--written a book review,
--applied instructional strategies to my teaching situation
--identified new resources for the professional development of myself and others
--interviewed teachers about how they incorporate comprehension strategy instruction in their own classrooms
Through these activities I demonstrate professional growth in relation to the following state and national standards for Reading Specialist
International Reading Association
Standard 2 � Instructional Strategies & Curriculum Materials
2.1 Through recasting Tovani�s classroom oriented activities as individualized instruction in a form that could be easily communicated with teaching parents, I demonstrate my ability to adapt material and use instructional grouping options appropriate to accomplishing given purposes. I demonstrate ability to adapt instruction to promote reading in a variety of settings during the conversation with KG in which I help her to see an way to incorporate strategy instruction using multiple grouping options in her earth science classroom.
2.2 Readers continue develop comprehension in reading through secondary school and into college. Through reflecting on my own breakdown in comprehension during reading this book, I�ve gained understanding of the role that strategy use plays for all readers at all levels of development. I�ve expanded my repertoire of instructional strategies for an area of reading instruction in which I was weak through identifying five new practices for promoting strategy use that I want to apply to my teaching and linked them to TEKS objectives for grades 6-12, remedial reading instruction and ESL.
2.3 I demonstrated one way to expand the range of materials for reading strategy use by acknowledging that all five instructional activities I designed can be applied to all forms of text. Also, I expand materials for instruction at the secondary level to include Picture Story Books as a way to offer accessible text for practicing the abstract concept of making inferences.
Standard 4 Creating a Literate Environment
4.1. The application activities I designed for this project reflect increased my foundational knowledge about strategy use and how to promote reading comprehension. I build the activities on the specific needs, interests, and resources available to my target audience.
4.2. By applying these same activities to all content areas and forms of reading, I encourage development of reading comprehension using many different kinds of resources representing multiple levels, broad interests, and different cultural and linguistic backgrounds.
4.3. By monitoring my own comprehension during reading, being conscious of where my comprehension lagged during reading, and applying a number of fix-up strategies while reviewing this professional book I assumed the stance of a life-long learner who models reading and writing enthusiastically.
IRA Standard 5 � Professional Development
5.1 In both my face-to-face and virtual interaction with fellow professionals I model an enthusiasm for reading and reading instruction by talking with them about what I�m learning and finding out how they are applying these concepts in their teaching.
5.2 By re-reading the text and analyzing both the text and myself as a reader, I demonstrate my willingness to pursue continued personal growth. By acknowledging my own reading comprehension breakdown and examining that breakdown in light of material presented in this professional book, I show the responsibility I assume for my own continuing professional development. I also demonstrate responsibility for my continued professional growth by applying five new practices from my reading that I would like to incorporate into my teaching.
5.3 Through exchanging resource ideas for professional development about reading strategies with JK, I work together with a colleague to observe, evaluate, and provide feedback on each other�s practice. My conversation with KG also reflects my desire to share and learn together with colleagues, even outside of the school environment.
5.4 Through email conversation with JK, I also participate in evaluating professional development programs. Through membership in IRA, reading professional journals, and attending professional conferences I initiate and implement my own professional development.
Texas Standards for Reading Specialist & Master Reading Teacher
Competency 006 (Comprehension),
Through discussion of the theoretical foundations of the professional book I chose to review, I acknowledge that reading comprehension is a developmental task that continues through the end of high school. Then I review and apply instructional practices that support continued development of reading comprehension through strategy use. The instructional strategies I describe are linked to grade level objectives for reading comprehension in grades 6-12, remedial reading and ESL.
Competency 013 (Theoretical Foundations and Research-Based Curriculum)
I demonstrate my knowledge of the theoretical foundations of research-based curriculum in reading instruction when I discuss Tovani�s slight attention to the research in her book. However, I�ve had a loose hold on the application of this theory. Until now, I�ve understood why strategy instruction is important, but I�ve been vague on how to implement the instruction. �How would I actually do this?� and, �How can I keep so many pieces together in my mind when the process of strategy instruction is so context specific?� are questions that have hounded me for a while. It is clear by my comprehension difficulty that I was still struggling with these issues --- like so many students I could give answers (had knowledge, could list strategies and give a book-smart description) but I didn�t really comprehend because application was eluding me. It was tempting to just give up and find a different book. But I realized that I was experiencing exactly what many struggling readers experience. During the process of writing this review I practiced the following research based strategies for improving reading comprehension.
-- I reflected on what I knew so far
-- I went back to re-read sections many times
-- I analyzed the text structure
-- I identified the author�s primary points and how they interacted with one another
-- I thought about how to extend the information past the situation Tovani describes to my own teaching situation, and
-- I made connections between Texas� instructional standards and my activities (an exercise which made me realize that TEKS are also founded in research)
-- I became transparent as I examined the Reading Comprehension subsection
During conversation with a fellow professional I consolidated my understanding of the role that strategy instruction plays in overall reading development.
Competency 014 (Collaboration, Communication, and Professional Development)
It is important to be able to evaluate materials and practices from a perspective different than my own since stakeholders frequently have a different perspective from that of the service provider. I demonstrate an understanding of how to communicate and collaborate with stakeholders by assuming the stance of my target audience when I read this professional book. By reviewing the content and style of this book in light of the needs of teaching parents who may lack a background in educational theory and rhetoric, I demonstrate my ability to design, implement, and evaluate professional development that it is appropriate to context. I considered how the principles and activities of the book could be applied to a different context with teachers who are:
-- not familiar with language of educational research.
-- excellent readers
-- probably not conscious of the comprehension strategies they use
-- probably not aware of the need to make those strategies explicit in order to support continued reading development among secondary students
