Reading Notes 2

EDU 512 Reading Notes Assignment
EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

Name __Chayla Hair ___
Book Title: Language Arts: Patterns of Practice
Chapter Number and Title: Chapter 2 – Teaching and Assessing Language Arts, Chapter 3 –
Emergent Literacy
Do the following:
Part 1:
Chapter 2: Teaching and Assessing Language Arts discusses the importance of using
multiple patterns of practice during language instruction. The four patterns of practice include
literature focus units, literature circles, reading and writing workshops, and thematic units. Both
teacher-led and student-selected instructional patterns provide valuable language-learning
opportunities, but no one approach provides all the opportunities that students need (Tompkins,
2013, p. 30). Literature focus units represent books that all children should read based on their
grade. It is important for students to be interested and engaged during reading and writing
activities. When it has meaning to the students, it makes it more manageable for them. Teachers
can provide their students in many ways that include differentiated instruction and scaffolding
based on the student’s needs. Modifications are especially important for students who haven’t
been successful and for very capable students who aren’t challenged by grade-level assignments
(Tompkins, 2013, p. 39). A teacher will monitor even those students that work independently but
providing less support as they become more proficient.
Chapter 3: Emergent Literacy introduces teacher’s ways to support children’s emergence
into reading and writing. Children are beginning the process of becoming literate early on.
Researchers look at literacy learning from the child’s point of view, and the age range as been
extended to include children as young as 12 months of age who listen to stories being read aloud,
notices labels and signs in their environment, and experiment with pencils (Tompkins, 2013, p.
60). The Common Core State Standards were created in hopes to bring all students up to the
grade-level standards. Teachers need to provide students with multiple opportunities to practice
reading and writing. Developing children’s understanding of a “word” is an importing part of
becoming literate (Tompkins, 2013, p. 62). Children develop writing when they are young and
being by scribbling what they believe to be letters that represent complex ideas. Children begin
early on to use phonics to decode unknown words during reading and writing. Students become
more familiar with phonemic awareness routines with the strategy of teacher modeling.
Part 2:
In this class, I have learned the importance of using multiple means to reach all learners.
Children should be reading books that have meaning and are interesting. They find it to get more
easily engaged when it is over content area of their choosing. During instruction, I will use
authentic assessments to evaluate in how well my students are taking in the new information.
Doing assessments can also improve how I teach in the classroom. Throughout authentic
assessment, teachers learn about their students, about themselves as teacher, and about the
impact of their instructional program (Tompkins, 2013, p. 44). Students come into the classroom
at different levels depending on their background and socioeconomic status. It is important to
address their individual foundational skills early on.
Part 3:
Language Arts Strategies:
Mini Lessons: This literacy strategy helps the teacher to introduce the strategy, concept, or skill
by naming it and making a connection between the topic and ongoing class activities (Tompkins,
2013, p. 32). The teacher will provide examples and use the modeling strategy that will helps
students to see how and what to do. Minilessons are important for all students but especially for
English learners. They are being provided with direct instruction while also supervised practice
and they as they work on the different areas of language arts. Minilessons help to engage and
interact with all students. Children learn more when they are engaged, listening, and given the
opportunity to communicate to the teacher and their peers.
Reading Logs: This literacy strategy allows students to practice their writing while helping to
increase their reading comprehension skills. Students are given grade appropriate books and the
opportunity to make entries into their reading logs either daily or weekly. Reading logs can be
used to write a student’s opinion or to respond to questions or prompts. It also provides them
with the opportunity to be creative and write down their own ideas and are able to write down
what is important to them.
Social Studies Strategies:
Graphic Organizers: This social studies strategy allows students to visually organize
information. There are a number of graphic organizers that can be used in all content areas. A
Venn diagram provides students with the opportunity to compare and contrast a specific topic. A
minilesson can be planned to show students how to use the specific organizer. For struggling
learners, the teacher can provide the graphic organizer that is partially filled out.
Learning Centers: This social studies strategy allows students multiple opportunities to explore
new concepts, themes, and skills independently or in small groups. Learning centers offer student
choice and helps to keep them engaged in the lesson. They are able to be creative and practice a
skill or review content. It is important when creating the learning center that the teacher
considers activities that accommodate multiple learning styles. Class management is also key
while students are at the centers and moving from one to the next.
Part 4: Select two TPEs that the readings helped you understand at a deeper level. Copy the
TPEs in your response and provide an explanation for how your learning of each TPE was
supported.
TPE 1.5 Promote Students’ critical thinking and analysis through activities that provide
opportunities for inquiry, problem solving, and responding to and framing meaningful
questions, and reflection.
Teachers have access to multiple means of exposing their students to new literature in all genres.
Making sure to use all four patterns of practice in both teacher-led and student-selected
instruction can increase their chance of grade-level proficiency. Teachers can also put a small
homogenous guided reading/writing group together to help those that are not quite at grade level
proving them with extra opportunities and self-reflection.
TPE 3.2 Use knowledge about students and learning goals to organize the curriculum to
facilitate student understanding of subject matter and make accommodations and/or
modifications as needed to promote student access to the curriculum.
The Common Core State Standards identify what students should know and be able to do at each
grade level. These standards address all six language arts. It is important to provide the students
with opportunities to practice in all six areas and provide them with scaffolding until they get to
the independent level. As teachers, we learn which students need accommodations and
modifications made on their assignments or in the classroom. The instructional materials that a
teacher provides should align with their state standards and differentiate as needed.

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EDU 512 Reading Notes Assignment

EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

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