Should we level books?

Leveling books for children has both positive and negative aspects, as most things do in life. Experienced teachers might be able to recognize when a student is reading at, above, or below his reading level. However, newer teachers might find this more difficult. Leveled books are useful in this way of providing a guide for teachers (and parents) when choosing literature for their lessons. That beings said, I don't believe that children should be restricted to their supposed "level." Many students can read above what their level suggests. They should be granted the freedom to choose the books the read. However, some students choose books that are below their level. This can pose problem, as these books do not provide the student with challenging vocabulary or other adequate material. It would be necessary, in this case, for a more appropriate book to be given to the student. That being said, an occasional lower level book of their choosing would not harm them. A major problem with leveling books is that it can cause self-esteem issues in students that are slower learners. They may notice their peers reading higher level books, while they continue to struggle with a lower level book, thus reducing their self-confidence. It is a difficult topic and one that has yet to be resolved. While students need to read a challenging book, reading a book they can not comprehend will not support their learning. Perhaps, if we simply switched the term from "level" to "recommendation," the negative connotation might pass. Overall, I believe that leveling books is appropriate to use as a guide, not as a standard for students.

Does collaborative learning support literacy?

Collaborative learning is defined as an educational practice that involves having students work together in groups to complete a task or solve a problem. It is a part of the "I do, we do, you do together, you do independently" teaching model (specifically the "you do together" part). I believe that it is a very important component in learning and in supporting literacy growth. There have been numerous studies that display student's growths are larger when they are allowed to learn and discuss subjects with their peers, rather than independently. Many elements come into play when students are able to converse with each other. They are able to teach their peers,discuss what they don't know, and learn together. In sharing their knowledge with friends, students are more apt to retain the new information. These different aspects allow the students to further their understanding of key components in literacy: comprehension, vocabulary, fluency and others. In addition, teachers have the opportunity to work independently with students, or in groups, and scaffold those in need. This allows for differentiation amongst the students, without having to alter the lesson significantly. As students move towards independent work, their confidence in completing the task is bolstered. By having someone to confer with that is at the same cognitive level as they are, rather than with an adult who "knows it all," students are able to feel both engaged and empowered. I can say from personal experience that I find myself more engaged in lessons where the instructor allows moments for a "turn and talk" rather than an entire period of lecture. It is quite fascinating to see how collaborative learning in the elementary classroom can extend into a college level course. In these ways and more, collaborative learning significantly supports literacy.

How do you envision reader’s workshop? What role do you see for mini-lessons?

When I envision a reader's workshop a number of elements come to mind. They include: a mini-lesson, work time, conference time, and sharing time. To initiate a readers workshop, I would introduce and explicitly define the skill that I would be teaching in my mini-lesson. After completing my mini-lesson and modeling for students what I would like them to do, I would allow them sufficient work time. During this time I would divide the students into small groups and have them work on an activity together. I would walk around the room, aiding students one-on-one, or as whole groups, and noting their progress. This work time would also allow for conferring time, and thereby differentiation. I would provide those students who need extra assistance more one-on-one work and scaffolding. This conference time is the most important aspect of the readers workshop. It will allow me to clearly see the students who need minimal assistance, and those who need more scaffolding. This differentiation of instruction will benefit the entire class as they continue to expand their knowledge. Finally, I would have students share their completed work either in different groups or as a whole group. This would allow my students to appreciate themselves and their abilities as authentic readers and writers. Furthermore, I believe it will empower them to actually want to read outside of school. The reader's workshop is a key component in teaching literacy to young students. In addition to differentiation, students are able to engage in a larger variety of literature and writing, as well in having an active role in what to read: choice. This motivates students, provides positive experiences, and allows teachers the time to work with all their students individually. Therefore, I envision reader's workshop as something to be done everyday in my classroom.

Book Club Meeting #4

For our fourth and final meeting we finished reading and discussing the book. We initiated our discussion with our opinions and ideas of the final two chapters. What we found most surprising was that Kevin was arrested for possession because he "didn't want to look lame." This was actually quite disappointing. While Kevin was not a major character, he nonetheless provided peer support for Jimmy, and vice versa. It was saddening to see that Duke's advice was not taken to heart in Kevin, however it did provide Jimmy with an additional life lesson. We then discussed how these last two chapters provide young students with powerful insight into the negative repercussions that peer pressure can have. We agreed that the book ended in an interesting way as it came full circle: Ernesto (who is now the new kid) is now going to the Barber shop with Jimmy. Finally we discussed the overall themes we noticed, and our opinions of them. The obvious theme that was prevalent throughout the novel dealt with life lessons. However, we also noticed that there was an underlying theme of challenging authority, albeit in a positive way. That is to say,throughout the book Jimmy listened to Duke give advice, and his usual initial reaction would be to question or challenge Duke. However, after some explanation, Jimmy ultimately accepted Duke's wisdom, and understood it. We found this an important aspect of this book. It is important for students to develop their individuality and to understand who they are and how they fit into society. Without questioning the world around them to separate the wisdom from the folly, they might never gain this ability. We all generally agreed that this book was interesting, and would be a great read for young students. We might even use it in our future teaching careers.

Book Club Meeting #3

For our third meeting, we read and discussed chapters 12-16. Much like our previous meetings, we initiated our discussion with our opinions and the ideas we had reading the chapters. As with the majority of the previous chapters, these five all centered on providing different advice and life lessons for Jimmy and Kevin. A particular chapter that was quite intriguing for us was entitled "Lonnie G." In this chapter we learn through Lonnie G's grandmother that he recently held up a grocery store to be able to pay for his wedding. He was ultimately arrested and put in jail. Jimmy is later emotionally conflicted after Duke explains that everyone is given the same chances, and Lonnie G did not take the right ones. Jimmy genuinely believes that certain people have better chances than others. This was particularly interesting as it deals with two very strong subjects: making correct choices and equality. Personally, I do believe that some people are given more opportunities for success, however I am also a strong advocator for making your own success. We all thought that his chapter dealt with these two sensitive subjects quite well. In addition, we agreed that young students would benefit from learning about these topics. This chapter, specifically, would show young students how to make difficult decisions, and how to know the difference between a right and wrong one. Finally, we decided that we would finish up the last two chapters and discuss major themes for our fourth meeting.

Book Club Meeting #2

For our second meeting, we discussed chapters 7-11. A majority of our conversation included our opinions and ideas on the different elements in each of the five chapters. We agreed that most of the chapters continued on in much of the same fashion as the first six: Duke providing a different life lesson for Jimmy and Kevin. However, there was a point during these chapters that Duke took Jimmy out in his car, and provided him with additional advice. I liked that Myers took a different route in this chapter. It grabbed my attention as it deviated from the previous chapters, but still provided the integral messages on life that are central to the plot. We then discussed how we could relate to Jimmy in different ways. Julie mentioned that she felt she was not a reader, much like Jimmy, but still understood its importance. Andrea, Jessica, Sasha, and I also related our similar and differing feelings. Personally, I feel that I would relate more to Jimmy if I were younger. However, I found the advice that Duke provided in these chapters very enlightening and relevant to my life. We also touched on the importance of different characters. In particular, we noted that while the mother made some appearances in the story, she did not seem to be an essential character. Conversely, we thought that Cap, Dukes friend, played an important role in Jimmy's life. It was interesting to see how the roles of "friend" and "mother" were stressed differently. Overall, we found the book was progressing well, as were the characters. It has thus maintained our interests, albeit being a bit of an easy-read. We have decided to read the next five chapters for our third meeting.

Book Club Meeting #1

For my group, we decided upon the book "Handbook for Boys" by Walter Dean Myers to read and discuss. For this initial meeting we had previously decided to read the first six chapters. Overall, the meeting went well. One of our group members was absent, however we were able to get in touch with her and detail what we had discussed. We started the conversation with simple questions such as: Do you like the book so far, the story, the characters? ect. Most of us agreed that we liked different aspects of the book, some more than others. As it is geared towards younger children, the chapters were not overly emotional, and the language was not challenging. Personally, this led me to be a bit bored with the story at times. However, the plot line is intriguing so far, and I can see how this would be an enticing read for young students. After this initiation, we began discussing the different aspects of the six chapters. In particular, we found that each chapter focused on a different life lesson. One of the main characters, Duke, provides examples and advice for the other two main characters, Jimmy and Kevin, on what not to do in their young lives as they grow. The different people that come into the barber shop all tell a story of woe or success, which Duke later analyses and questions. Jimmy and Kevin are then able to see why this person was wrong, and how they could fix it. Julie found it interesting that Duke quotes a famous philosopher, Descartes, and uses it to explain a key aspect of life. I too found that interesting; I think many young student's would benefit from learning about philosophy, and I quite liked how Myers integrated it into this story. Finally, we decided that we would read the next five chapters and discuss them.