Theoretical Discussion- Fitzgerald and Duffy

     Shannon and I met to discuss the Fitzgerald and Duffy articles.  In the What is This Thing Called "Balance?" article we discussed how our school is implementing the four blocks reading program this fall.  We started guided reading and read to self through the Daily Five this year.  Writer's Workshop and working with words through Words Their Way will be added this fall. The article examined what a balanced approach really means.  There appears to be different descriptions of balance , but there are 3 common characteristics:  1.  Key components, key kinds of instruction, 2.  There is a focus on how to carry out the program, 3.  There is a shared perspective on what aspects on what aspects of reading is most important.  It states that balanced reading is not a singular approach or practice.  There's not a singular approach or practice and there are many manifestations of it.
     The article discussed balancing inside-out (learning is initiated by the students) and outside-in teaching and learning (teacher decides what the students learn).  Also, at least some of the daily instruction should occur in small achievement-level groups.  We do this with our Fountas & Pinnell guided reading levels. The article also states that heterogeneous grouping has benefits because poorer readers learn from the modeling provided by a better reader.  It suggested mixed achievement-level groups during partner reading or literature circles.
     Lastly, we discussed the developmental phases in learning about reading.  Phonological awareness plays a key role for beginning readers, word recognition strategies is important through first and second graders, building fluency takes precedence around third grade.  However, this does not mean that comprehension and response to literature should be eliminated until fourth grade.  A balanced approach shapes instruction differently for diverse learners.  This is what we really like about our Fountas and Pinnell reading program.  Some of the previous reading programs we had did not allow much room for differentiation.  A balanced reading approach  gives each child what it needs in their journey to learn to read.  I'm really excited teaching the Writer's Workshop component for K-2 this fall.  Reading and writing go hand in hand and I hope to incorporate the learner's local knowledge, global knowledge, and love for reading into my class.

     The Duffy article basically stressed that there is no one "perfect method" for teaching reading to all children.  Duffy states that "Teachers policy makers, researchers, and teacher educators need to recognize that the answer if not in the method but in the teacher."   I think back to when I first started teaching when teaching Whole Language was the trend.  Basals were out the door and whole language was going to be the cure-all method of teaching reading. Many said that not enough phonics was being taught so we moved toward teaching only only phonics.  Then we moved back toward the basal and not enough differentiation was involved.  Looking back, I remember bits and pieces from Whole Language that I really liked as well as the other programs.  There were parts I felt were a waste of time and my students already knew.  The article said the most effective teachers were adaptive.  They integrate new with old in unique ways.  What worked should be embraced and expanded.  The article said teachers need to be eclectic and modify to the needs of their students.  I feel that's what we are doing now with our current reading program.  We now are looking at all the components and elements to reading and writing, not just one aspect.  We also have ongoing professional development to guide us in our new reading program.  Many times we are given a program or an assessment and without the proper on-going training it just fizzles out.  "Teaching improves when when we invest in teacher development across the life span of teachers (Darling-Hammond, 1997).  I think that's why so many teachers get burnt out over their careers. They get frustrated spinning their wheels in a rut and "chained to a particular method or program for all kids."  They are not allowed to be eclectic  and don't have access to on-going training.