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 4: Oral Language: Listening and Talking
Do the following:
Part 1:
Chapter 4: Listening and Talking discusses the four types of listening and how children
use each one. There are multiple ways that teachers can incorporate listening and talk in each of
the patterns of practice previously discussed. The four types of listening are discriminative
listening, aesthetic listening, efferent listening, and critical listening. It is important for teachers
to model different listening and speaking strategies in their classroom. Jim Trelease (2013) urges
teachers to make time to read aloud every day because as students listen, they gain valuable
experiences with books, enrich their background knowledge and vocabulary, and develop a love
of literature (Tompkins, 2013, p. 94). Books that are read during an interactive read-aloud need
to be fast paced to pull the students in quickly and include an easy-to-read dialogue. Students
need to be exposed to all genres of books. Interpreting different genres requires critical thinking
and listening skills.
Teachers need to provide students with multiple opportunities to talk whether it be to ask
questions about books being read or to talk about their peers’ writings. One way is to place
students in small groups. Students get together in small groups to respond to literature they’re
reading, talk about each other’s writings, organize information they’re learning, and work on
projects (Tompkins, 2013, p. 98). During this time, students learn to collaborate and to respect
their peers. Teachers can put discussion prompts on the board to help push the discussion in a
certain way. Students can spend this time discussing and getting feedback on their future oral
reports that will be assigned to them. Oral reports helps students to deepen their knowledge as
well as to develop their ability to speak in front of a group (Tompkins, 2013, p. 103).

Part 2:
In this class, I have learned the importance of using multiple strategies to teach and
incorporate the four different types of listening. The Common Core State Standards is an
essential part of language arts. (Tompkins, 2013, p. 201). It is important for us as educators to
provide these students with the proper support and instruction. Proper support can be provided
during an interactive read-aloud. Teachers not to stop during a reading to ask students questions
and give them to interact with the text being read. Stopping frequently helps to keep students
focused and engaged at the task at-hand. Being comfortable around your peers can require a lot
of modeling from the teacher. We need to model and teach strategies for students to develop the
ability to speak in front of a group.
Part 3: Link the chapter content or class discussion to 2 language arts and 2 social studies
supporting strategies from your other texts.
Language Arts Strategies:
Interactive Read-Aloud: This literacy strategy is an informal strategy in most classrooms.
Teachers read a book aloud to their students while they listen attentively. Researchers have
concluded that students are better listeners when they’re involved during the reading, not
afterward (Tompkins, 2013, p. 53). During the reading, students are able to ask and answer
questions about the texts being read aloud. The teachers model listening strategies and fluent oral
reading as they read aloud, and they engage students during reading (Tompkins, 2013, p. 94).
Clusters: This literacy strategy can be used to teach students previously and newly learned
words and meanings. A cluster diagram is just one of many types of graphic organizers. With the
use of an organized cluster, teachers can place the affix in the center and the words built upon
that on that outside. The words that are written on the clusters are important because they’re
often unfamiliar words that they’re learning or words they need for their writing (Tompkins,
2013, p. 21). Students are able to use the cluster graphic organizer for a variety of purposes and
topics. It helps students to remember important information. English learners make clusters using
a combination of words and pictures; the visual representation helps them learn how to organize
and remember ideas (Tompkins, 2013, p. 21).
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. For
some students, this visual representation is a way to make meaning of what they are reading or
hearing (Obenchain & Morris, 2013, p. 38). They can be used to assist their understanding of the
different elements in a story and to help them remember important information. Students can
create a cluster, a diagram that resembles a spider web; they write each category on a ray and
then add descriptive information (Tompkins, 2013, p. 92). 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.
Readers’ Theater: This social studies strategy transforms the reading experience into a
collective and oral one. Moreover, with its emphasis on storytelling and multiple perspectives,
this strategy can be naturally integrated into the social studies curriculum (Obenchain & Morris,
2013, p. 194). It is important to make sure that the books being read are age appropriate.
Students use this strategy to collaborate with one another through this dramatic activity.
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 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.
TPE 3.6 Use and adapt resources, standards-aligned instructional materials, and a range of
technology, including assistive technology, to facilitate students’ equitable access to the
curriculum.
It’s essential that teachers integrate new technology into the language arts curriculum to prepare
students for the new literacies of the 21st century. A variety of technology supports students as
they communicate with others (Tompkins, 2013, p. 110). Examples of these tools are Skype,
Podcasts, and different presentation software. Students can collaborate with one another to put
together an oral presentation using PowerPoint or Google Slides. Providing multiple forms of
books can reach multiple learners including those with disabilities and your English learners.
These include text-to-speech and large print books.
 References

Tompkins, G. E. (2013). Language arts: patterns of practice. Pearson Education, Inc.

Tompkins, G. E. (2013). 50 Literacy strategies: step by step. Pearson.

Obenchain, K. M., & Morris, R. V. (2015). 50 Social Studies Strategies for K-8 Classrooms.

Boston.