I really liked this Module. I think that many people, especially students tend to put too much information on a power point when presenting. Then they tend to read it word for word. It is much more viewer friendly if it is kept to the key points and then the presenter can elaborate on the key points during the presentation. Many of my students love creating presentations on their own to show their learning. My 5th graders are required to research a career, write a paper, create a power point, and present their career for the CCRPI requirements. My students have all done this and they have done a good job keeping the slides clean and not overloaded with information.
The LSTC at my school came in to my classroom for two weeks to help me revamp my inquiry station and guide students on various websites they can use to research questions they create as they read nonfiction and fiction texts. Students have a wide variety of research data bases they can use and I try to utilize them through my stations each week. They do struggle with summarizing the information they find.
My students love it when I present information using prezi. I would definitely like to use more Web 2.0 tools next year for students to show their learning. I think those are a great way to engage students. I tried using Glogster in my class this year but our computer software didn't allow it to work on the student computers. :( Next year we will have access to D2L for our students. I am going to incorporate more blogs to show case reading responses. We have used voicethread in our master's classes and I liked it because you could hear people's voices and that makes for a great tool for online classes. I think students would love to use this and it is simple to use and requires very little instruction on how to use.
Saturday, April 26, 2014
Friday, March 21, 2014
Module 5
Effective Classroom Management for Literacy Instruction Video
I really like how these students in the video were working on hands on activities through the use of the word cards. I think this is a valuable way for students to get exposure to the words as well as practice skills like antonyms, homophones, etc. These do have to be monitored though to make sure students are learning and correctly completing the activity. The teacher in the video had students make a booklet and draw out pictures of words that are opposites etc. This will ensure that the teacher is reviewing the student's work and then provide remediation through small groups if needed.
What is Literacy and Why is it Important?
This video has all the elements that encompass the reasons that we as teachers, should get students engaged in reading. We need to be creating life long learners through reading. As stated in the video, reading takes you on a journey and I truly believe that. As a teacher we need to figure out ways to get students to understand that statement and view reading as a life skill, fun, and not boring.
Using Literacy Centers to Strengthen Reading and Writing Instruction
During Reader's and Writer's workshop this balanced literacy approach is used through small groups, whole groups, mini lessons, stations, and independent reading activities. This is a great time for the teacher to plug in other content areas through the use of reading and writing skills.
Designs for Balanced Literacy
At my school we are required to have many of these ideas for classroom designs in our classrooms. We must have small group areas, a place on the floor for whole group mini lessons, the classroom library, etc. I think this set up provides for the optimum amount of collaboration between students, individual areas for independent work, and teacher directed small groups.
Spaces and Places by Debbie Diller
I've heard of Debbie Diller but not of her book about classroom design. I love how she provides real classroom ideas and pictures. At the beginning of each year I struggle with how to organize my areas and make the room feel not as small. With 29 large 5th graders the room quickly becomes very small and overcrowded. I am going to look into this book to get some ideas for the next school year so I can maximize my space in my classroom. This will make instruction so much more fluid throughout the room.
Supplemental Materials
Talking Word Wall
I love this audio dot talking word wall! This allows all students, especially those low readers or ELL students to use the word wall effectively and more often than they would. I love this idea and think this would even be a great resource for upper grades. I have never seen this before!
Phonological Awareness Activity Using Hand Pointers
These hand pointers provide the student with a movement while reading and allow them to focus on the parts of the word rather than the whole word itself.
I really like how these students in the video were working on hands on activities through the use of the word cards. I think this is a valuable way for students to get exposure to the words as well as practice skills like antonyms, homophones, etc. These do have to be monitored though to make sure students are learning and correctly completing the activity. The teacher in the video had students make a booklet and draw out pictures of words that are opposites etc. This will ensure that the teacher is reviewing the student's work and then provide remediation through small groups if needed.
What is Literacy and Why is it Important?
This video has all the elements that encompass the reasons that we as teachers, should get students engaged in reading. We need to be creating life long learners through reading. As stated in the video, reading takes you on a journey and I truly believe that. As a teacher we need to figure out ways to get students to understand that statement and view reading as a life skill, fun, and not boring.
Using Literacy Centers to Strengthen Reading and Writing Instruction
During Reader's and Writer's workshop this balanced literacy approach is used through small groups, whole groups, mini lessons, stations, and independent reading activities. This is a great time for the teacher to plug in other content areas through the use of reading and writing skills.
Designs for Balanced Literacy
At my school we are required to have many of these ideas for classroom designs in our classrooms. We must have small group areas, a place on the floor for whole group mini lessons, the classroom library, etc. I think this set up provides for the optimum amount of collaboration between students, individual areas for independent work, and teacher directed small groups.
Spaces and Places by Debbie Diller
I've heard of Debbie Diller but not of her book about classroom design. I love how she provides real classroom ideas and pictures. At the beginning of each year I struggle with how to organize my areas and make the room feel not as small. With 29 large 5th graders the room quickly becomes very small and overcrowded. I am going to look into this book to get some ideas for the next school year so I can maximize my space in my classroom. This will make instruction so much more fluid throughout the room.
Supplemental Materials
Talking Word Wall
I love this audio dot talking word wall! This allows all students, especially those low readers or ELL students to use the word wall effectively and more often than they would. I love this idea and think this would even be a great resource for upper grades. I have never seen this before!
Phonological Awareness Activity Using Hand Pointers
These hand pointers provide the student with a movement while reading and allow them to focus on the parts of the word rather than the whole word itself.
Saturday, March 15, 2014
Module 4
Literacy Across the Curriculum-
This is a great plan that incorporates reading, writing, science, social studies, and the arts. This unit clearly defines why literacy across the curriculum is important and focuses on skills in various content areas that are about a topic that many students would have a high level of engagement with. Literacy is important in all content areas and not just in reading or writing class.
Webquests are a great way to encourage inquiry within your students as well as hit on various levels of Bloom's Taxonomy and incorporate various skills across the curriculum. Students typically find webquests fun and exciting and are engaged while completing them. They are however, a big task to take on as a teacher. I have incorporated pieces of webquests into my reading and social studies stations but have not used a full webquest for students to work on.
RTI and Reading Strategies-
RTI has become a hot topic in education. Years ago many people believed that taking data on a low student would qualify him or her for special education services. Now with the redesigned RTI system, data is colelcted based on the specific needs of a student. The intensity of the interventions and data collections increases as a student moves through the RTI process. The data collection and the interventions are very prescribed and calculated. It has become increasingly more difficult to get to the SST portion of the RTI pyramid due to the success of interventions that are being put into place early on in the school year.
My school uses the RTI pyramid that is found in the GADOE information. We are required to collect and analyze the data before coming to a meeting about the child or before SST. I have used interventioncentral.org and find it very helpful. It has many probes for various subjects and skills. It takes some of the work out of the RTI process with the many probes that are already created for teacher and student use. I have also used easycbm as a reference for reading fluency passages. Many of these websites will allow you to input the student information and it will track and graph the data that is collected.
The instruction provided through RTI supports the differentiated instruction models that we have discussed in class as well as the ones we implement in our own classrooms. The goal of RTI is to decrease the number of students that are being placed into special education programs without the support of various interventions that should be implemented to allow for student success.
Many students at my school go through the RTI process around 3rd or 4th grade but in 5th grade we have many students who still need basic instruction of reading skills. Our ongoing assessments of students determine their needs in various areas and it is important that as an upper grade teacher that I know how to effectively teach basic reading strategies because there are many students that come into 5th grade not knowing phonics patterns or decoding strategies. As the curriculum gets harder they fall farther behind. Children need constant modeling and guided practice of skills before they can be expected to use those skills efficiently as they read, speak, and write.
Flexible Teaching Strategies
As our culture changes and evolves so do our students. It is important for us to be up to date on the newest technologies and instructional practices that we are using with our students. Many of these new practices go hand in hand with the RTI process. Our teaching methods must change and evolve in order to reach the most students as possible in order for them to be successful. I have seen a drastic change in the way my school has taught math over the last few years, this also applies to how we have taught reading and writing.
I really like how interactive the writing lesson is for the students. You can tell that this teacher has built up to this lesson and the students are very engaged as they are encouraged to collaborate and communicate with each other as well as participate in the creation of a sentence. The teacher used basic sentences and then expanded the students' sentences to create more detailed sentences. This is by far a very different approach to sentence creation than when I was in first grade. I do not remember this much interaction when learning how to create sentences.
Strategic Reading Instruction-
This powerpoint discussed how teachers must scaffold the learning and doing of reading. Students need support in the early years (or later in their education if they are a lower reader). Students need to be taught the skills of fluency, comprehension, and phonics and phonemic awareness and need to be gradually released as they learn throughout the process. I liked how this power point laid out what other students can be doing when a teacher has a small guided reading group. This is also a perfect time during the literacy block to incorporate other content areas such as science or social studies. Students can be working on word work or listening to a book on tape that has skills or concepts from other content areas. During this reading workshop time students should also be given the chance to read books of their choosing to encourage a love of reading.
Students need practice with reading and vocabulary strategies. The reading strategies vocabulary power point provided a lot of ways that teachers can get students acquainted with their reading in order for them to think as they reada dn become a more involved reader. Fluency encompasses a wide range of reading skills and allows for a student to be a more efficient reader if they are able to fluently read a passage or text.
This is a great plan that incorporates reading, writing, science, social studies, and the arts. This unit clearly defines why literacy across the curriculum is important and focuses on skills in various content areas that are about a topic that many students would have a high level of engagement with. Literacy is important in all content areas and not just in reading or writing class.
Webquests are a great way to encourage inquiry within your students as well as hit on various levels of Bloom's Taxonomy and incorporate various skills across the curriculum. Students typically find webquests fun and exciting and are engaged while completing them. They are however, a big task to take on as a teacher. I have incorporated pieces of webquests into my reading and social studies stations but have not used a full webquest for students to work on.
RTI and Reading Strategies-
RTI has become a hot topic in education. Years ago many people believed that taking data on a low student would qualify him or her for special education services. Now with the redesigned RTI system, data is colelcted based on the specific needs of a student. The intensity of the interventions and data collections increases as a student moves through the RTI process. The data collection and the interventions are very prescribed and calculated. It has become increasingly more difficult to get to the SST portion of the RTI pyramid due to the success of interventions that are being put into place early on in the school year.
My school uses the RTI pyramid that is found in the GADOE information. We are required to collect and analyze the data before coming to a meeting about the child or before SST. I have used interventioncentral.org and find it very helpful. It has many probes for various subjects and skills. It takes some of the work out of the RTI process with the many probes that are already created for teacher and student use. I have also used easycbm as a reference for reading fluency passages. Many of these websites will allow you to input the student information and it will track and graph the data that is collected.
The instruction provided through RTI supports the differentiated instruction models that we have discussed in class as well as the ones we implement in our own classrooms. The goal of RTI is to decrease the number of students that are being placed into special education programs without the support of various interventions that should be implemented to allow for student success.
Many students at my school go through the RTI process around 3rd or 4th grade but in 5th grade we have many students who still need basic instruction of reading skills. Our ongoing assessments of students determine their needs in various areas and it is important that as an upper grade teacher that I know how to effectively teach basic reading strategies because there are many students that come into 5th grade not knowing phonics patterns or decoding strategies. As the curriculum gets harder they fall farther behind. Children need constant modeling and guided practice of skills before they can be expected to use those skills efficiently as they read, speak, and write.
Flexible Teaching Strategies
As our culture changes and evolves so do our students. It is important for us to be up to date on the newest technologies and instructional practices that we are using with our students. Many of these new practices go hand in hand with the RTI process. Our teaching methods must change and evolve in order to reach the most students as possible in order for them to be successful. I have seen a drastic change in the way my school has taught math over the last few years, this also applies to how we have taught reading and writing.
I really like how interactive the writing lesson is for the students. You can tell that this teacher has built up to this lesson and the students are very engaged as they are encouraged to collaborate and communicate with each other as well as participate in the creation of a sentence. The teacher used basic sentences and then expanded the students' sentences to create more detailed sentences. This is by far a very different approach to sentence creation than when I was in first grade. I do not remember this much interaction when learning how to create sentences.
Strategic Reading Instruction-
This powerpoint discussed how teachers must scaffold the learning and doing of reading. Students need support in the early years (or later in their education if they are a lower reader). Students need to be taught the skills of fluency, comprehension, and phonics and phonemic awareness and need to be gradually released as they learn throughout the process. I liked how this power point laid out what other students can be doing when a teacher has a small guided reading group. This is also a perfect time during the literacy block to incorporate other content areas such as science or social studies. Students can be working on word work or listening to a book on tape that has skills or concepts from other content areas. During this reading workshop time students should also be given the chance to read books of their choosing to encourage a love of reading.
Students need practice with reading and vocabulary strategies. The reading strategies vocabulary power point provided a lot of ways that teachers can get students acquainted with their reading in order for them to think as they reada dn become a more involved reader. Fluency encompasses a wide range of reading skills and allows for a student to be a more efficient reader if they are able to fluently read a passage or text.
Saturday, March 1, 2014
Module 3
Encouraging
Enthusiasm for Reading Video
I really like and believe the quote in the video “children
are made readers on the laps of their parents.” I think it is very important to
start reading with children while they are young at home. Parents can encourage a love of reading by
immersing them in a lot of books at a young age. I also think children need to see their
parents reading in order for them to see that it is important and that will
help encourage a love of reading.
The SMART Table Video
This is the coolest thing I have ever seen! I love it! I
think this could be used for spelling, math, reading, science, and S.S. in a
workshop and collaborative setting. Students can create stories using the
pictures in primary grades. I can see
it being really useful for ELL students learning the language, upper grades
students learning fractions, geometry, and math facts, and for younger students
learning sigh words, or new words related to content and reading. This would be great to have in a
station/center in a classroom.
Virtual Field Trip to
Atlanta
The resources listed on this page of the module are all
great for students who need background knowledge of the places within our own
state. These can also be a great tool for students who need more information on the topics listed. Many students have not taken
family trips to some of these places and this is a very inexpensive way of
getting students to explore, learn, and take a field trip! I loved all of these
videos!
Exploring Social
Studies and Technology Video
This would be great, in my case, for getting students to
learn the important places, battles, and people of the various wars we learn in
5th grade. They really need
that interactive learning to help them remember. This would be great to use for ELL students
as well.
Integrating Science and
Literacy in Early Childhood Video
The integration of science and social studies is a large
component of Common Core. In this video it discusses what literacy is
and how to integrate literacy into the primary learning of reading. Students need to know various aspects of
reading, and how it works in order to use it.
I like how the lady in the video discussed how viewing strengths and weaknesses
of a child is oftentimes looked at as negative but how we need to view the
weaknesses as a need the child has. I loved the second half of the video how
the women discussed the math and science activities through songs, counting,
memorization, and organization. In the
third part of the video it focused on reading- how reading works, how print
works, and the turning of pages because
it is a complex task and students need these basic skills before they can move
on to reading aloud. She also mentioned building background knowledge. This is vital for the many skills students will
learn later in their educational career.
We have to read aloud to our children in order for them to see how the
language works, they learn the importance of reading, and hopefully build that
love of reading.
Development of Early
Literacy Strategies Presentation
This gives great information, although somewhat long, about
the importance of researching and using the wide array of tools that we have today. As teachers it is important to teach our
students how to use various search engines, websites, and research databases. We want them to be safe, but we also want
them to be able to determine what information is the most necessary by skimming
and scanning through it and using reliable sources.
Expository Text
Structures and Signal Words
I recently did lessons with my students on this and found them
to pick up on it very quickly. I think
this is a skill they get every year.
But, in this presentation, I like all the vocabulary that is used to
signal different text structures. I didn’t
have all of these vocabulary words but will definitely be using these next year
when I teach this skill. Students need to recognize these words in their
readings to help them understand the content and by using this information, it
may help them have a deeper understanding of the text. This can also lead to discussions of why the
author would write a certain way.
Expository Text
Article
I really liked this article and felt that it gave great
information on how to teach expository text structures using informational
trade books. Students need to know how
to read these types of texts in order to write these types of writing pieces. Students need a lot of exposure to these
texts in order to become comfortable with them.
I liked the distinction between retelling and summarizing. This can be a hard skill for some
students. When doing a retelling, there
are those students that will make connections to everything in the story, and
then there are some students who can’t make any connection because they may
never have experienced something similar to what is happening in the book. Summarizing gives students the opportunity to
discuss the main ideas in the book without making connections. Retellings will give a more in depth view as
to whether they are comprehending the material or not.
Kathryn Smith Effect
of Explicit Instruction on Reading Preferences
I really liked Kathryn’s study and feel like it shows that
we as teachers need to make sure we have a healthy balance of fiction and
nonfiction integrated into our reading and writing programs. The more we use nonfiction texts the more students
will feel comfortable selecting these books on their own because they have been
taught tools and strategies on how to read and interpret them. This deeper understanding and appreciation
for nonfiction texts will likely influence their writing in this genre as well.
Sunday, January 19, 2014
Content Area Reading and Writing Module 2
Goals for Differentiated Instruction Video:
Differentiated instruction is pushed in all classrooms. This is important to do in order to make sure students are successful. I think the part of differentiated instruction that I find difficult is where you match student interest. I think that is very hard to do when there is a strict timeline to teach all the standards. Within my S.S. workshop I provide various activities that will meet the needs of students' learning styles and in my small groups I differentiate the instruction based on what they need.
The Story of Differentiated Instruction Video:
I have various books by Carol Ann Tomlinson and really think she is great! I really liked this video, and I like the background that she gives about how she came to the realization that differentiated instruction is the best way to reach all students. I think she really hits the nail on the head about how to organize and manage a classroom where you are using differentiated instruction. Love her comment about looking at the big picture.
Learning Theories Power Point:
This power point broke down how to differentiate and what it is. Allowing students to construct their own meaning but scaffolding upon their prior experiences to learn new material is the best way to reach all students. I really liked the 6 A's.
Planning Strategic Reading Lessons Power Point:
This sounds very similar to close reading that I have been learning about over the course of the last year. I do like the various ways students can demonstrate their learning though. I like how this power point really took you though the steps to plan out a lessons from beginning to end. This seems very helpful for guided reading groups as well.
Literacy Reading Content Power Point:
I feel like I do many of the components in this power point. Often times I paraphrase or give other materials to ALL my students because the text book is difficult and boring for most of the students to read. I do guided reading lessons with all my students and this is where the leveled texts comes into play. I really like the key words for each content subject. I am teaching my students about organizational structures and this will be easily relate able for them. The before, during, and after teaching page is really helpful too and of course all the resources at the end are helpful. Many of my students struggle in the reading of the S.S. content and so using these resources will be very helpful to get them engaged and learning without it being above their level, difficult, or boring.
Scaffolding:
I really like this chart, I saw this in my undergrad classes. It is a great visual to show that the teacher should not be doing too much but providing support for the students and then the students should be doing a lot of the work. I think many times I work too hard and am not making the students work hard enough.
Verb Wheel: Bloom's Taxonomy:
I actually have a Bloom's Taxonomy binder that we developed at my school a few years ago and this very wheel is in the binder. We had an AP that really worked with us on our level of questions in classroom discussion and on assessment and used this wheel to analyze assessments.
Differentiated instruction is pushed in all classrooms. This is important to do in order to make sure students are successful. I think the part of differentiated instruction that I find difficult is where you match student interest. I think that is very hard to do when there is a strict timeline to teach all the standards. Within my S.S. workshop I provide various activities that will meet the needs of students' learning styles and in my small groups I differentiate the instruction based on what they need.
The Story of Differentiated Instruction Video:
I have various books by Carol Ann Tomlinson and really think she is great! I really liked this video, and I like the background that she gives about how she came to the realization that differentiated instruction is the best way to reach all students. I think she really hits the nail on the head about how to organize and manage a classroom where you are using differentiated instruction. Love her comment about looking at the big picture.
Learning Theories Power Point:
This power point broke down how to differentiate and what it is. Allowing students to construct their own meaning but scaffolding upon their prior experiences to learn new material is the best way to reach all students. I really liked the 6 A's.
Planning Strategic Reading Lessons Power Point:
This sounds very similar to close reading that I have been learning about over the course of the last year. I do like the various ways students can demonstrate their learning though. I like how this power point really took you though the steps to plan out a lessons from beginning to end. This seems very helpful for guided reading groups as well.
Literacy Reading Content Power Point:
I feel like I do many of the components in this power point. Often times I paraphrase or give other materials to ALL my students because the text book is difficult and boring for most of the students to read. I do guided reading lessons with all my students and this is where the leveled texts comes into play. I really like the key words for each content subject. I am teaching my students about organizational structures and this will be easily relate able for them. The before, during, and after teaching page is really helpful too and of course all the resources at the end are helpful. Many of my students struggle in the reading of the S.S. content and so using these resources will be very helpful to get them engaged and learning without it being above their level, difficult, or boring.
Scaffolding:
I really like this chart, I saw this in my undergrad classes. It is a great visual to show that the teacher should not be doing too much but providing support for the students and then the students should be doing a lot of the work. I think many times I work too hard and am not making the students work hard enough.
Verb Wheel: Bloom's Taxonomy:
I actually have a Bloom's Taxonomy binder that we developed at my school a few years ago and this very wheel is in the binder. We had an AP that really worked with us on our level of questions in classroom discussion and on assessment and used this wheel to analyze assessments.
Saturday, January 11, 2014
Content Area Reading Module 1
Power point Presentation: Expository Texts
I really liked this power point presentation because I am about to start a unit on text structures of informational text with my students, so many of these examples are some of the various topics I plan to teach over the next few weeks. It is very important for students to understand the physical aspect of the text in order for them to use it to their advantage. Understanding how the text is set up will allow them to guide themselves to understanding the topic. Information can be gained from the headings and pictures that go along with the topic. Many times this can be seen in a science or social studies text book but also in a non fiction text that is more leveled for the student.
I really liked the various signal words that were presented for each text structure. This is very helpful for students but can also be used to transfer to their writing. This power point provided a great step by step guide to teaching about the various organizational structures found within non fiction texts. Modeling along with guided practice and exposure to these structures are beneficial for students as they learn about the structures and how they are useful in comprehending the material.
I am really glad that this one of the first topics to learn about in the modules since I will be hitting on this topic with my own students. I think this power point provided a lot of great information that I can transfer into my own classroom lessons. I need to make sure I am making connections with text examples so students are able to comprehend the texts we are using for our unit.
Video: Strategies for Parents of Struggling Readers
This video had some great ideas! I have come across many parents that struggle to get their child to read at home or feel like they don't know how to help them get better at reading. Many parents can do these activities at home to help their child improve their reading skills. Some of these activities are for more primary aged students but would work with students that still struggle with decoding in the upper grades.
The consonant vowel nonsense game is a great way to practice without students thinking they are learning. The fluency activity that was presented in the video is a really good way for students to practice- even in 5th grade. I have many students that struggle with their fluency which then negatively effects their comprehension. I liked the vocabulary sketch idea- this would even be great for content area vocabulary. I do summary pictures for each unit we study in social studies- students are given a short summary to glue into their note book and then they draw a picture out to the side. I think allowing students to make picture connections helps them to visualize the information or meaning of words and thus increasing comprehension and vocabulary acquisition.
Vacca Chapter 14:
My school has been back and forth with using textbooks in the classroom. Many schools in my district have taken away some textbooks and require teachers to teach without them and the reasoning behind it is that many of the textbooks are too difficult for students to understand. However, as I read parts of this chapter I realized that we are doing our students a dis service by not allowing them to be exposed to and learn from the textbooks if only to learn how to use text and organizational structure to their advantage.
I liked how this chapter mentioned using trade books to enhance the learning of various content area topics that are very dry within a textbook. My school pushes using literature across the curriculum and integrating as much as possible. I try to use various trade books for each unit of study so that I can go back to them throughout the year. I thought the various strategies that were presented to help students before, during, and after the text such as previewing, anticipation guides, and graphic organizers were all beneficial for students and leads them to use inquiry to help them locate other information about the topic and allow them the chance to collaborate with their peers in groups.
Trip to Hawaii Videos:
I really like how the video flowed well into the discussion graphic organizers. I use graphic organizers with my students but don't have a wide variety to use with them. I typically use them with content area subjects like science, social studies, and writing and really need to use them more with the teaching of reading and the structure of text.
I have never heard about Guide-O-Rama. I think this is a great way to set up a story for students. Using vocabulary preview techniques and exercises along the way during a read a loud are a great way for students to expand their vocabulary and also helps the ESOL and SpEd students to become familiar with various vocabulary words that are important for comprehension. I really liked how the conclusion to this Hawaii trip series concluded with a reading and writing activity that used many skills that can be integrated throughout a workshop model.
Fry's Readability Test
This was very interesting to read about as I have never heard of this before. We are encouraged to use real articles for kids that integrate content into our reading lesson and so many times it is difficult to determine if the article is appropriate for my students' reading and grade level. I will have to try this the next time I pull an article to use for close reading.
Irwin Davis Readability Test
I have never heard of this test before either. I think it is a great tool to use just like the Fry's test. I like that is is simple with a checklist. It doesn't seem like it would take a lot of time to complete or analyze.
I really liked this power point presentation because I am about to start a unit on text structures of informational text with my students, so many of these examples are some of the various topics I plan to teach over the next few weeks. It is very important for students to understand the physical aspect of the text in order for them to use it to their advantage. Understanding how the text is set up will allow them to guide themselves to understanding the topic. Information can be gained from the headings and pictures that go along with the topic. Many times this can be seen in a science or social studies text book but also in a non fiction text that is more leveled for the student.
I really liked the various signal words that were presented for each text structure. This is very helpful for students but can also be used to transfer to their writing. This power point provided a great step by step guide to teaching about the various organizational structures found within non fiction texts. Modeling along with guided practice and exposure to these structures are beneficial for students as they learn about the structures and how they are useful in comprehending the material.
I am really glad that this one of the first topics to learn about in the modules since I will be hitting on this topic with my own students. I think this power point provided a lot of great information that I can transfer into my own classroom lessons. I need to make sure I am making connections with text examples so students are able to comprehend the texts we are using for our unit.
Video: Strategies for Parents of Struggling Readers
This video had some great ideas! I have come across many parents that struggle to get their child to read at home or feel like they don't know how to help them get better at reading. Many parents can do these activities at home to help their child improve their reading skills. Some of these activities are for more primary aged students but would work with students that still struggle with decoding in the upper grades.
The consonant vowel nonsense game is a great way to practice without students thinking they are learning. The fluency activity that was presented in the video is a really good way for students to practice- even in 5th grade. I have many students that struggle with their fluency which then negatively effects their comprehension. I liked the vocabulary sketch idea- this would even be great for content area vocabulary. I do summary pictures for each unit we study in social studies- students are given a short summary to glue into their note book and then they draw a picture out to the side. I think allowing students to make picture connections helps them to visualize the information or meaning of words and thus increasing comprehension and vocabulary acquisition.
Vacca Chapter 14:
My school has been back and forth with using textbooks in the classroom. Many schools in my district have taken away some textbooks and require teachers to teach without them and the reasoning behind it is that many of the textbooks are too difficult for students to understand. However, as I read parts of this chapter I realized that we are doing our students a dis service by not allowing them to be exposed to and learn from the textbooks if only to learn how to use text and organizational structure to their advantage.
I liked how this chapter mentioned using trade books to enhance the learning of various content area topics that are very dry within a textbook. My school pushes using literature across the curriculum and integrating as much as possible. I try to use various trade books for each unit of study so that I can go back to them throughout the year. I thought the various strategies that were presented to help students before, during, and after the text such as previewing, anticipation guides, and graphic organizers were all beneficial for students and leads them to use inquiry to help them locate other information about the topic and allow them the chance to collaborate with their peers in groups.
Trip to Hawaii Videos:
I really like how the video flowed well into the discussion graphic organizers. I use graphic organizers with my students but don't have a wide variety to use with them. I typically use them with content area subjects like science, social studies, and writing and really need to use them more with the teaching of reading and the structure of text.
I have never heard about Guide-O-Rama. I think this is a great way to set up a story for students. Using vocabulary preview techniques and exercises along the way during a read a loud are a great way for students to expand their vocabulary and also helps the ESOL and SpEd students to become familiar with various vocabulary words that are important for comprehension. I really liked how the conclusion to this Hawaii trip series concluded with a reading and writing activity that used many skills that can be integrated throughout a workshop model.
Fry's Readability Test
This was very interesting to read about as I have never heard of this before. We are encouraged to use real articles for kids that integrate content into our reading lesson and so many times it is difficult to determine if the article is appropriate for my students' reading and grade level. I will have to try this the next time I pull an article to use for close reading.
Irwin Davis Readability Test
I have never heard of this test before either. I think it is a great tool to use just like the Fry's test. I like that is is simple with a checklist. It doesn't seem like it would take a lot of time to complete or analyze.
Monday, October 14, 2013
My Culture and Heritage
Ethnicity
and Race
I
come from a Caucasian middle class, Catholic family in suburban Atlanta. My paternal grandfather is of English descent
and my maternal great grandfather is of Irish descent. I come from a very European
background but have been raised in the southern United States. I am the oldest of four children with no
first cousins. Growing up in a middle class neighborhood and in an area that
was better off than other parts of the Gwinnett county area, many people
thought I came from a rich family that afforded me cars, large allowances, and
high end clothing. Not true by any
definition.
My great grandparents and my grandparents on both sides
came from their native countries in order to have better opportunities for
their family and future generations. My
family has worked very hard to save money and provide for each generation. My paternal grandfather worked for Western
Electric in New Jersey which led him to transfer to Georgia when my father was
just ten years old. My maternal
grandfather worked for Exxon in Maryland and later transferred his family to
Georgia when my mother was 18 years old.
None of my grandparents went to college, and I remember my grandmother
telling me stories of when she used to sell Lifesavers candy on the side of the
road. All my grandparents lived through
the Great Depression which taught them to save even more and not waste anything-
this was passed down to my parents and to my brother and sisters.
Family
During
my childhood, both of my parents worked. My mother is a teacher and my father
an engineer for Lockheed Martin. Growing
up I saw the majority of my father’s home life revolve around the yard work,
fixing things or building things and my mother’s home life revolved around
household work, and helping us with homework.
On the weekends, we were typically at the ball field cheering my brother
on in baseball or my sister on in soccer.
We
believe in family dinners. Every
night. My mother would spend an hour or
so cooking a hot meal most nights of the week and we would share Sunday dinner
with one or both sets of grandparents. We
also believe in supporting one another, even though we may not agree or
understand the choices each of us makes.
My family is very loud, but loving and we enjoy spending time together
During
the holidays we would spend Thanksgiving at my paternal grandparent’s house and
Christmas at my childhood home. My
mother is still so big on traditions that as we have gotten older it has been
very hard to tweak the small things in order to accommodate everyone. As we are
growing older, however, we are creating new traditions as there are more
grandchildren that are being born. As a child, we would take a family vacation up
north to visit family and go to the beach.
My mother’s family always went to Ocean City, Maryland and that
tradition continued until I was about seven and then we made only a few more
trips after that.
Values
Growing
up we attended Sunday school at church and I often went to youth group when I
was in middle school and enjoyed going, even though it was a fight for my
mother to get my younger siblings in the car.
We are Catholic and have grown up expecting to reach each milestone
within the church by achieving the sacraments (Baptism, First Communion,
Reconciliation, Confirmation, and Marriage).
While my father was not raised Catholic, he was raised Episcopalian, he
has always been supportive of the Catholic ceremonies that we have gone
through.
My family truly believes in marriage and having a family
within marriage. There are no divorces
in the long lines of family trees that my mother and aunt have researched. My paternal grandparents were married 52
years before one of them passed and my maternal grandparents were married close
to 40 years before my grandmother passed away.
With marriage comes children and we believe in raising children in a
home with both sets of parents along with grandparents playing an active role
in the child’s life.
My grandparents all worked very hard to be able to afford
their homes and cars during the 50’s, 60’s, and 70’s. My parents still work today, and miss very
little days unless it is necessary. By the time they retire, they will have
worked for over half their life and into their sixties. My grandparents also retired when they were
in their 60’s after long years working with their respective companies.
Both
of my parents attended college, even though their parents did not. My mother graduated from Oglethorpe, working
her way through college while working at Macy’s and my father went to Georgia
Tech to receive an engineering degree.
My mother later went on to receive her Specialist in Education and has
many years of teaching under her belt.
My parents expect all their children to attend college and graduate
within four years. My mother always said
to us that it didn’t matter what grade we received on an assignment as long as
she knew we had worked hard and done our best.
Of course she wanted us to get A’s, but she knew this was not realistic,
especially in areas we struggled, for me it was math. As long as my parents knew we had done our
absolute best then they were okay with that. They knew that getting a college
degree would put us at an advantage in the real world and an education was not
something that could be taken away from us so it was always pushed very
hard. My husband has his master’s and I
am in pursuit of mine, so education is something that we value as well and
expect for our daughter too.
Other
information
White Americans or European Americans have a lot of pride
in their native land and their history.
We are truly proud of how far our family members have come since their
days of living in poorer parts of England, Ireland, Sweden, and Germany. Since many of my family members came from so
little in their native countries, I feel it is an obligation to make sure that
I take advantage of all the opportunities that are available here in the United
States. I feel as though they came here
to better themselves and their families and in order to honor their sacrifices
I must do what I can to work hard, educate myself, and provide a rich family
dynamic for my daughter and future children.
Assumptions
and Stereotypes
Being Catholic, many people assume that I am not
Christian. Catholics are Christian
however, we believe the pope and the priests are to read through the
Bible. During our mass, we do not read
along with the passages in the Bible, only listen. It is also assumed that we worship Mary. We do not, we hold her in high regard as she
is the mother of Jesus.
Since I am a Caucasian in the South it is assumed that I
am a racist, rich woman who has not had to work hard for what I have. I am not racist, I teach many children of
various races, ethnicities, and culture and truly find them all to be unique
but do not have negative feelings towards any.
I am a true believer in actions- a person’s actions are a true
reflection of their character. My
husband and I both teach, therefore we have little extra money in our pockets
after pay day and bills. We live within
our means and save up for what we want.
That is how it has always been, even growing up. I finished college in four years, as per my
parents’ expectations and began teaching right after college. I have had to work hard to get through this
part of my career and have worked hard to put myself through my master’s
program while raising a family and working.
Family
Tree
Below
is a family tree dating back to 1878 with lineage to Ireland and England, Older
generations date back to 1700, with roots in Switzerland, Germany, and Sweden. This is only one piece of my family tree, however
it is a valuable insight into my family roots.
Many family members were born outside of the United States and many
others were born and grew up in the north eastern area of the United States,
such as Illinois, New York, New Jersey and Maryland. My family members from England came from very
poor families. They worked very hard but
did not have much. My Irish family had
farms and lots of land, however, still worked very hard attending to the farm
and the animals. They did not have the
opportunities that were available in the United States which is what led them
to leave and settle in parts of the eastern United States.
Generation 1
Generation 2
Generation 3
4. Leslie Ernest WOOD:
born 22 Feb 1919 in Walsall, Staffordshire County, England; married 1947; died
27 Jan 2000 in Decatur GA.
6. Edward Nerius GRADY:
born 12 May 1916 in Baltimore, Maryland; married 18 Jun 1949 in St Cecilia RC
Church, Baltimore MD; died 8 Apr 1998 in Eastside Medical Center, Snellville
GA.
7. Rubye May DUNN: born
16 Oct 1920 in Baltimore, Maryland; died 3 Dec 1990 in Shallowford Community
Hospital, Chamblee GA.
Generation 4
8. William Ernest
"Ernie" WOOD: born 1895 in Walsall, Staffordshire County,England;
married abt 1918 in England.
12. Owen
Joseph GRADY: born 26 Dec 1876 in
Clogarnaugh, Frenchpark, Co Roscommon, Ireland; married 28 Sep 1910 in St.
Ignatius Church, Baltimore MD; died 18 Mar 1978 in Baltimore, Maryland.
13. Ellen
Marie BARLOW: born 24 Dec 1887 in
Ballymoe, Co Galway, Ireland; died 7 Aug 1950 in Baltimore, Maryland.
14. John
Patrick DUNN: born 6 Jun 1898 in
Baltimore, Maryland; married 27 Feb 1914 in Ellicott City Maryland; died 1 Nov
1936 in Baltimore MD at 426 Hanover St,.
Sunday, August 25, 2013
Module 2: Opitz Chapters 5 & 6 and Article Comparison
As I read the Opitz text and the article I can see where ideas merge and where they are different. Both the article and the Opitz text discuss that students should create assessment tools in order for students to be involved and understand how they will be evaluated. Both the text and the article discussed testing- whether it be norm referenced, criterion referenced, or interim/benchmark testing and discussed that those tests have faults in that it may not address "skills and standards that were taught from day to day" (Risko and Walker-Dalhouse, 2010). The idea of using assessment to guide instruction was also discussed in both readings and the article made direct mention of differentiation (Risko and Walker-Dalhouse, 2010). The Opitz text discussed the importance of using assessments to guide instruction but also gave a lot of examples about the many types of assessments that can be used.
Both readings discussed assessment, however, when I think of assessment I automatically think of testing or tests as assessment and sometimes forget that just a casual conversation, inventory, or observation can be assessment. I really like how the Opitz text divided up assessments into standardized assessments and informal assessments. The Optiz chapters 5 and 6 really went through the various types of observation techniques, anecdotal records, and student interest surveys and I liked how each informal assessment had an actual example of one that could be used in the classroom (Opitz, Rubin, and Erekson, 2011). The article addressed more of the formative and standardized assessments and did not mention a lot about the informal assessments that teachers use on a day to day basis.
I like how the Opitz text discussed standardized testing and how they can be administered in the fall and then used to guide instruction but if they are administered later in the year it doesn't help to guide instruction (Opitz, Rubin, and Erekson, 2011). This is so true. Giving my students the CRCT at the end of the year only serves to evaluate the teacher and students and not guide instructional practices.
Both readings though really focused on assessments guiding instruction. Targeting skills that students need and using their interests, strengths, and weaknesses is going to be more valuable than teaching every student the same skill. "When teachers used formative assessments to guide their instruction, students made gains that were considered large and meaningful" (Risko and Walker-Dalhouse, 2010).
Both readings discussed assessment, however, when I think of assessment I automatically think of testing or tests as assessment and sometimes forget that just a casual conversation, inventory, or observation can be assessment. I really like how the Opitz text divided up assessments into standardized assessments and informal assessments. The Optiz chapters 5 and 6 really went through the various types of observation techniques, anecdotal records, and student interest surveys and I liked how each informal assessment had an actual example of one that could be used in the classroom (Opitz, Rubin, and Erekson, 2011). The article addressed more of the formative and standardized assessments and did not mention a lot about the informal assessments that teachers use on a day to day basis.
I like how the Opitz text discussed standardized testing and how they can be administered in the fall and then used to guide instruction but if they are administered later in the year it doesn't help to guide instruction (Opitz, Rubin, and Erekson, 2011). This is so true. Giving my students the CRCT at the end of the year only serves to evaluate the teacher and students and not guide instructional practices.
Both readings though really focused on assessments guiding instruction. Targeting skills that students need and using their interests, strengths, and weaknesses is going to be more valuable than teaching every student the same skill. "When teachers used formative assessments to guide their instruction, students made gains that were considered large and meaningful" (Risko and Walker-Dalhouse, 2010).
Module 2: Article: Making the Most of Assessments to Inform Instuction
As I read this article by Risko and Walker-Dalhouse I realized that this article is addressing differentiated instruction and RTI. I really liked how the authors addressed pacing guides because what we, as teachers, should be doing is evaluating students and discovering what skills they need or don't need and then really focusing in on those skills that students need.
Students' skills, strengths, needs, and interests should be used when creating instruction and then assessments should be created and used that are tailored to those skills and instruction. Since common core focuses a lot on deeper thinking, assessments should evaluate more than just the basic knowledge of a book. Assessments should be used to test the deeper knowledge and multiple skill sets that have been taught and modeled. Using open ended formats for assessment not only can evaluate that deeper understanding, but a teacher can also evaluate writing and vocabulary.
My district uses benchmark/interim testing each nine weeks in each subject area. I really liked how this article addressed that type of testing as well. These tests address every skill that is to be taught within the nine week period, however, may not assess the skills that were taught based on the needs of the students. Using assessments to guide instruction is part of differentiation.
Allowing students to take what they have learned and evaluate themselves or allowing them to be apart of the process that creates the assessment will give students more understanding of how they will be assessed. Since students are in a very technological world, these technology modes should be incorporated into the instruction and assessment. Technology should be incorporated into the regular classroom and used as part of instruction and assessment and not used sporadically. These different technological modes can be beneficial to lower readers and writers and ELL students.
Classroom assessment should be based on frequent data collection, and instructional adjustment based on the data. Teachers need to be pushing students to that deeper level of understanding and thinking but it needs to be done as each child needs it and not tailored to a "one size fits all" model.
Risko, V. J., & Walker-Dalhouse. (2010). Making the most of assessments to inform instruction.
The Reading Teacher, 63(5), 420-422. DOI:10.1598/RT.63.5.7
Students' skills, strengths, needs, and interests should be used when creating instruction and then assessments should be created and used that are tailored to those skills and instruction. Since common core focuses a lot on deeper thinking, assessments should evaluate more than just the basic knowledge of a book. Assessments should be used to test the deeper knowledge and multiple skill sets that have been taught and modeled. Using open ended formats for assessment not only can evaluate that deeper understanding, but a teacher can also evaluate writing and vocabulary.
My district uses benchmark/interim testing each nine weeks in each subject area. I really liked how this article addressed that type of testing as well. These tests address every skill that is to be taught within the nine week period, however, may not assess the skills that were taught based on the needs of the students. Using assessments to guide instruction is part of differentiation.
Allowing students to take what they have learned and evaluate themselves or allowing them to be apart of the process that creates the assessment will give students more understanding of how they will be assessed. Since students are in a very technological world, these technology modes should be incorporated into the instruction and assessment. Technology should be incorporated into the regular classroom and used as part of instruction and assessment and not used sporadically. These different technological modes can be beneficial to lower readers and writers and ELL students.
Classroom assessment should be based on frequent data collection, and instructional adjustment based on the data. Teachers need to be pushing students to that deeper level of understanding and thinking but it needs to be done as each child needs it and not tailored to a "one size fits all" model.
Risko, V. J., & Walker-Dalhouse. (2010). Making the most of assessments to inform instruction.
The Reading Teacher, 63(5), 420-422. DOI:10.1598/RT.63.5.7
Module 2: Video Analysis- QRI-5
As I watched this video and read over the steps to administering a QRI-5 I realized that I do this very often with my own students. My district uses the Fountas and Pinnell leveled kits to administer reading tests to students three times a year. I use the leveled word lists at the beginning of each evaluation to determine which book to use during the test. If a student misses two or more words I go down a level when I give the book test. After the student reads the word list, I then administer the boko test and check for fluency as the child reads out loud. Students then read the rest of the book to themselves and then when tehy are finished, I ask them questions in which answers can be found within the text, beyond the text, and about the text. I then score the student a 0,1,2, or 3 to determine comprehension. Using the word list really helps to narrow down which level to start off a book test with and saves time by not having to test a student multiple times in one sitting.
After I administer a book test, I am then able to determine what that student struggles with and then create lessons that are focused on those skills. I can group students based on skills in order to effectively teach those skills in small groups or one on one.
Through tutoring, I can encourage my tutee to administer a word list then determine the student's level for a book test. The word list also gives important information to the teacher such as vocabulary knowledge, and decoding strengths and weaknesses. Through the word list, my tutee can then determine what skills the student needs when encountering unfamiliar words. After my tutee has administered a word list and the book test a lot of information can be gained from comprehension questions such as a student may be able to answer low level questions but have difficulty with higher level questions. In which case, a plan of action would be discussed and carried out.
After I administer a book test, I am then able to determine what that student struggles with and then create lessons that are focused on those skills. I can group students based on skills in order to effectively teach those skills in small groups or one on one.
Through tutoring, I can encourage my tutee to administer a word list then determine the student's level for a book test. The word list also gives important information to the teacher such as vocabulary knowledge, and decoding strengths and weaknesses. Through the word list, my tutee can then determine what skills the student needs when encountering unfamiliar words. After my tutee has administered a word list and the book test a lot of information can be gained from comprehension questions such as a student may be able to answer low level questions but have difficulty with higher level questions. In which case, a plan of action would be discussed and carried out.
Module 2: Power Point Response: Assessment of Reading and Writing Processes
I really liked reading through this power point. I felt like a lot of my time is spent assessing, whether it is formal or informal and much of it is related to reading and/or writing assessment. I give Fountas and Pinnell tests to my students 3 times a year. I have seen how low comprehension is driven by low vocabulary. In today's classroom, many students use slang when they speak and it is hard to evaluate their vocabulary when they use words that are not often found in print books. However, I have asked students what some of their terms mean and they are able to tell me and when they read and answer comprehension questions, they are also able to translate phrases or words into their own dialect or slang. Therefore, you can evaluate their vocabulary acquisition.
My students create a writing portfolio, however it is not used to assess their writing progress throughout the year. Each of their scored writing pieces is kept in this portfolio so the progress can be seen at the end of the year. Students also keep a reading and writing journal but typically it is used for students to respond to a book or a prompt. We do use writing rubrics to evaluate writing. I do teach 5th grade and my students take the GA 5th Grade Writing test. In my county students are required to pass before they can be promoted to the 6th grade. However, on the rubrics, the ideas sections is weighted more heavily than the other components of the rubric because the ideas reflect the paper as a whole. Students do not help in the construction of these rubrics since they are county made. The components to the writing we use are Ideas, Organization, Style, Conventions. Word choice is within style.
I have never heard of the TOWL before. I think it would be an interesting assessment to use with many students. However, I think with the writing rubrics that are used county wide within my district, each student is evaluated using components of TOWL-3.
AS students write, even within the content areas it is important to observe whether they are going through the stages of writing- planning, drafting, revising/editing, proofreading etc. Students who fully understand the stages of writing will use these techniques in any situation they are asked to write. The more students read the wider vocabulary they will use within their conversations and within their writing.
My students create a writing portfolio, however it is not used to assess their writing progress throughout the year. Each of their scored writing pieces is kept in this portfolio so the progress can be seen at the end of the year. Students also keep a reading and writing journal but typically it is used for students to respond to a book or a prompt. We do use writing rubrics to evaluate writing. I do teach 5th grade and my students take the GA 5th Grade Writing test. In my county students are required to pass before they can be promoted to the 6th grade. However, on the rubrics, the ideas sections is weighted more heavily than the other components of the rubric because the ideas reflect the paper as a whole. Students do not help in the construction of these rubrics since they are county made. The components to the writing we use are Ideas, Organization, Style, Conventions. Word choice is within style.
I have never heard of the TOWL before. I think it would be an interesting assessment to use with many students. However, I think with the writing rubrics that are used county wide within my district, each student is evaluated using components of TOWL-3.
AS students write, even within the content areas it is important to observe whether they are going through the stages of writing- planning, drafting, revising/editing, proofreading etc. Students who fully understand the stages of writing will use these techniques in any situation they are asked to write. The more students read the wider vocabulary they will use within their conversations and within their writing.
Module 2: Powerpoint Response: Strategies that Support Emergent Literacy
As I read through the powerpoint presentation titled Strategies that Support Emergent Literacy I found myself relating to it a lot. My daughter is 2 years old and is in the Emergent literacy stage. Her speech is developing out of need to communicate with us and out of frustration when we don't always know what she is trying to tell us. She is able to recognize different print, her favorite being Chick-fil-A which she calls "moo cow" and she knows she eats chicken nuggets and fruit there. :) She loves for us to read books to her, but doesn't quite understand that we are reading the words on the page. She knows that letters are "abc's" but doesn't understand that those letters are put together to make words, sentences, or the story. My daughter loves to color or use chalk and her formations consist of scribble since she has no concept of the letter formations yet and the letters don't mean a whole lot to her.
I have never taught in a first grade classroom where many of the early reading stage is formed. I do know that the first grade teachers at my school have the sight word wall and go over those words daily. I think it would be interesting and valuable to spend time in a first grade classroom to see how these students move from emerging readers to early readers.
I really love that this power point addressed all the elements of reading. Since I teach 5th grade, my students are reading for meaning however, it is important for my students to be able to use phonological and phonemic awareness in order to decode unfamiliar words. Decoding however, can affect fluency if they spend too long decoding the word. When I taught 4th grade we actually used many nursery rhymes in our poetry unit and it saddened me that so many of our students didn't know many of the basic nursery rhymes we discussed throughout the unit.This is a strategy for improving phonemic awareness.
I have never taught in a first grade classroom where many of the early reading stage is formed. I do know that the first grade teachers at my school have the sight word wall and go over those words daily. I think it would be interesting and valuable to spend time in a first grade classroom to see how these students move from emerging readers to early readers.
I really love that this power point addressed all the elements of reading. Since I teach 5th grade, my students are reading for meaning however, it is important for my students to be able to use phonological and phonemic awareness in order to decode unfamiliar words. Decoding however, can affect fluency if they spend too long decoding the word. When I taught 4th grade we actually used many nursery rhymes in our poetry unit and it saddened me that so many of our students didn't know many of the basic nursery rhymes we discussed throughout the unit.This is a strategy for improving phonemic awareness.
Saturday, August 24, 2013
Module 1: Article and Text Comparison
I found the article, Data, Our GPS to be very interesting. Throughout the article the authors focus on the ELL population. While this is important, the strategies used within this school district can and should be used with various sub groups of students. I think that using the methods presented in the article can be a great way to help students and collaborate with fellow teachers.
As I read the sentences about the student Sergio, I found it interesting that his accident had not been discussed before. As mentioned in this module's power point, ELL students need to be monitored closely and it is important to know whether or not an ELL student struggled in their native language. This information, or data, is vital and can provide a lot of information as to how to teach that student. It is important to understand if an ELL student has struggled with native language reading and if not then the student is having difficulties with the English language and not the reading skills.
As noted in the Opitz text, Response to Intervention is key in determining how to teach struggling students. My school district automatically puts every child in Tier 1 of RTI because the use of differentiation cause be used with any student. Through RTI, data is collected that determines the skills the student needs to work on and then the teacher designs lessons centered around those skills. RTI is a constant cycle of data collection, instruction, and checking for udnerstanding.
I also liked how the authors of this article discussed district testing. My distrcit uses Elements, a computer system that administers tests for each subject. The questions are written by teachers within the district who have content knowledge for those grade levels. Stuents are given these Interim/Benchmarks tests on teh computer each nine week period. The tests are scored automatically through the computer system and as the teacher, I have a detailed look at each standard that was tested and the percentage of students who missed that standard. I am also able to see which students met or did not meet on standards. It is a great tool not only to guide my instruction, but to show to parents as well. Not only do we have that testing, but I am required to use the F&P tests on my students three times per school year. This gives valuable information on decoding, fluency, and comprehension. I can then use this information to guide instruction for small groups and one on one conferencing. Again, this use of data drives my instruction.
We have PLC meetings at my school once a week. In these meetings we discuss student progress and student data. On page 58 of the article Smith, Johnson, and Thompson mention that their teachers identify groups of students with particular needs and group them for instruction. A few years ago my school used CQI to group students for math and each week an assessment was given and then students were regrouped based on the skills they needed. We have moved away from that since we use workshop methods for each subject area and we are expected to be using the workshop as a way to use flexible groupings in order to meet the needs of each student. I feel as though CQI has been replaced with RTI.
When I compare the text and the article I definitely see that the use of RTI is valuable and important and ELL students need to be monitored closely. However, I feel as though the article gave more real classroom and school examples of how these processes are being handled and the book merely explained what each of these processes are. I think they both incorporate the ideas of collecting data in order to guide instruction. Both references were different in that the article did not go in depth with the levels of language when discussing the ELL students.
Opitz, Michael F., Rubin, D., and Erekson, J. Reading Diagnosis and Improvement: Assessment and Instruction. 6th ed. Boston, Mass.: Pearson, 2011. Print.
Smith, R., Johnson, M., & Thompson, K. (2012). Data, our GPS. Educational Leadership, 69(5), 56-59.
As I read the sentences about the student Sergio, I found it interesting that his accident had not been discussed before. As mentioned in this module's power point, ELL students need to be monitored closely and it is important to know whether or not an ELL student struggled in their native language. This information, or data, is vital and can provide a lot of information as to how to teach that student. It is important to understand if an ELL student has struggled with native language reading and if not then the student is having difficulties with the English language and not the reading skills.
As noted in the Opitz text, Response to Intervention is key in determining how to teach struggling students. My school district automatically puts every child in Tier 1 of RTI because the use of differentiation cause be used with any student. Through RTI, data is collected that determines the skills the student needs to work on and then the teacher designs lessons centered around those skills. RTI is a constant cycle of data collection, instruction, and checking for udnerstanding.
I also liked how the authors of this article discussed district testing. My distrcit uses Elements, a computer system that administers tests for each subject. The questions are written by teachers within the district who have content knowledge for those grade levels. Stuents are given these Interim/Benchmarks tests on teh computer each nine week period. The tests are scored automatically through the computer system and as the teacher, I have a detailed look at each standard that was tested and the percentage of students who missed that standard. I am also able to see which students met or did not meet on standards. It is a great tool not only to guide my instruction, but to show to parents as well. Not only do we have that testing, but I am required to use the F&P tests on my students three times per school year. This gives valuable information on decoding, fluency, and comprehension. I can then use this information to guide instruction for small groups and one on one conferencing. Again, this use of data drives my instruction.
We have PLC meetings at my school once a week. In these meetings we discuss student progress and student data. On page 58 of the article Smith, Johnson, and Thompson mention that their teachers identify groups of students with particular needs and group them for instruction. A few years ago my school used CQI to group students for math and each week an assessment was given and then students were regrouped based on the skills they needed. We have moved away from that since we use workshop methods for each subject area and we are expected to be using the workshop as a way to use flexible groupings in order to meet the needs of each student. I feel as though CQI has been replaced with RTI.
When I compare the text and the article I definitely see that the use of RTI is valuable and important and ELL students need to be monitored closely. However, I feel as though the article gave more real classroom and school examples of how these processes are being handled and the book merely explained what each of these processes are. I think they both incorporate the ideas of collecting data in order to guide instruction. Both references were different in that the article did not go in depth with the levels of language when discussing the ELL students.
Opitz, Michael F., Rubin, D., and Erekson, J. Reading Diagnosis and Improvement: Assessment and Instruction. 6th ed. Boston, Mass.: Pearson, 2011. Print.
Smith, R., Johnson, M., & Thompson, K. (2012). Data, our GPS. Educational Leadership, 69(5), 56-59.
Thursday, August 22, 2013
Module 1: Powerpoint
As I read through the powerpoint presentation I came across many points that were also made from the Opitz text. I do agree that many ELL students struggle with reading and writing because they are not familiar with the language and that is why it is important that they are completely immersed into the language within a classroom. They should be given the opportunity to hear as much language as possible. Sometimes teachers fail to question if the student struggled in their native language and immediately think that because they are ELL they will struggle with the English language. If a student struggled in their native language then there may be a serious learning issue that needs to be evaluated and addressed, however, any child or adult will struggle with a new language. The command of a language is what will determine success. If a student did not sturggle with their native language then they will be able to successfully learn the English language.
AS I have tested my 5th graders I see decoding issues as the main problems. Many times my students are skipping over the words and not attempting to decode and replace the word with something that has the same letters but doesn't make sense within the sentence. This decoding issue then affects the comprehension. Many times as a result of this issue, students are put through the RTI process in order to prevent major gaps and remediate the issues with interventions.
In my reading workshop I encourage students to read something that interests them and believe in the power of free choice. I teach mini lessons that introduce skills and then use conferences or guided reading groups to reinforce skills that the students need to work on.
AS I have tested my 5th graders I see decoding issues as the main problems. Many times my students are skipping over the words and not attempting to decode and replace the word with something that has the same letters but doesn't make sense within the sentence. This decoding issue then affects the comprehension. Many times as a result of this issue, students are put through the RTI process in order to prevent major gaps and remediate the issues with interventions.
In my reading workshop I encourage students to read something that interests them and believe in the power of free choice. I teach mini lessons that introduce skills and then use conferences or guided reading groups to reinforce skills that the students need to work on.
Wednesday, August 21, 2013
Module 1: Chapters 1 and 2 Opitz text
It has been studied that students take on the attitude and view that the teacher has of reading. Therefore, it is important for students to understand that reading means to comprehend. As I mentioned in my post about the video, it is important for teachers to assess students' reading skills frequently in order to provide intervention of specific skills that the student lacks.
I have never really thought about assessing a child's reading and determining a diagnosis, however, it does make sense to diagnose a child's reading and determine what skills the child needs and what skills the child is strong in. When I administer F&P tests to my students, it becomes very clear what a student needs and then I create lessons that center around those skills. Many times, if a child is below grade level I begin to take data and begin the RTI process in order to administer interventions that would help with a child's weak reading skills. Of course, if the child does not make adequate progress through RTI then other steps are taken to determine if the child should be given testing to determine if there is a learning disability. Typically we see progress when using RTI and then if any progress is made the child is monitored from then on. It isn't okay to label children with weak reading abilities into a category of special education before there is enough data to prove there is a significant gap.
My administration talked a lot about the RTI process how each student should have equal access to their education and that doesn't all mean that it is fair. I thought they did a really good job showing visuals that represented this. One picture showed three students of tall, medium, and short heights standing behind a fence and the short and medium height students didn't have step stool. The picture next to it showed the medium height child with a step stool and the short student with two step stools. Therefore showing they each had equal access some were provided with an accommodation to allow them that equal access.
Since I am administering my F&P tests to my students I have seen many behaviors listed on both sides of the Proficient/Less Proficient chart. There are very few students at this point in the year that read to make it sound like language. Students have had some background knowledge on earthquakes and animal adaptations so many have been able to use their background knowledge to help them answer the deeper questions I ask about those books in the F&P kit. Many of the students I have tested do seem to go back and reread if they call out a word that doesn't make sense and they correct themselves.
However, I have had many students also attempt to read the words correctly and fail and not go back and reread. FOr example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
I do not believe in the bottom up approach to reading. I feel that it teaches that letters sounds, and words are more important than the text itself and the meaning within the text. I used to feel as though the top down approach was where I fell because it teaches the value of the whole text over the words and letters, however, after my summer reading class, I now see the value in and interactive approach and teaching the letters and sounds in combination with the whole text meaning.
As a teacher it is vital that I take notice of how I teach and how I deliver my message to students. Students who struggle due to disabilities, or language barriers need my messages to be clear and purposeful. In order for that to occur I must self evaluate and make plan accordingly. I believe a balanced approach to reading is necessary. There are times such as a mini lesson that should be delivered whole group and then the one on one instruction and small guided groups should be used to reinforce and teach the students the skill based on their instructional reading level. It is important to know your students in order to provide an effective reading plan. You must be aware of how much support they have at home and if the parents are willing and able to provide support at home.
I have never really thought about assessing a child's reading and determining a diagnosis, however, it does make sense to diagnose a child's reading and determine what skills the child needs and what skills the child is strong in. When I administer F&P tests to my students, it becomes very clear what a student needs and then I create lessons that center around those skills. Many times, if a child is below grade level I begin to take data and begin the RTI process in order to administer interventions that would help with a child's weak reading skills. Of course, if the child does not make adequate progress through RTI then other steps are taken to determine if the child should be given testing to determine if there is a learning disability. Typically we see progress when using RTI and then if any progress is made the child is monitored from then on. It isn't okay to label children with weak reading abilities into a category of special education before there is enough data to prove there is a significant gap.
My administration talked a lot about the RTI process how each student should have equal access to their education and that doesn't all mean that it is fair. I thought they did a really good job showing visuals that represented this. One picture showed three students of tall, medium, and short heights standing behind a fence and the short and medium height students didn't have step stool. The picture next to it showed the medium height child with a step stool and the short student with two step stools. Therefore showing they each had equal access some were provided with an accommodation to allow them that equal access.
Since I am administering my F&P tests to my students I have seen many behaviors listed on both sides of the Proficient/Less Proficient chart. There are very few students at this point in the year that read to make it sound like language. Students have had some background knowledge on earthquakes and animal adaptations so many have been able to use their background knowledge to help them answer the deeper questions I ask about those books in the F&P kit. Many of the students I have tested do seem to go back and reread if they call out a word that doesn't make sense and they correct themselves.
However, I have had many students also attempt to read the words correctly and fail and not go back and reread. FOr example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
I do not believe in the bottom up approach to reading. I feel that it teaches that letters sounds, and words are more important than the text itself and the meaning within the text. I used to feel as though the top down approach was where I fell because it teaches the value of the whole text over the words and letters, however, after my summer reading class, I now see the value in and interactive approach and teaching the letters and sounds in combination with the whole text meaning.
As a teacher it is vital that I take notice of how I teach and how I deliver my message to students. Students who struggle due to disabilities, or language barriers need my messages to be clear and purposeful. In order for that to occur I must self evaluate and make plan accordingly. I believe a balanced approach to reading is necessary. There are times such as a mini lesson that should be delivered whole group and then the one on one instruction and small guided groups should be used to reinforce and teach the students the skill based on their instructional reading level. It is important to know your students in order to provide an effective reading plan. You must be aware of how much support they have at home and if the parents are willing and able to provide support at home.
Module 1: Page #14, Activity 4
Since I am administering my F&P tests to my students I have seen many behaviors listed on both sides of the Proficient/Less Proficient chart. There are very few students at this point in the year that read to make it sound like language. Students have had some background knowledge on earthquakes and animal adaptations so many have been able to use their background knowledge to help them answer the deeper questions I ask about those books in the F&P kit. Many of the students I have tested do seem to go back and reread if they call out a word that doesn't make sense and they correct themselves.
However, I have had a handful of students also attempt to read the words correctly and fail and not go back and reread. For example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
However, I have had a handful of students also attempt to read the words correctly and fail and not go back and reread. For example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
Module 1: Video Analysis
As I watched this video I found it very interesting and I was able to relate to this assessment style. We use the Fountas and Pinnell kits to test reading comprehension and use the word list that is provided to determine where to start testing. I did find it interesting that the assessor wanted the child to read the word list as fast as she could and she was timed; this is something that I am not encouraged to do when I give reading assessments. My fear with timing a student reading a word list and assessing their words per minute is that the words are not in context and then they are only being assessed on word call and not comprehension. I only use the word list provided by the F&P kit to give me a baseline in order to know which leveled book test to give the student.
I do assess my students frequently in order to meet their needs and plan instruction based on what skills they need to work on. I use running records/records on the go to assess fluency and comprehension as students read independently. This is the only way to truly gauge and diagnose and identify what skills students are continuously using and what skills students need to be retaught or addressed.
I do agree that reading comprehension is the ultimate goal of reading and students who struggle with decoding lose the fluency piece of reading and then comprehension is lost. I have seen this first hand and I try my best to make sure that I teach decoding skills to those students. Usually I see this happen with ELL students or students who hear or speak another language at home but may not be labeled as ELL.
I do assess my students frequently in order to meet their needs and plan instruction based on what skills they need to work on. I use running records/records on the go to assess fluency and comprehension as students read independently. This is the only way to truly gauge and diagnose and identify what skills students are continuously using and what skills students need to be retaught or addressed.
I do agree that reading comprehension is the ultimate goal of reading and students who struggle with decoding lose the fluency piece of reading and then comprehension is lost. I have seen this first hand and I try my best to make sure that I teach decoding skills to those students. Usually I see this happen with ELL students or students who hear or speak another language at home but may not be labeled as ELL.
Tuesday, July 16, 2013
Final Personal Model of Reading Theory
Reading is a crucial and vital skill for every child and
adult. Reading is used to interpret
meaning from novels, newspapers, and even recipes. The way in which a teacher views and
instructs reading within a classroom can mold the way students view the act of
reading and how they view themselves as readers. It is essential for every teacher to study
and implement a comprehensive literacy program within his or her
classroom. The skills taught within this
program are foundational and can be used long term. I believe, as a teacher, it is my duty and
responsibility to create life-long learners and teach students how to construct
meaning through reading. At the
beginning of this literacy course, I knew what pieces of literacy and reading
workshop I used within my classroom. My
personal reading theory has evolved throughout this course and I now feel more
confident about how I teach reading in my classroom.
As a student reads a passage or text it is fundamental
that the student is doing more than just identifying the words. The student must be creating meaning from
what is being read. Once meaning is
created, then true comprehension has taken place. Students must be able to have a connection
and background knowledge to what is in the passage in order to create
meaning.
Reading comprehension must be taught through many strategies. A comprehensive literacy program enables me
to use many strategies and create lessons that are centered around student
needs and abilities. Through the use of
reading workshop, I am able to meet with students and work on skills through
whole group, small group, and one-on-one conferencing.
Reading workshop uses one to two hour blocks of time to
create a classroom environment that is comfortable for students to explore
reading and test their ability as readers.
This comfortable environment gives students the opportunity to freely
share their reading responses and learn from each other. I believe that I must give students a lot of
choice in what they read. This is
important because many students do not have access to a variety of books at
home and students want to read what interests them. They will be more likely to read if they have
choices and they may be more willing to share what they have read if they are
interested in it. The routines put in
place during this long block of time helps students to anticipate what happens
next and what is expected of them, both behaviorally and academically. This huge block of time allows students to
learn reading skills, practice the skills that are taught, and indicates the
importance of reading.
As students move through the different stations of
reading workshop, I can create opportunities to scaffold students in learning new
skills. This scaffolding paves the way
for the student to begin practicing the reading skills on their own and
eventually use that skill frequently as he or she reads. Reading workshop provides opportunities for
students to work together and collaborate, practice skills independently, and
work with me to learn new skills, either in a small group or a one-on-one
conference. Mini lessons and read alouds
provide students with a goal to work on and gives them a chance to hear fluent
reading.
Through
the reading workshop model, it is vital that skills are not taught in
isolation. All reading skills must have
purpose and be taught within the context of reading. Word study is also important for expanding
students’ vocabulary and decoding skills.
Phonics should not be taught in isolation, and but should be integrated
through reading workshop in context. Students
need to see phonics modeled within context and need to be able to apply it
within their reading in order to show they understand the “rules” of our
language.
Assessment
is also important in a comprehensive literacy program. Reading for meaning and reading comprehension
must be determined through discussion of the text. Using fluency as the only factor in reading
comprehension does a huge disservice to the student. Proficient readers make miscues that do not
interfere with meaning, and if a student reads fluently and does not make any
miscues, they are not interpreting the text in order to create meaning. Students must understand that making miscues
is okay and it is even better if they make miscues that do not affect the
meaning because that lets the teacher know they are predicting what is coming
next or translating into their own dialect and ultimately creating meaning.
I
believe that using reading workshop in my classroom will give students the
opportunity to grow as readers and allow many of them to grow to love
reading. I must scaffold students in
their learning and give them opportunities to practice the skills I teach
them. Students must feel comfortable to
share and respond as well as work with their peers in collaborative
groups. Reading is an important lifelong
skill, and I owe it to my students to create meaningful lessons that teach them
that reading for meaning is true comprehension.
Teaching reading for meaning and other reading skills can be achieved
through a comprehensive literacy program and reading workshop.
Saturday, July 13, 2013
Module 6: Reading Reflection
Does any of the information presented in Chapter 15 influence your personal philosophy of reading? In what ways? How has your perspective this changed since you took the DeFord TORP a few weeks ago?
The information presented in chapter 15 heavily influenced my personal philosophy of reading. As I moved through the class I gained more support for why and how a comprehensive literacy program works and how it helps higher readers but has more impact on struggling readers. The data provided within this chapter emphasizes that children from lower socio economic communities benefit from a comprehensive literacy program because they hear fluent reading, are offered opportunities to work on skills through guided reading groups and individual conferences, and have a vast array of choices to read. Many of these students do not have people at home to read to them or work with them and many do not have access to different book choices.
When I first took the DeFord TORP at the beginning of the semester, my answers fell within the skills range. There seems to be so much emphasis on test scores and accountability these days that teachers sometimes forget what is truly important- teaching the students based on what they need and their abilities. At the beginning of this course, I was not a huge proponent of phonics instruction (mainly because I had been taught more whole language approach and felt uncomfortable with phonics and its rules)- I however, have seen that value in teaching phonics to students but incorporating it into reading through context and not taught as separate skills. Emerging readers need pieces of phonics in order to use those skills with unknown words they find in their reading.
Friday, July 12, 2013
Module 6: Instructional Challenge
Next year, you will be teaching in a school where the vast majority of students did not meet standard on your state's criterion-referenced test and where more than 75% of the students are eligible for free and reduced-price meals. What are some specific universal literacy strategies you may implement to ensure students success?
I do not teach at a Title 1 school and I am lucky to have many of my students come from homes that parents read to their children, and have many books for them to choose from. However, there are students that pass through my classroom doors that do not come from this situation.
In order to ensure success for students that did not meet the standard on the state test and qualify for free and reduced price meals I would implement a comprehensive literacy program that uses modeling, conferencing, and writing within reading will enhance students' ability to comprehend texts. Students need to have access to many books and need to hear fluent and proficient readers read aloud. This will open the door for valuable discussion of skills such as prediction techniques, connections, and vocabulary. Reading skills need to be taught within context to help the student understand how to apply the skill. Isolating skills without context does not allow the student a chance to practice the skill while reading. Utilizing shared reading can limit the number of miscues and help them create meaning and students do not feel isolated as they read.
Limiting the number of worksheets that promote skills, especially phonics, will allow the students to ask themselves critical questions such as "does this make sense" and using their emerging letter sound knowledge to determine unfamiliar words. Worksheets promote skill and drill activities and not application.
These students need opportunities to make analogies between unfamiliar and familiar words by using the print. Using word families will help them increase their vocabulary and help them practice what would
The most important strategy that students need when learning to read is to use their background knowledge. Many students that are in low income communities do not have the opportunity to take trips with their families and experience different places. It is up to the teacher to evaluate the students' background knowledge on a particular topic and increase that background knowledge in order for them to make connections to the text.
My grade level has a minimum requirement of reading each night. While this may not seem ideal, we do allow them to choose what they read in an effort to encourage them to read for longer amounts of time. There are times, when we assign readings that are on topics we have been studying in class. Students respond to higher level questions using Survey Monkey and we evaluate their responses. We do not choose readings for this topic that we have not provided sufficient background knowledge of.
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