Chapter 2: "One hundred years of research attests to the importance of vocabulary knowledge to proficient reading" (p.54). Do you think that the way we teach vocabulary has caught up with our awareness of just how important it is to comprehending text? Why?

Chapter 3: This chapter discusses the importance of Morphology and Etymology. Where, would you say, is the average comfort level of teachers when it comes to teaching word parts and word origin? How can we support teachers better in becoming more comfortable with these things?

I agree that students need access to grade level text. This would be implemented in the classroom with the teacher's guidance. Teachers would teach students how to dig deep into a text to help build knowledge and comprehension. Students also need to read independently text at their level. This will help provide background knowledge, and increase vocabulary on current/future topics. The more students read, the more their knowledge and vocabulary will grow to be able to tackle more complex texts.

Ch. 2 - For us, I do feel like our instruction of vocabulary has been in alignment with its importance to comprehension at the younger grades. However, as student moved on to the upper elementary, middle and high school levels we have given less focus to this balance.

Ch. 3 - The recent push with dyslexia and science of reading courses has improved our level of comfort but we still have a ways to go. We can improve by sharing best practices for implementation into our daily instruction.

In my English resource class, I am making a concerted effort to enhance vocabulary instruction. Understanding that time is limited, I strive to integrate vocabulary learning with grammar and writing practice. This is especially crucial as many of my students are preparing for the ELA 2 test this year.

Ch 2. Vocabulary is very important for students even at the preschool level. In fact that is what our focus in preschool this year, is vocabulary and even trainings I have taken for SOR have discussed about tier 1,2 and 3, vocabulary words. This has definitely helped with comprehension and referring back to text when read the book and ask questions.

Chap 3. I am not sure at the younger levels if it helps. I do believe when teaching older grades at least 2nd and up, possibly 1st that this could help. I know that I am not comfortable teaching both and I would say that other educators are not either. I think trainings in this would help educators feel more confident to teach it.

Ch. 2- Two years ago our school started to take a closer look at the need for better vocabulary instruction-- both breadth and depth. We have been using a stand alone vocabulary curriculum and have seen good results so far. Students remember the words from year to year and are using them in their speaking and writing. I do think we undervalue the role a robust vocabulary plays in overall comprehension, so I hope we continue to grow in this area and make learning purposeful for students.

Ch. 3- I am a self-proclaimed word nerd and personally find morphology and etymology fascinating; however, I have struggled with how to incorporate it into my instruction. I think many teachers are less comfortable with these components when compared to other areas of the language arts. Last summer I attending the morphology training at the MVESC and I have been able to utilize the program in my classroom this year. The students have been very receptive and it is so encouraging to see them grow in confidence as they are able to both encode and decode more multisyllabic words. I think if more training opportunities were offered, teachers would be willing to learn and grow in this area.

Chapter 5: After reading Chapter 5 have your feelings about the elements of "the top part of the rope" and how we utilize this knowledge in lessons changed? How so?

Reading and literature are two different ideas. But how to teach it in preschool is tough. Because the knowledge, vocabulary, and comprehension just are not there. So I start with basics, rereading a book for the week and asking questions to help aide in the comprehension of the book and even doing some activities to go along with it .

Chapter 5

The top half of the rope is so important at my level. Our new curriculum and trainings that I have taken on SOR have supported this top half of the rope. Everything at the preschool level is language comprehension based and word recognition based. Vocabulary is a HUGE focus for me. If I can give them a strong rich vocabulary base then this foundation is a great start for them moving into kindergarten and other grade levels.

It is important to engage with the child to build their confidence. Find out their interests and help the child pick out a few books so that he/she can locate a "just right book". Physically sit down with the child and guide them in selecting one to read. Keep connecting with the student for support. If the child feels supported, they will persevere and eventually become a lifelong reader.

Chapter 7: Based on what you just read in Chapter 6 and then into Chapter 7 about Close Reads, what is your interpretation of the first paragraph on P. 119? "It's all about the questions..."

Chapter 8: What are your thoughts on Dr. Lieben's Structured Journal technique beginning on p. 134 and going through p. 136?

Chapter 7:  I think about the many read aloud books I did over the years and what my purpose really was in reading those books to students.  Was it because I liked the text and wanted them to as well or was it to really help them interpret the text as I was?  I hear of student teaching candidates coming in now with their read aloud tagged with sticky notes to remind themselves to emphasize vocabulary and questions they want to ask.  I could have been a better teacher if I had planned in this manner.  I do think the questions we ask are very important and help determine if students have an understanding of what they read.  I do not recall reading, “To Kill a Mockingbird” so I read it one summer.  Our high school ELA teacher talked about all of the symbolism in the book.  I did not get any of that!  My purpose for reading was not the same as what his was.  I needed to read it multiple times to get to what he was seeing in the text.  We need to make sure we informing students of what their purpose in reading is to truly determine their understanding. 

Chapter 8:  I like the idea of the structured journal.  It initially made me think of the Socratic seminar that is often used in the higher-grade levels.  The structured journals can be a format to begin teaching young students to help prepare them for the seminar as they progress as a learner. 

One follow up to the concept of structured journaling is text annotation, which immediately follows on pg. 137. We have students annotate our reading assignments with highlighters for anything that seems important to them based on the questions we preview, or anything they would have questions on. I do like the idea of annotating using symbols while reading the text and that could benefit them while they complete a structured journal entry for the text passage. My only concern is that since we always focus on the AIR test in 9th and 10th grades, if we show them how to annotate this specific way, how will that translate to the AIR test format that allows color coded highlights while they read the passage.