WK 15: A Review and Refection of what I learned-

http://prezi.com/8sdbkxnc_-i-/?utm_campaign=share&utm_medium=copy

WK 14 Assignment 1 and 2.

Assignment#1

Describe and evaluate the approaches you observed from the classroom.

I observed a 6^th grade ELA teacher-with direct literacy approaches to instruction included go over literacy meanings from italics bolded words, teacher read aloud, audio read aloud, paragraph structure with graphic organizers. Of which I am in strong favor of because graphic organizers at times can be very effective for writing conventions and student organizations of ideas. Model read aloud from the teacher and audio recording were very effective for listening, writing and read along skills. Reading centers were absent in this classroom because for the most part it was mostly teacher directed. Some student decisions to what reading and writing materials for a lesson could have been included to illicit student connections and ideas. Word structure and vocabulary instructions seemed to be a necessary scaffold for this class because student population consist of 50% ELL’s and IEP students.  Most of the reading and writing assignments were individual with not much peer sharing ideas. It’s important for intermediate levels to peer share and work in groups for idea reflections to improve upon their work.  Transition for students reading spring boarded to writing assignments with summative assessment weekly quizzes. I would have like to observed additional ongoing assessments instead of weekly quizzes to correct errors. However, teacher pulling of two students at a time for written assessments while the class read silently was evident and very effective. Student’s metacognitive acknowledgement connections included rewrites, revisions and editing final drafts to share out with the class. I read some of the before and after narrative of students written work and there was a drastic improvement in assigned narratives after one on one corrective verbal assessments. Perhaps more revisions with peer sharing to discuss ideas prior to writing could have been implemented for student reflection feedback. Intermediate students enjoy peer sharing and it should be teacher encouraged.

 

 

 

Assignment #2

1)      How much time will you schedule for student writing? Perhaps writing in science content area can be accomplished daily with student connection to a topic: say for example if a topic is about gravity students could choice to write a short paragraph about what they know or how gravity effects them and share it out after revision with their peers.

2)      How do you structure this time to support and advocate student writing? Time writing could be accomplished at the beginning of the class and doubled up with a content topic to further support student writing.

3)      How do you increase opportunities for student to improve writing? Student writing can be added to daily journals or portfolios for student and teacher one on one review for connection feedback assessments for improvements. Also, portfolios/journals content topic written ideas can be connected to class major writing publishing projects and shared out with peers or parents. In the past to support upper grade guided writing assignments students have shared written revised projects with lower grades through presentations.

4)      How do you balance student choice with teacher choice of writing topics? The balance between student and teacher choice could be a personal student narrative of what interpretations students learned about a topic from science content reading or a student written inventive from self-questions on content topic ideas.

5)      What challenges/questions do you have scheduling adequate time for writing? Scheduling time for writing in science content sometime presents a challenge but doubling up on investigative question exploration of content topics can spring board to students writing. Which is a great implementation from the video that promotes more student daily content writing.  

 

 

 

Key Stone Assignment

https://w.taskstream.com/Unit/View/52CB77AB6D254811E7E38F4BA52E58B6

Assignmen t#2 WK 11

1)      Read the article”-7 Strategies that work”

2)      Choose one from the seven strategies mentioned in the article

3)      Explain how this strategy can be employed in the classroom

4)      Find a scholarly article to support your rationale. Share the lesson plan (research one online) that use this particular strategy to enhance student learning in reading.

KWL-Charts-

KWL charts are designed to activate prior knowledge during and after reading. Before a student begins to read a text it is important for them to brainstorm for ideas relating to the text. The students can write about what they currently know on a topic they are going to read in the first column under the/K/. The teacher can also use prompt/guided questions to elicit response from students. The students can also group share brainstormed ideas, or it can be done individual and as a whole class activity prior to reading. KWL charts also connect students to the text helping them to anticipate content, and organize their ideas. Next if students are in a quandary about any ideas or need further clarifications they can write this in a column under /w/ for what they still need to know or are interested in inquiring further into a topic. With the /w/ questions in mind students can group share to discuss ideas and add to the column or remove ideas from this column. Students can also develop questions on post-it and in a separate columns to collect annotative notes of what they want to inquiry further about. With the organized notes and questions in mind students can know read the text. Once the /w/ questioned are answered and discussed the KWL should be revisited as a wrap up of what the students learned. What the students learned from the text should be entered under column /L/ for what they have learned individual.  For further clarification students should share out finding in groups and present group information to their class.   

A lesson plan that Utilizers the K-W-L Chart

http://www.readwritethink.org/classroom-resources/lesson-plans/critical-perspectives-reading-writing-1060.html

 Scholarly Article in support of rationale:

http://www.tncurriculumcenter.org/resource/2791/go

 

The ELL CASE STUDY-update from WK-10

Case Study Report:

https://www.dropbox.com/s/103fnavsbafywm3/My%20Case%20Study-H.docx

solom:

https://www.dropbox.com/s/nzk5ry6zt07w0ea/SOLOM.jpeg


Case Study power point:
https://www.dropbox.com/s/3l5rrrqy8rrix10/READER%20CASE%20STUDY-PPTt.pptx

Work attached:

https://www.dropbox.com/s/u51nedi2cqmqssh/Image%20%287%29.jpg

https://www.dropbox.com/s/5t5s7w7se1rhy15/Image%20%284%29.jpg

https://www.dropbox.com/s/yurlkc56wobwkll/Image%20%285%29.jpg

Research:
https://www.dropbox.com/s/gydbonb1epp5ds2/WK10%20ELL-635.pptxhttps://www.dropbox.com/s/gydbonb1epp5ds2/WK10%20ELL-635.pptx

WK 9 Assignment #3

Title: The Fire Station

Level Grade 3^rd

Time 45

Standards:

·         CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

·         CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

·         CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

·         CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

·         CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

·         CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

·          

·         Materials : 5 laptops/computers, smart board, chart paper, color pencils, journals

• http://asp.tumblebooks.com/library/asp/MyPlaylist.asp “The Fire Station”

Goal: Students will comprehend story sequencing by interpreting detailed events reading aloud-and by individual reading

 

Essential Questions:

Explain in detail what happened to Michael and Shelia in the story?

Whose idea was it to go into the fire station? Describe Shelia’s character.

Give detail accounts from beginning, middle and end of what happened to the children.

Can children really stay in a bath tub from 3 to 5 days?

Predict from your own point of view how long you stay in the bath tub and why?

What happens when there is a fire who should you call?

Students will:

Describe the characters in the story by explain the motivations of Shelia and Michael.

Explain detailed successive events of what order from beginning, middle and end.

Distinguish their own point of view from the authors by predicting the number of days a child can stay in a bath tub.

 

Students will be able to:

Give detailed account of main successive events in the story using details.

Describe the characters in the story and how each one played out.

Comprehend the main ideas in the story by determine important details.

Know that a literacy story has a beginning, middle and end.

Make prediction based on their own experience.

 

Performance task: Story map-graphic organizer org-character-describe.pdf

Student organized groups retelling the story in sequence

 

Other evidence: complete story maps-graphic organizers, from being, middle and end of the story giving detailed accounts

Properly predict how long a child can stay in the bath tub.

Students will reflect on their ideas sharing story maps by turn and talk,

Giving accountable talks of detailed events.

Who to call when there is a fire.

 

Learning Activities:

W-Connect students to prior knowledge and to the story-let student brainstorm with prompt questions, what they would do it there is a fire and who would they call first? Can a child really stay in a bath tub for 3 to 5 days?

 

H-Hook-let students turn and talk-and share out ideas of who they would call if there was a fire. Show the students a copy of the book’s cover (title, cover illustrations, author) let students make predicts of what the story is going to be about. Teacher can read-aloud from the smart board, pausing at the beginning, middle and end of the story. Probe with questions indicating the beginning, middle end. Ask students to note motivations and actions of the characters.

 

E-Give each student organized groups laptops/computers and web-site information of play list on tumble books. Go over safety use of computers. Let students read story on laptops/computer in groups. http://asp.tumblebooks.com/library/asp/MyPlaylist.asp “The Fire Station”

 

R-Student will organize details, sequence of main details from beginning, middle to end on a story map on chart paper in groups. Student groups will be given plenty of time to determine important details, check and repair ideas.

 

E-Student can revise story maps, and rethink story plots, main ideas, and character motivations in groups.

T-For differential instruction place low level students with higher level students-Give lower level/shy student plenty of time to form ideas, use prompt/probe question to probe for understanding. Walk around to groups and check for understanding-

 

O-students will share out story maps to rest of their peers-speaking of beginning, middle and end-including main character motivation and major events in the story. Student can receive further feedback from peers and teacher.  

RR Assignment

Field Experience: Guideline for Running Record

Step 1. Do running record with an elementary student (from kindergarten to 2^nd grade)

Step 2. Do a miscue analysis

Step 3. Write a mini lesson plan based on the miscue analysis

Step 4. Self Reflection on the entire experience

Running Records:

https://www.dropbox.com/s/qm1k3ydhpml9nwv/Scan0017.pdf

Accuracy rate: (146-3)/146x100=97%

Self-correct: 5+2/2=3.5 or 1:4

Error Rate Ratio: 146/5=1:30

Miscues Analysis:

Words	Error/Self Correct	Points
Happened	Happy-SC	0
Squeezed	Queed-E	1
Koala	Koaola-E	1
Soaking	Soak-SC	0
The	They-E	1

Total Number of Miscues 3

Total Number of Words 146

Number of Words minus miscues 143

Mini lesson plan 15-20 minutes

Intervention/: making connections, making inferences, drawing conclusions, determining the importance key events

      Activate prior knowledge and begin with explicit probing questions. What is your favorite stuffed animal? What do you do to keep your stuffed animals safe? What would happen to you if you were left in the rain out side all night? Where did blue teddy bear go?  What happened to the blue teddy bear?  Let the student brainstorm for answers-

      Draw out a cartoon strip of major events in the story to further develop connections to major key events. Write what is happening in the cartoon strip.

      Let the student re-read the words Happened and They. Explain that Happened is past tense, and give examples.  

      Let the student describe the, who, what, where, when, why and how to demonstrate understanding/comprehension of key connection details and events. What are the characters doing in the story?

      Students can make inferences and explain actions, what happened to teddy-why did Blue Teddy go to see Dr. Koala bear?  Why did blue teddy’s mother say she does not know what to do?  Include key important facts.

Herbert was able to sound out 98% of the words correctly he had developed a method of self monitoring and self correcting him-self. Herbert has an acute capability of sounding out words and not stopping dead on unknown words. This was evident when the student begun using his own special cues. He chunked read Happened, by first saying the word he was familiar with Happy, and then sounded out the other part of the word. Also when Herbert came to the Unknown word Koala again he did not skip it but worked on it re-reading the first part and sounding out the rest of the word. Herbert was able to decode the word Koala and not re-read.  

 Herbert RR scores could be misleading because his reading rate indicates reading accuracy of 98% with a self monitoring rate of 1:4. His scores indicate independent levels reading but with minimal comprehension. However, Herbert was not able to give detailed events about the blue teddy bear losing his voice. Therefore Herbert did not detect the main problems in the text. However he did say the “teddy was wet because the children left him out side”; he was not able to make connections to events in the story. This required Herbert to analyze and make inferences to the why teddy lost his voice and had to say… AA-H.  The students retelling of the story demonstrate minimal comprehension with missing key details. A RR is a good method of measuring reading comprehension, but does not measure vocabulary skills. I now realize that a student can read with proficient word decoding skills, word recognition and lack comprehension. I will transfer what I have learned by instructing with differential instructions strategies creating many entry points to promote comprehension. Also, I will emphasis on inquiring to illicit student’s prior knowledge when it corresponds to the text before independent practice. Activating student’s prior knowledge will activate the student’s schema-and the student will be able to relate to the text, draw meaning, details, main events, and authors points of view.