DB #4 Mind Map

1. Teachers should focus primarily on one or two students who may need added support.

1.1. Be willing to try new tactics and communicate concerns with the child's grown-ups (Martin, 2015, p. 403).

1.2. Praise goes a long way with reading practice!

2. Students from different backgrounds will most likely NOT share our expectations.

2.1. I had a student this past week use diversion in guided reading groups. It's very common for a student to want to leave a situation when they feel inadequate.

3. Language is a tool that helps shape how we learn and think (Dorn and Soffos, p. 35).

3.1. Task children by giving them things they WANT to read and find engaging.

4. Colorblindness is problematic because it undermines diversity.

4.1. Microaggressions are EVERYWHERE in schools. Whether or not people want to admit it, many teachers have biases and treat students differently based on the color of their skin.

5. I didn't realize reading intervention groups primarily focused on "scaffolding cognitive processing" (Martin, 2015, p. 402).

5.1. Proficient early readers tend to have more issues with graphophonic (way words appear) but can still correct errors when needed (Anderson & Kaye, p. 544).

5.2. When a teacher actively notes his/her errors, students are able to do the same to help better their accuracy.

6. The variances in supports depends on the child's cognitive development and orthographic knowledge.

6.1. Self Efficacy and Self monitoring are so important for young readers especially in group reading activities (Dorn & Soffos, p. 32).

6.1.1. Self-correction is a form of comprehension.

6.2. According to Anderson and Kaye, teachers who observe and facilitate conversations are more effective (p. 545).