Prominent Research: Lucy Calkins

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Lucy Calkins

Module 4: Reading Reflection

Looking across Chapters 10 and 11, which of the understandings and strategies in the comprehensive literacy program are you already addressing/doing with your students (or have you done, or do you plan to do)?

After reading chapters 10 & 11, I realized that I was already implementing a comprehensive literacy program in my own class. Each day during snack I would read Junie B. Jones aloud to my class. This was a time when I would demonstrate how to read with expression. As the Weaver states, "reading aloud introuces more complex situations, sentence structure, concepts, and vocabulary." I found this to be very accurate within my class. Every day I met with four guided reading groups where we discussed appropriate reading strategies. Each student was actively involved in all discussions, and we focused on using higher order thinking skills. Sustained reading was also practiced daily within my classroom. I feel that when readers are taking action and getting involved in the reading process they are more excited to read. They felt confident and picked up to "read" any book that was available on the bookshelf. They enjoyed it, and I saw thier confidence of reading soar.

One thing I would like to implement more of within my classroom would be holding individual reading conferences. I tended to meet individually for assessing, and I felt there was little time in order to allow for each student the opportunity to discuss thier personal reading habits. However, we did discuss personal reading habits within guided reading group. I felt it really difficult to meet with each student. Next year, I am going to strive to meet at least once a week. I feel that this strategy will greatly improve my reading instruction while motivating my students.

As a teacher with a diverse class, I would love to implement specially recorded books. I have a lot of ELL learners and I fell that this strategy would really improve thier reading skills. This reading strategy will guide them while reading with expression while allowing them to build up reading fluency. I think this is a great idea. Weaver gives several resources in order to implement this within any classroom.

Module 3: Mock Memo From Reading Specialist

As a teacher, you must remember that the process of reading encompasses many different things. Processing begins with the eyes. The eyes look at the words on the pages, and the brain must process them in order to make meaning. The letter formation is formed into words, and then the reader is able to make meaning within the context. Teachers must remember that just because you have a fluent reader that is able to read words quickly, does not necessarily mean they are reading for meaning. Readers can be proficient, meaning that they can decode quickly while effectively making meaning.   In order for you to make the best readers, you must utilize a variety of reading strategies. Allow your students to read a variety of materials in order to increase their vocabularies and reading within multiple contexts. Ask questions while reading to help guide comprehension strategies. As they are reading allow them to make their own connections, and compare, contrast and analyze what is the text is saying.

While working with Erica during a guiding reading group, I would focus on questioning strategies in order to improve her reading comprehension. Have each child read together, while “whisper reading”. Once they are all finished reading they will have a discussion about what the text said. Use bloom’s taxonomy to vary the questioning strategies used during instruction, and to increase higher order thinking. By varying the questioning strategies they will soon answer and relate while reading on their own. As Erica’s teacher you must provide her with many reading strategies in order to make her a proficient reader. You must teach fluency strategies, comprehension strategies, as well as strategies that evolve readers. You must teach strategies such as picking out a book on her correct reading level, how to pick out a book that peaks the reader’s interests, and how to make their own connections. Through these strategies avid readers will soon evolve. They will take the newly learned strategies and soon they will be reading efficiently on their own, while making meaning of the text.

Module 3: Activity 2

As a first grade teacher, we are constantly assessing non-sense word fluency. It is tough! I even drew up my own slides and implemented them within my own class, as seen in the video. This proved to be effective while my students were learning to read, and really allowed them to excel during their fluency testing. The problem I found, was that this one-on-one instruction was very time consuming and took up a lot of instructional time. I decided to implement the non-sense word slides within a group setting. My students would work with partners, and they would draw a non-sense word from the bucket and practice reading, segmenting and blending the word with their partner. Although, it allowed my students to be fluent in reading, they seemed to really struggle with the meaning behind reading. I found myself going into an overload mode to make sure my students were not only fluent readers, but that they were also meeting standards for comprehension. This goes back to discussing the individual letters that allow a reader to process the words on a page. Non-sense words are just an arrangement of letters on a page. In order for the reader to gain meaning from the text they must look at the entire word, the meaning of the word, and the context it is used in.

I believe that in order to make proficient readers we must not only work on skills to improve reading fluency, but we need to surround them with a print rich environment, thus leading them to read for meaning. The text describes several strategies that have been proved effective. The text describes chunking strategies, reading various contexts, and teaching them to analyze their own miscues. By introducing children to various reading contexts, they see a wide variety of multiple meaning words. This helps to expand their vocabularies, when they are able to identify their own miscues they are encouraged to read. Students feel as if they are able to take control of their reading, and they also enjoy helping their peers.

Module 3: Reading Reflection

Do you agree with Marilyn Adams (1990, p. 108) who argued that rather than relying on context, “Skillful readers of English thoroughly process the individual letters of words in their texts?” Why or why not?


After reading the selected chapters, I feel that Adams does make a good point about readers processing individual letters of texts. I think that this is an important skill while reading. As a reader you must know the letters in order to process words. However, I do not fully agree with his statement, "Skillful readers of English thoroughly process the individual letters of words in their texts rather than relying on context." I believe that the foundation of reading should be making meaning, and therefore we must read a variety of materials. By reading a variety of materials, we are encompassing the reader with many words. From the words they will begin to to identify letters in order to identify new words. Once the words are identified, the reader then is able to make his or her own connections while reading, taking the meaning to the next level. Once they have established importance, students will learn to read for meaning.  Weaver states that, "The recognition of words also facilitates the development of schemas and the further use of both schemas and context in identifying subsequent words." Therefore, I believe that readers do need to learn how to properly process letters in order to make meaning of the texts in which they read. If they are able to process the letters in order to identify the words, they will be able to make connections to those words based on their own familiarity.  By combining the ideas of Adam, and Weaver, teachers can see what skills they need to develop in order to allow the reader to make meaning of what they read. 


I really connected to chapter 9 of the text. I think that often times by differentiating reading groups, teachers do use higher order skills when teaching the "accelerated" groups. They are proficient readers and that is the next step. These readers are reading fluently and are already able to recall basic facts from the story without our help.  Likewise, when teaching the "struggling readers", as stated from the text, teachers tend to focus on basic phonics instruction, and recalling stated facts from the stories. As teachers, we need to guide all readers and teach appropriate strategies in order for them to make the best of reading. All readers should know strategies in order to make them stronger readers. By identifying and analyzing miscues we can teach strategies to produce better readers. Having students identify their own miscues, as well as their classmates, really facilitates peer learning. Once they are aware of certain stressors they can work together to motivate and encourage one another within the classroom.

Module 2: Instructional Challenge

I would diagnose these readers as being proficient readers. Proficient readers are both effective and efficient according to Weaver. In order to be effective, they must construct meaning from the sentences. To be efficient, as long as they are not "wasting their time to create meaning." After looking at the responses, it seems as if the readers were not struggling to create meaning. They seemed to have made few errors, while picking up on the key words within the text. However, it is difficult to know for sure without seeing all of their miscues. 


If these students were in my class I would have them make their own connections, and think about if and how their responses made sense. I would then ask them questions from the text in order to monitor their comprehension strategies. If these students are reading without many miscues, and they are still able to make meaning of the text they will continue being proficient readers. However, if they begin to struggle with vocabulary and reread sentences repeatedly, and were unable to make meaning, I know that the text may be at the reader's frustration level. In this case, I would analyze the miscues in order to see the next needed steps in order for them to be successful. To improve reading fluency, I would write down critical words within the text they seemed to be missing repeatedly. I would write these words on Band-Aids and they would have to repeat the word, as well as use it within a sentence throughout the day. In my class we call these, "sight word boo-boos". My students love them and it really allows them to get excited about reading, plus all first graders LOVE Band-Aids. To improve comprehension strategies the students and I would implement literacy circles. After reading and completing the literacy circle, they could create puppets and scripts in order to retell the story. 

Module 2: Activity 1 & 2

Activity 1:
3C Page 58

crrech- caress

droogs- dugs

glazzies-glaze

goloss- gloss

malenky- sneaky

messel- boat

millicents-milometer

poogly- fat

razrez- rare

skorry- score

spatted- splattered

zoobies- zombies

I found myself using words that I knew had a similar word make up. I thought of several prefixes and suffixes. I also thought about the sounds certain letter combinations said when used in spoken language. 


A Clockwork Orange:


After reading chapter one of A Clockwork Orange, I used context clues in order for me to make sense of the words. After reading the words again, and again in various contexts I was able to decide what the following words truly meant in relation to the passage. When I replaced my own definitions within the context of the passage, I soon realized that my definitions were not very close. It is difficult to read and make sense of the reading if the words are not used in context. This is a key point we should remember while teaching reading to our students. It is vital that we surround students with a broad print exposure in order to expose them to multiple meaning words.

Droogs- brothers

spatted- kissed

glazzies- glasses

messel- idea

Goloss- voice

skorry- gently

creech- cry

razrez- shred

Activity 2

Upon reading the words outlined in the text, I did not attempt to read them letter by letter. I tried to read the words by using the chunking strategy. When letters are grouped together they make specific sounds that allow the reader to make sense of the word. This strategy proved to be effective for most of the words listed. While reading the words I utilized the pronunciation key when pronouncing the words. Initially when looking at the words, I did not know the definitions. I found my self using strategies similar to activity one. I found it more difficult deciding what the words meant due to not seeing them in a context. I felt that the words sounded similar to words I had heard of previously, however, without the context it is difficult to derive at the actual  meanings of the words.When I am unfamiliar with words within a passage I relay on context clues and what I know about base words, prefixes and suffixes. I feel as a teacher, it is my job to teach appropriate strategies to create avid readers. By teaching a wide range of strategies students will be able to find multiple meanings of words easily. They can "sound it out", and make assumptions based on whether the words sound familiar. Students can use appropriate chunking strategies to help them blend and pronounce the new words. Students can learn to look at the base word and decide a meaning based on previous information. 

Module 2: Reading Reflection

I have always viewed reading as a dynamic process. No reader reads the same way, and I do not believe that it is practical to assume "that every reader is to be expected to read everything as printed on the page in order to understand the message of the author". 

Readers often look at the organization of the words within the text they are reading. Often times readers  consider grammar (proper syntax), as well as proper word meanings (semantics) that make up the text. Most times the context of what the author has written is based upon multiple schemas. The author writes in order to convey specific viewpoints. Everyone perceives things in a different manner based on connections and the experiences that they are familiar with. I may read the text and see it in a light based on my own schema, you may read the text and gather an entire new meaning.Due to everyone's own experiences and connections, I find this to be a common misconception of reading. No child is the same, and I believe that teachers often forget this while trying to teach reading. 

I think we often look as reading as a rote process of memory. You learn words and string them into sentences.Then you can read a book. We often forget to teach appropriate strategies in order to mold avid readers. By surrounding readers with a broad spectrum of reading materials students will be exposed to a variety of new words and will recognize multiple meanings of words. Multiple contexts really allow students to make connections. Contexts are "crucial for emergent and other nonproficient readers to learn and to practice reading". Proficient readers read in order to convey meaning. They constantly look ahead in the text in order to make meaning. Emergent and less proficient readers develop phonics knowledge most readily by learning whole words and deriving phonics knowledge from them, rather than learning phonics first (Weaver, 2002). I believe that exposing children to a broad exposure of print materials, along with proper strategies avid readers will evolve within the classroom. 

Each miscue guides us to having broader understanding of how our readers are interpreting ideas. As Weaver states, "We must give children the opportunities and encouragement to correct their own miscues if they disrupt meaning- or to simply read on..." We want to create self sufficient readers. Once we teach appropriate strategies, readers will read to self, and recognize their own miscues. It is at this level of reading in which they really take charge of their learning. As teachers we need to constantly motivate and encourage our students. We want to make reading fun and engaging. If our readers get discouraged, they may decide they do not enjoy reading, and may give up. I think this is another reason that teachers must broaden their horizons as well as their teaching strategies. If teachers continue to teach in the same way, I feel that is it not giving all readers a chance to be successful. Each learner has their own strategies that work for them. It is not fair nor effective to expect students to read a passage and all interpret it all the same way. 

Module 1: Activity 2

Complete Exercise #5 on p. 39 by reading the passage and answering questions a-g that follow it. How is it that you are able to answer such questions? What does this experience suggest about the kinds of “comprehension” questions found in workbooks and on standardized tests? Post your thoughts to your blog. Be sure to answer the preceeding questions fully - However, please limit your response to between 200 -300 words. Name this blog entry "Module 1: Activity 2."


a. What is corandic?
"emurient grof with many fribs"


b. What does corandic grank from?
"corite"


C. How do garkers excarp the tarances from the corite?
"by glarcking the corite and starping it in tranker-clarped storbs"


d. What does the slorp finally frast?
"a pragety, blickant crankle: coranda"


e. What is coranda?


"cargurt, grinkling corandic and borigen"


f. how is the corandic nacerated from the borigen?
"by means of loracity"


g. what do the garkers finally thrap?
"a glick, bracht, glupous grapant, corandic, which means granks in many starps."


Weaver, C.  (2002).  Reading Process & Practice (3^rd ed.).  Portsmouth, NH: Heinemann. 


Upon first reading the passage, I read it numerous times. I was completely confused and was easily frustrated. I had to step away and come back to the readings. Then I decided to work backwards. I looked at the questions first, then was able to successfully find the answers. My strategies proved to be helpful. I sought out key words within the text. With my knowledge of using context clues, word endings and function words, I was really able to make meaning of the passage. Although, I was able to make meaning and comprehend the passage I am not able to translate it into my own words. This activity really opened my eyes and allowed me to be placed in my student's shoes. I can easily see how without his or her own schema reading is difficult. I had no idea what a "corandic" was. This is why having many schemas and reading strategies are so important while teaching reading.


I have not taking a standardized test in many years, nor to I teach the CRCT in the first grade. I am going to make assumptions of comprehension questions within testing booklets for children based on what I do remember. Assuming that teachers are teaching to the test, I feel confident that children will have successful comprehension skills. I felt confident in my answers just by using what I found within the passage. Looking back on the tests I took, if I didn't know for sure, I would go back and reread the passage looking for the correct answer. I understand now that anyone can do that, and it was not a true way to show what I know.
 If the comprehension questions within testing are basic recall application level, such as those from the passage I read, does that really suggest the reader understands the text? I would say no. Basic recall is not the tier we want students to answer at while in guided reading groups, we want them to rise above and beyond. We want our students to make their own life connections, and use more application. After completing this exercise I am even more aware of the levels of application utilize while teaching. Anyone can read and "find" answers. It takes an avid learner to reach out and apply the skills they have been taught. 

Module 1: Activity 1

Module 1: Instructional Challenge

Hocked gems financing him, our hero defied the scornful laughter. “Think of it as an egg, not a table,” he said. Then three sturdy sisters sought proof, forging over vast calmness, and sometimes over turbulent peaks and valleys, until at last welcome winged creatures appeared, signifying monumental success.

Answer these questions about the passage:

(Please keep in mind I love to read and I teach first grade. HA!)

1. What are the hocked gems?

 After reading this passage, I decided my schema of this passage was very similar to "Harry Potter". I found myself immediately comparing the items within the passage to mystical creatures and remedies. I then decided that the hocked gems would be precious or rare jewels. They were hypnotizing and taking over the hero. 

2. What should we think of as an egg and not a table?

 The gems should be thought as fragile, like an egg. They are delicate and should be handled with care. Tables are known to be thick and sturdy.  It was the author's way of displaying gentleness.

3. Who are the three sturdy sisters?

 The three sisters were the three wise women whom our hero had encountered. They helped him with guidance and led him through mountainous terrains, through oceans and valleys. They kept an eye on our hero, made sure he remained safe while on his journey. 

4. What kind of winged creatures appeared?

The winged creatures that appeared was Pegasus. The white coloring of Pegasus allows us to believe he are kind, and powerful. This was when our hero knew he had succeeded in the adventure and his job was finished. He felt the power and excitement after caring for the gems and magic bestowed within them. He felt a sense of accomplishment. 

If you were to use this passage with students, what schema would you need to activate with them first? How can you help teach children whose schema and the text’s content don’t match? How much time should children spend in texts that don’t match their interests or schema? 

I would first start a discussion about heroes. I would let each of my students tell me everything they know about heroes and allow them to offer some examples. I would start with heroes because in the first grade all children have heard or have read about heroes, whether they are real or make believe. Then I would discuss "peaks and valleys". This maybe a little trickier, but I would go onto to explain how mountains have peaks and in between valleys there are valleys. Then we would go on to discuss, gems and the comparisons between tables and eggs. I would ask them what they thought about the winged creatures and what is means to be successful. 

If the child's schema and the text do not match I will offer my own examples as well as examples from their peers.  If this still did not work, I will read a book about a hero and allow them to give examples from the text that were similar to the new discussion at hand.

 How much time children spend in books that don't match their interests or schema is a tough decision. I would say it really depends on the reader's experience. If it is a young learner, I would say to involve the child with a broad spectrum of reading materials in hopes to peak a variety of interest and to familiarize them with more concepts. However, if the reader is older and is not interested they should find what does interest them. You want reading to be fun and a lifelong skill. If they are uninterested or do not understand they may feel disengaged or unsuccessful. 

Module 1: Reading Reflection

What are some of the major differences between a skills approach to literacy and a comprehensive or sociopsycholinguistic approach?


The skills approach to literacy begins with the small pieces of the language and builds upon one another, working their way up to comprehension strategies. Phonics skills act as the "recipes" that guide to the reading instruction. This approach deals with learning letter sound relationships, decoding, segmenting phonemes, and identifying patterns within words. All of these skills together allow for the reader to easily decode and become fluent readers. This theory believes the "bits and pieces are essential prior to meaning being addressed".


The comprehensive approach to literacy takes the learner's schema in order to construct meaning of the text. In order for this theory to be successful, teachers  use literature pieces that the students are familiar with while incorporating "letter-sound patterns within the context". The teachers and students work together to dissect phonological skills by pulling pieces and examples from the text. Reading and writing strategies go hand in hand in this theory. The reading creates a print rich environment for the students, and the students expand upon what they have learned within the text.  Then they work to transfer it to their writing.  The students soon come to understand concepts that are within the text and begin making their own life connections. 


The sociopsycholinguistic literacy approach is when a transaction occurs between the text and the reader within several contexts. By reading the reader begins to connect to his or her own experiences then meaning derives from the text.  This literacy approach focuses on the "whole-to-part" view of reading. Readers look at the big picture then they are able to break down words and concepts within the text such as: specific letter isolations, specific vocabulary meanings, making their own connections, and situational contexts. 


After reading about all of these literacy approaches, I noticed several differences. Each approach is taught in a variety of ways. The skills approach is skill based then students learn how to apply it while reading. Once the basics are taught, they will be ready to move to the next step-making connections. Secondly, the comprehensive approach focuses on the learner's schema then ties in the smaller bits such as, the phonics component later. These two theories seemed to be kind of opposite of one another. Lastly, the sociopsycholinguistic approach agrees that all of the bits and pieces of literacy go hand-in-hand. It states that readers use what they know, but also are taught the bits and pieces in order to read and comprehend. I believe that all of these theories could be effective within the classroom, but you would have to assess and evaluate the learners at hand prior to deciding which theory may be the best approach to use within the classroom. 

Initial Personal Model of Reading Theory

I believe that there are many ways to become a successful reader. For example, phonics instruction gives students specific guidelines of how to read. Phonics skills act as recipes to help guide children while reading. Cognitive skills allow for vocabulary improvement and connections to their own lives. Metacognitive reading instruction involves world concepts of reading. You begin with the basics such as sight word memorization and word implementation. With repeated practice children begin to remember key words within the texts and become successful, avid readers.

I believe that reading is a lifelong skill. You must surround children with a broad exposure of reading genres. They will learn to pick out books that peak their interests. Avid readers surround themselves with a print rich environment. They read anything and everything in sight. Avid readers are strong, eager and enthusiastic learners.  My theory of reading derives from student assessment to properly identify which reading level is appropriate for them, and I develop engaging activities to enrich my student’s reading experiences.

Within the classroom, as a first grade teacher it is my priority to make reading fun and enjoyable.  I believe that reading is a lifelong skill, and I am looking to build a learning environment where reading is fun.  My goal as a first grade teacher is that each of my students feels as if they are a successful reader. The primary way I deliver reading instruction is through small group differentiation. It is vital that I assess each of my students to find out their independent, instructional and frustration levels while reading. Once I have assessed each student I pull books from their instructional level and host guided reading groups. Within the groups we discuss key vocabulary terms, build words, ask questions, and make predictions while practicing reading with expression.  I have found this to be effective within my own classroom and throughout many practicum experiences.

Other instruments I have created act as sprinkles on a cake. These are the small things I have implemented within my own classroom that make learning to read fun and enjoyable. Within my class my students became familiar with sight word “boo boos”, pipe cleaner reading glasses, and “cowboy” reading. Sight word “boo boos” helped with repeated practice. I would write the sight word on a Band-Aid and the child would stick three at a time on either their hands or knees. Throughout the day I would ask what word was written on their Band-Aid, and they would have to use it in a sentence. This went on until they were extremely confident using the word which complemented their reading fluency.  Participation in my reading group allowed students to create their own pipe cleaner glasses. They would actually wear these during instruction. My students were also given chances to participate in “cowboy reading”, they were allowed to turn their chairs around backward and straddle it like a horse. They would rest their books on the back of the chair. All of these “sprinkles” really seemed to make reading fun and exciting for my students. I could see the joy and enthusiasm in their expressions while they were reading and learning.

I believe that by making reading fun, I am giving my students the opportunity to develop a passion for lifelong reading. By surrounding children with a broad exposure of reading genres they will stay interested, and they will be able to connect while relating to their own life experiences. Once they have adapted their own reading styles and interests they will emerge into avid readers with the aid of the strategies and “sprinkles” implemented within the classroom. 

Welcome! : )

Hello, I am Amanda Martin. I am a first grade teacher in Forsyth County. I enjoy reading, scrapbooking, traveling, playing tennis, and hanging out with my family and friends. I have a new black lab puppy, Cabela, and I enjoy spending time with her. I am very enthusiastic about learning and teaching. I cannot wait to meet and work with all of you. Starting my Master's at Kennesaw State University is such an accomplishment, and I am excited for the new year.