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should reflect what we have been learning, I have not in the past done all of what is needed. So I am learning. I have learned that resources should be varied and many, easy to assess for the student and all phases of the task should be scaffolded as observed is need by each student from the teacher. I definitely would use the inquiry method more to get to meaningful talk and key inquiry questioning to allow for meaning making for the student.

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When I designed my task analysis I tried to give students “voice and choice” in what they would read about, investigate or study and how they would demonstrate what they learned.  I planned a task that, I hoped, would provide the opportunity for multi-disciplinary learning (i.e. ELA and Social Studies) and allow student choice in how the learning would take place.

In retrospect, after having read “Reading Within and Across Texts” (Brock, Engaging Students in Disciplinary Literacy, K-6: Reading, Writing and Teaching Tools for the Classroom, 2014), before my students began their reading I would have a simple, informal lesson about or review some of the five components with my students.  Perhaps as a class we would make a large poster or chart to display in the classroom.  Students could refer to this anchor chart while reading their books.  It would serve as a reminder of strategies that they should be thinking about or implementing as they read the books of their choice.

I would pay particular attention to the first (i.e. Knowledge of the Reading Context), and fourth (i.e. Knowledge of Texts and Text Features) components.  I would want my students to keep in mind that they are not just reading for pleasure but, in most cases with this task, as social scientists.  They will need to think like social scientists, view what they read with a critical eye and analyze what they read in order to determine the weight of its importance.  I would also want my students to pay close attention to the Genre of the text they are reading (i.e. the type of text and purpose), the Text Structures (e.g. chronologies, causes and effects, etc.) and Graphics and Graphic features (e.g. headings, illustrations, maps, timelines, etc.).

I think that talking about these components with my students prior to beginning their books would help them to better focus on the task/s before them and give them a clearer picture of the task/s at hand.

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Although my task is in the form of a written assessment, my students will have to gain knowledge of the topic through reading. It is my responsibility
to provide and support reading instruction so that students gain the knowledge needed to complete the task successfully.
After studying the five core design principles in reading, I feel the area of somewhat strength is the assessment practices. The task serves as a summative assessment that will inform me how well students understood the texts they read and the hands-on experiences leading up to the task. However, I need to do a better job at taking the time to assess students before units of study and reading to assess background knowledge and check for misconceptions. I sometimes let the standards guide my instruction but I believe my studentsI would be more successful if I had insight on exactly what my students knew about the content I am teaching before we begin. Getting a baseline of content knowledge will better allow me to differentiate in the content area! I also need to be more intentional in teaching the reading context by modeling how scientists and mathematicians read. As mentioned in a reading assignment, reading in context is not generic and I need to prepare my students now to read like scientists and mathematician now so they are better prepared for high school and beyond!

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increase their comprehension in all disciplines.  I have noticed in listening to students read and in conferencing, that my students tend to focus on insignificant details in stories and in pictures.  Then, when they go to retell a story, they recall the unimportant details (like a cat sitting in a wagon because the student likes cats), rather than the important details (the wagon was freshly painted and fixed so the baby brother could use it).  In my task analysis lesson, students will need to be able to focus on the important details in their reading and listening and in their argumentative writing in order to get their point across.  

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Each year it seems I am learning more about how to be an effective reading teacher which is good, but it is also a reminder of just how much more I have to learn! The component I need to do a better job using is the first one - reading the context and the second one- comprehension process. I have done a very limited job on the reading context aspect. Much of our learning is segmented with very little attention given to how to read like a scientist, historian or mathematician. I feel like I have a good understanding of who my kids are as readers and individually as a person. This will be particularly important for the task analysis because it focuses on cultural and ethnic groups. There is always a push to get my kids to think more deeply and critically and this will most likely happen more naturally once I become more familiar with reading across the content areas.

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I have worked hard to incorporate the five reading components into my lesson plans. It's important that when my students begin reading that I find materials that match their reading level and their interests. This is especially true for students who are still reading at a lower level. It is hard to engage kids who are still on an A or B level. Knowing the students background and how material will affect them is important. It's important to give students materials that will show positive and not stereotypical materials. As always, I need to work on adding inquiry into my lessons. While reviewing the Task Analysis I will ask more questions of the students and include in their inquiry what they want to know about insects.

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After reading the text on the 5  reading components, I feel that I probably incorporate them at a surface level rather than truly intentionally and effectively.  I feel that I have a good knowledge of my students and how they learn.  I have a good knowledge of texts and various text features important to the learning process. I feel that I have a good handle on instructional practice and assessment.  Reading intervention lends itself to frequent assessments and goal setting for intervention students.
The areas that I would say that I need to work more on would be 1, Reading context and 2 Knowledge of comprehension process.
With my Task Analysis, I am basing the assignment on the fact that students at that level should be able to read and answer the questions on the Reading Inventory, but as a scaffold support for my particular students, I model and clarify confusions during the process.  I think through this initial task of reading inventory, I can learn more about the student and the kind of reader they are to guide my planning and instruction.

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I feel like overall, I do pretty well in my classroom with the five components of reading. However, I definitely have some things to work on with the core design principles. I really need to work on including a lot more inquiry in my lessons. I don't let my students take ownership of their learning as much as I should. Inquiry is a huge part of our new SCCCR standards, particularly in science. In my task analysis lesson about WWII, the Cold War, and propaganda posters, I could have turned it into an inquiry lesson by allowing students time to research what propaganda posters are on their own and find their own examples. I also need to make sure I am including a range of resources in my lessons, like I did in my text set.

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I think it would be beneficial, of course, to incorporate all the reading components into our instruction with our students. However, I think one of the components I tend to overlook in my lesson planning is my students as learners. I always make sure I cover a lot of ways the students can comprehend (component 2), but tend to forget where my students come from in the first place (component 3). We, as teachers, figure out by the end of the year what motivates and interests our students because we've been with them 180 days, but we tend to not concentrate so much on that in the beginning of the process. With my task analysis, I'm assuming that all students are coming in with basic knowledge of a subject area, and not really concentrating on what in particular would grab their interest first thing.

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After reading about the 5 components, I feel my students would most benefit from component 1. The author says "readers in different contexts read differently, depending on the norms in their unique contexts." I have spent time discussing and showing my students that the way we read fiction and nonfiction is different. But now, looking at my task analysis activity, I wish I had spent more time modeling how to read different texts before the activity. For example, I wish I had modeled how to pull information from or ask questions about a photo, or a movie, or even the music we had playing in the rooms. I sometimes assume my students just know how to do this when they probably don't.

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Being mindful of Component 1, I would be mindful of the different ways to read depending on the “text” being used.  I provided access to a variety but did not support them in how to approach each differently.  I may not have known the students well since I was working in another classroom, but I got to know them so much better as they shared their topics of interest in our research workshop.  Knowing them well is key, according to Component 3.

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The more experience the students have with materials ranging from picture and concept books, songs, and writing, the learner will gain ownership of their learning.

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I feel that I know my students interests but I do not incorporate them as much as I should. We were getting ready to do research projects on animals and I wanted them to do to a practice research project first. I was going to let them choose the topic and then time got away from us. I need to do a better job at making time for their interests. I also need to do a better job at pre-teaching vocabulary words when I am building knowledge at the beginning of the lesson.

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Teresa Dawkins            The components that I would incorporate in my teaching are continuing to know my students for the best interest of them and myself. The reading content area, knowledge of Instructional practices and assessment, knowledge of texts and text features and comprehension process. I choose these features because these components will give me more insight of what I need to know as a teacher to help my students move forward to become better readers.  The comprehension piece is a major part of it all to help with students reading ability level. As I continue to work with them and they understand the book, then I will move them to a higher level that they feel comfortable reading. This will give them more responsibility of what they have to do as readers to become better readers. The text features I love to do as a wrap up, which gives students a chance to make a connection from the story to the world or to self. 

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Teresa Dawkins            The components that I would incorporate in my teaching are continuing to know my students for the best interest of them and myself. The reading content area, knowledge of Instructional practices and assessment, knowledge of texts and text features and comprehension process. I choose these features because these components will give me more insight of what I need to know as a teacher to help my students move forward to become better readers.  The comprehension piece is a major part of it all to help with students reading ability level. As I continue to work with them and they understand the book, then I will move them to a higher level that they feel comfortable reading. This will give them more responsibility of what they have to do as readers to become better readers. The text features I love to do as a wrap up, which gives students a chance to make a connection from the story to the world or to self. 

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I would like to become more intentional about ensuring my students understand the process of "reading" as it relates to each area of study. This would mean for my task analysis  activity, I would want to model and incorporate the use of specific vocabulary relating to reading like a scientist: experimentation, asking questions, observation and so on. I also want them to make connections between this activity and their lives, to be able to assess their understanding.  To do this,  I  would
ask questions about what new concept they learned and how they could use it - e.g. in art class, they could make a new color. Also, we could discuss the concept of change - what things have they seen change and how have they changed?

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I need to do a better job of getting to know my students. For my task analysis, the teachers were really excited about the resources we found; however, we needed the students to be excited about them as well. I could have done a better job finding out student's interest so that the articles would have been appealing to them. This is also something I need to think about when choosing resources. I would also like to have them share articles about topics of their own choosing. This would be a great way to differentiate guided reading groups and potentially book clubs or article study groups. These articles would create that inquiry component and allow students to take ownership of their learning.

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I need to work on incorporating my students' interest more into my instruction. I haven't provided the opportunity to my students to do much inquiry this last semester and I have instead given them topics and had them work on the guided reading approach with them. I giving students an opportunity to write questions and then explore their ideas more. By incorporating this into the classroom I would be able to model research skills that could help them on projects they have to complete in the classroom.

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After learning about the 5 components of reading, I think I could apply 3 of them to make my task analysis work even better. 1- I need to make sure my students have the background knowledge. That would include the vocabulary used in the winter story and what winter is/means for us. 2- I can model more for my students. Before completing the independent activity, I need to make sure I model what I want. I can do it as a demonstration for them and then ask them to do it. 3- Are they comprehending and making meaning of what I am reading aloud to them? I think that modeling and having the background knowledge will aid in the comprehension of the story, so they can then apply it to other activities and in their life as well.

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I feel that getting to know my students with a student interest inventory and trying to get them interested in the topic would be the most beneficial to me.

I would like to do an interest survey or even just a discussion to see what they already know.  We’ve already started our study of the changes of the moon so I will do this with the next topic.  I think that finding out their interests will help me plan and find things that they are interested in or want to know about our topic of study.  I hope this helps keep them engaged!

I would also like to show them more graphics and have a wonder table for science and social studies.  I think if I started by showing them the wonder table, instead of them going to the wonder table after we read, they would have more questions and would be more interested in what I’m reading.

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After looking into the five components of reading and working through my inquiry audit trail, one of the ideas I would like to incorporate is more explicit modeling of how to navigate resources. I've been guilty of giving third graders a multitude of resources and expecting them to extract information when in reality, they need guidance in how to read different types of text for information. This stems from the third component of reading-know your students, as well as the second component-knowledge of the comprehension process.

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The two components that struck me the most were "Knowing Your Students" and "Knowledge of Text and Text Features". I feel that I could do a better job at getting to know my students interest and applying it within my instruction. Although most of the children's books that I read on a daily basis are interesting and my students seem to love them, I would like to be able to incorporate literacy that they specifically mention they have a liking for. I also feel that I could do a better job at introducing text features to my students. Sometimes I think that they will not understand different text features, but I need to take a step back and realize that if I teach the material to them on their level, they will grasp the information and be able to further their knowledge about the material.

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I liked the idea of teaching something in one unit and then building upon it in the next unit rather than reteaching something that is not necessary. If I taught a thought process well and students grasped how to look at a history unit by looking for bias, analyzing historical documents and events then in the next unit students could be given content where they could use those skills. Time would be saved but learning would still be taking place.

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I gained most from the student interest component. I think students will be more engaged if we take the time during each unit to keep a check of what students are most interested in about the subject/topic. If students are interested in something, they will dig deeper. I love the idea of the reading/interest student inventories. I think knowing what they enjoy reading is extremely important and helpful as we teach and meet their individual interests. 

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I gained most from the student interest component. I think students will be more engaged if we take the time during each unit to keep a check of what students are most interested in about the subject/topic. If students are interested in something, they will dig deeper. I love the idea of the reading/interest student inventories. I think knowing what they enjoy reading is extremely important and helpful as we teach and meet their individual interests. 

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I feel the most effective change I could make in my Moving West unit would be to capitalize on my students' interests.  I truly, truly had not thought about engaging student interest outside of independent reading.  This was quite a revelation, and I'm looking forward to trying it.  I also think the "choice" incorporated in the mandatory unit might increase the excitement level in students who aren't necessarily interested in westward expansion as a general topic.

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I want to work on really knowing my students. I do have a basic understanding of my students, especially at this point in the year. I know about their home life, how many siblings they have, etc. However, I would like to implement more interest inventories and really know what my students like learning about. This will help me to engage their learning and plan for future lessons.  This will help me plan for guided reading if I know what they like to read about, what kind of books they like, etc. This is definitely something I want to be better at!

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I loved the thought of doing more inventories with my students. This is not just the inventories in the beginning of the year. Yet, the reading inventories that would help me get to know my students better as readers. Where they like to read, what they like to read, or whether they like to read at all. This could really help me to guide my text sets for my students as well. If they like websites, songs, or other multimedia that would be helpful to know through this inventory. When looking back at the Core Design Principles teaching students to be able to find the resources that best work for them. I need to work on really teaching them how to use these resources.

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I believe that understanding my students better, not just at the beginning of the year, but throughout the year, will help me better understand my students' needs and interests. Doing interest inventories and having conversations with them through conferencing will help me better as I help them develop as readers. Everyone likes to read in different ways, and helping them develop a love of reading is important in Kindergarten.
As I reflect on my task analysis, I know it will be important for me to make sure my students understand how to find important details in a text. These details are going to help them better understand the jobs they are researching and focus on the main ideas of each job. They will also need to understand pertinent vocabulary to each career. Using a wide variety of resources in my text set will help develop relevant vocabulary for my students.

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I need to work with my small groups of the lower readers on identifying the key words in the text to help them understand. I also found that they needed more time on the topic to be able to relate to the text. They struggle to find an important phrase so I need to model phrases and the important parts of the sentence. I also would like to listen to more students read the text for longer periods of time to make sure they are understanding the text as a whole because sometimes students do not struggle with simple paragraphs, but do not show much growth on DRA2 or STAR.
In the article that I read, I would love to try to do a close reading activity. I want to implement the gallery walk picture to help those struggle with reading. I will have students to think about what the image is about and have students prove with evidence by looking at the picture, reading the landscape, color for time period, etc.

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I need to do a better job of teaching my students to highlight important information (teaching annotations with close readings).  I like the idea of using Wikki Sticks to teach this. I think this will be a great tool for my students to use to help increase their comprehension in all disciplines.  I have noticed in listening to students read and in conferencing, that my students tend to focus on insignificant details in stories and in pictures.  Then, when they go to retell a story, they recall the unimportant details (like a cat sitting in a wagon because the student likes cats), rather than the important details (the wagon was freshly painted and fixed so the baby brother could use it).  In my task analysis lesson, students will need to be able to focus on the important details in their reading and listening and in their argumentative writing in order to get their point across.