me was “children have the opportunity to learn language, learn about language, and learn through language.” Sometimes we forget that students get this from their daily lives by talking to others and listening to others. They need these opportunities to do in the classroom. Challenge: How would this work or look like in a resource classroom? 

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Connect: I made the connection with guided reading. Guided reading is so crucial, but finding the time to fit it in every day especially when you are self- contained makes it really hard. At our campus we have silent reading time. This gives students a chance to just enjoy reading because it is so important for students to enjoy reading to be able to become a better reader. Extend: The part that spoke out to me was “children have the opportunity to learn language, learn about language, and learn through language.” Sometimes we forget that students get this from their daily lives by talking to others and listening to others. They need these opportunities to do in the classroom. Challenge: How would this work or look like in a resource classroom? 

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Connect: The author spoke about the challenge to ensure students are provided time to read books they truly enjoy and to continue developing their passion for reading, while also working towards practicing critical thinking skills. This is something that I connect with as these two things are crucial to the child's development of reading skills and joy for reading.
Extend: I loved when Kathy stated, "Students need opportunities to learn language by reading extensively, to learn about language by reflecting on their reading strategies and literary knowledge, and to learn through language by using literature to inquire about the world and their own lives." This is something that we as educators are constantly working towards. I am excited to learn specific strategies for how to effectively encourage genuine inquiries through writing.
Challenge: How does this look in the Grade 4 classroom? How much time should be allotted realistically?

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Connect: I made the connection to literature circles and guided reading, I knew it was challenging to fit it all in due to time and that not all students were exposed to it. Ex. high readers went to lit. circles and students in need went to guided reading with teacher support.
Extend: I love the idea that students need to come up with their own questions and investigate about them.
Challenge: How would it look like (schedule/time) to fit it all in? Daily, Weekly

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CONNECT: | How are the ideas and information presented CONNECTED to what you already knew?
EXTEND: | What new ideas did you get that EXTENDED or pushed your thinking in new directions?
CHALLENGE: | What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?