WK 7 Task #3

Task #3

Explain the three levels of words and how you can use words levels to decide which words to teach?

Words are group into Three Tiers-Tier one word are basic everyday words used in conversations, Tier Two are high utility words that appear mostly in print rather than conversation and Tier Three words are content specific technical words.

Tier One words can be grasped during group share and student teacher talks. Tier Two words can be taught during shared reading, read-aloud’s, and classroom discussions. Tier Three words require study and a little more explorations. This could be in the form of presentations, computer word games, labeling diagrams, illustrations, individual reading, activities/experiments associated with the words; field trips to library, museum, or farm animal habitats.

How do you teach your students to “chunk” words as a strategy for decoding unfamiliar words? When do you provide this instruction? Students can chunk words by examination of the prefix, root and or suffix of the words. For example students can use prior knowledge of the prefix of the words-and associate it with other new words. Student will be able to break words into two or three to find the meaning during the lesson.Time is allocated for words that requires further explorations either during activities or shared reading. 

Based on professors Allington’s comments and classroom examples, what are some ways you might foster word study in your classroom?

It is important for students to individual read text quietly to them self’s. I will include time for independent reading, shared reading, read aloud’s, group presentations, and give student’s the opportunity to choose trade books of their choice relevant to the lesson.   

WK 7 Learning Task #2

Learning task #2

How can you ensure that you struggling readers have access to texts they can read easily read? 

Struggling readers should have access to plenty of leveled reading material from many different sources. Also it is important for the struggling reader to connect prior knowledge to what they are reading to facilitate compression.

How can you foster a learning environment in which students have plenty of opportunities to practice reading?

Students can be given plenty of time to read independently, access to relevant grade level trade books, books chosen by the students that are relevant to the unit/topic. Also read aloud's-and shared reading in groups.

Describe how you can model fluent reading in your classroom throughout the day?

Read-aloud modeling a tone that has speed appropriate for listeners, make points of the main idea, (who, what, when and were), use vocal dramatization to motivate the students. 

Task #1

Task #1

fhttps://www.dropbox.com/s/2a34irlbewpx14m/Scan0016.pdf

What texts and material do teacher have in their classroom that support students development of fluent reading?

The co-operating teacher had leveled literacy Fontus and Pinnell-intervention sets1-4. Interactive writing accompanied with pictures, post-its were also used to think about words and after post-it opinion were written down students stuck them on the wall. The room also has words of the day posted. The room is bordered with alphabet pictures. After a story is read a graphic organizers is constructed in student teacher groups of how the author brings stories to life. The teacher also cut up three (some, out, come) words and instructed the students to make sentences out of the word cut up-I thought that was interesting because it also included word organization and word associations.

How do you select vocabulary to teach in all areas of curriculum?

I pick relevant vocabulary that are associated with the lesson being taught.

How much time do you allocate to word study?

Approximately 30 minutes is allocated to word study. Word study is incorporated in to the literacy lesson-which is a vital part of what is being taught.

What word study routines do they teach and encourage their students to use? Guided reading, read aloud’s, shared reading and independent reading. Also at the end of each book read-aloud students and teacher talks are conducted. Students are also given copy of leveled readers to take home and read to family members.

How do they differentiate instructions and tasks based on their students needs? Student are given time to invent part of the stories in their own words. Students come up to the word chart and pick words by using pictures, teachers ask the students about what going on in the story, one-on-one instruction, independent reading, and student’s pairs read with a higher leveled readers. 

Assignment #3 lesson plan:

Assignment #3 lesson plan:

Topic-Building letter-recognition by using the alphabet-(upper and lower case)

Level-K-1

Standards:

 K.RF.1.d.  – Recognize and name all upper- and lowercase letters of the alphabet.

 K.RF.3.a.  – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

 K.RF.3.b.  – Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Established goals:

Students will recognize and name all upper-and lowercase letters of the alphabet

Students will demonstrate basic knowledge of one-to-one letter-sounding correspondences by producing the primary or many sounds for each consonant and vowels. Students will associate the long and short sounds with common spelling (graphemes) for five major vowels.

Understandings: Understanding letter sounds helps young children with beginning reading and writing skills. Students becoming fluent in letter recognition helps children to become more familiar and at ease with the alphabet; allowing students to interact with letters in a variety of learning experience; helping to build student consonant and vowel recognition develops fluency. Misunderstands Students misinterpret lower and upper case consonant and lower case consonant fluency.

Essential questions: How can you tell the difference between an upper and lower case letter? Do consonants have the same sound-sounding out-phonemes? Explain how you recognize the difference between a vowel and a consonant? Do the vowels create the same sound?  Do upper case and lower case letter always look the same?

Students will know how to sound out consonants and vowels. Student will be fluent in recognition of consonants and vowels.

Students will be able to interact with different letters in a variety of learning experiences. Students will be able to recognize upper and lower case consonants along with vowel recognition.

Performance tasks: students will be given instructions on how to sound out letters: students will cut apart the letters and put them in a bag.

Performance criteria will be determined by correct letter recognition, upper and lower case snap pairs.

Other evidence: student will be able to recognize lower and upper case letters, and

 Sounding out consonants in group/pair shares; student will be given time to reflect of the difference consonants and vowel recognition.

Learning activities:

Take turns in paired/grouped pulling a letter out of the bag. When you pull a letter out, you can say the name of the letter, the sound the letter makes, or a word that begins with that letter. Once you have pulled all the letters out of the bag, try to put them in alphabetical order. For fun, give the students plenty of time to see how quickly group/pairs can do it.  Students will also separate and sound out the vowels before putting them back in the bag. On a separate already cut index cards- paired/groups will write the upper case match for the letter before putting them back in the bag. Group/pairs will cut out the identified upper case letters and play snap to lower case letter.

http://www.readwritethink.org/files/resources/lesson_images/lesson132/letter-cards.pdf

To hook students and hold their interest groups/pairs will read along with digital-text

Introducing ABC letters in the Library-written by Bonnie Farmer, Illustrated by Chum Mcleod- ( Book 4 on my play-list)

http://asp.tumblebooks.com/library/asp/myplaylist.asp

Equip student with alphabet cards and let them repeat in groups/pairs and explore words they begin with letters.

I will hold up lower case and upper case and students will sound out consonants-vowels. Students will be given plenty of time to think and evaluate their understanding of letters in group/pairs.

Students will be given plenty of time to revise words, letters, and vowel sounds in their groups.

Students will be paired with higher level student to lower level student to foster understanding. Some student will be given 12 letter set to organize at a time so they wont be overwhelmed with the words.

Maximum engagement will be assessed when student correct match letters upper case/lower case pairs in group/pairs, sound out consonants, sound out and recognize vowels, and demonstrate one-to one letter sounds.

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Assignment #2 WK 6

Assignment#2

a) What I learned about “reading fluency”

Reading fluency is the ability to read without word identification problems and the ability to relate reading to prior knowledge. Also reading fluency involves components of accuracy and automatic reading; student’s who read with accuracy recognize words and student who read with automaticity recognize words rapidity. Both accuracy and automaticity are simultaneously performed with smoothness, expressiveness and grade level reading rates (speed). Reading comprehension is also an element in fluency. Comprehending what is read leads to proper reading expression with little or no word stumbling.

b) How can you apply “fluency assessments” in your class room?

Fluency can be assessed by letting the students read a selection of text orally and if they misread a certain amount of words incorrectly according to the benchmark reading rates; this will indicate an accuracy reading problem. Also, analyzing miscue analysis for structure and visual dependencies. Another way to assess fluency is timed silent reading rates with a stop watch; silent reading rates can be divided in to how long it took the student to read the words by number of words read correctly. Also if students answer comprehension questions correctly; students are more likely to recognize words and comprehend what they have been reading. The reading selection to assess for accuracy has to be on the students reading level to ensure proper reading comprehension assessment. Less fluent readers lack word phrasing, comprehension and lack word expression. Read aloud’s-are good assessments for word expression and word phrasing.

On-going assessments-Create student monitoring antecedent notes for reading progress-could be in the form progress charts, rubrics, reading comprehension charts, from the beginning of the year or on going to expected year end goals. Writing samples should also be assessed because writing is some times synonymous indicators for reading fluency.

           

c) How will you plan your “Fluency Instruction?”

Model the technique of building fluency, expressive smooth reading-can be explained; explain reading in phases, and the use of voice to express the authors point of view, and how to read at a pace so that readers can keep up with text. Example of expressive reading-Hamlet-Shakespeare “to be or not to be-that is the question”, expressive reading can be practiced with poetry and drama skits for repeat-ability reading. Activities can include-technology; students can re-along with CD-ROM, practicing Duo-log reading-individually or in partners taking turns. Student can also practice with recorded books (10-15 minutes) and take notes of difficult parts of the recorded book for intervention discussion. Reading instruction will be a combination of silent reading and read-aloud’s. However silent individual reading will proceed prior to the read-aloud’s this gives student plenty of time to grapple with difficult words without pressure from peers. Activities can also include; choral reading, parent and student reading, higher leveled reader and lower leveled reader paired shared reading, and silent reading for pleasure.  

Assignment # 1 WK 6

Assignment #1 create a mini-lesson (10-15 minutes) based on the assessment results.

Mini-lesson

Get the student involved in the reading by asking her to imagine the fish and whale in their environment-and what pops immediately into her head about a fish and a whale?

Then-Explain the miscue analysis mistakes to the student-(structure and visual)

Let the student read-along as we go over most and must and give other examples with these word usages. Also, let the student re-read, live, and explain lived is past tense of live-offer past tense sentences with the word live and lived. Let the student recognize the difference in the tense’s-which can also be related to other /ed/ word ending tenses.  Also, a decoding word exercise for flipper-if time permits. 

Assignment # 2 WK 5-After watching the video, answer the following questions on your blog

Assignment#2 after watching the video, answer the following questions on your blog. (Due Oct. 14, by midnight, on blog)

a. What surprised or interested you? I was surprised how organized these little children were-they took responsibility for what they were learning. I was interested in the use of the rather large hands-on Chinese Dragon-which has great significance in the Chinese culture. Modeling with the dragon was a very powerful hook to the story-read-aloud and all the children were very engaged.

b. What did you find that affirmed what you already knew or had been doing? I often incorporate sensory based models, and diagrams/art in my lessons and connect them to science content texts. This also helps with visual connections to literacy.

c. What new approaches or ideas will you try? My new approaches would be to include more cultural awareness for all my students. I also would like to including life sized models-I will try and order a life sized skeleton model for my students for my next observation of the skeleton system lesson.

d. What questions do you have? How often does Mrs. Wilson include different cultural logistics materials-and does she include the different cultures from all the students in her classroom community during the year?

e. After watching the video, do you think differently about classroom practices you observed through field experience?

Yes. It would be nice if the classrooms I observed demonstrated a little more cultural diversity; with the belief that all students no matter what their cultural difference’s are can learn. This classroom observation was superb-very detailed and organized. The children are very engaged and it looks like they were having fun learning.

WK 5 Assignment 3 RR

https://www.dropbox.com/s/1ka7404vqz9vgz4/Scan0012.pdf

The student I had was an ELL student. He read with 97% accuracy rate and self monitored him-self on 1:4 reading rate. However he was unable to give detailed accounts or events of the story. He had difficultly with reading comprehension.

Retelling Checklist

Can the student tell you what happened in the story or the subject of the book in her or his own words? The student was unable to give detailed accounts of what happened in the story.

Does the student include details about the characters in the retelling? Can she or he explain the relationships between the characters? The student was able to state what the story was about a "whale and a fish"-that was about it-he could not give any details about either species.

Can the student describe the setting? How detailed is the description? The student was able to describe the setting-of the story-He said "it took place in the water".

Can the student recall the events of the story, and can she or he place them in the correct sequence? No the student had difficultly comprehending the facts and details of the story.

Can the student identify the problem and the resolution? The story line really did not have any problems.

Does the student use vocabulary from the text? The student did use three vocabulary words from the text-"Whale, Fish and Water".

Does the student's retelling demonstrate minimal, adequate, or very complete and detailed understanding of the text? The students reading rate demonstrate a 97% reading rate and 1:4 self motoring rate with difficulty comprehending what he is reading.

Interventions: Some comprehension strategies: Activate background knowledge, making connections, visualization, asking questions, making inferences, determine the importance and summarizing the events in the story.

I would ask the student what he knows about a fish-and could he compare a fish to a whale-noting the difference on a venn-diagram or T-chart. The student could also draw a diagram of a fish and whale noting the difference-as a visual aid. I would connect the text to the student’s prior knowledge-to activate schema. I would also, introduce visual aids-of the fish and the whale-a movie or colorful tech bite of ocean habitats that include a fish and whale.

Also, tell the students to make inference and explain actions, what is happening or what are the characters doing in the story (fish and the whale), include detailed events/facts that are important. This activity could also be done with a partner.

A good reader will try and pull from schema before reading, this helps with comprehension, and  comprehension is understanding-when the students understands what is read he will be able to retail the story with more details. 

WK 5-Observational Check list-Mrs Wilson class

https://www.dropbox.com/s/7jg18hyogu4nhbt/Scan0013.pdf

Sorry I did not know how to flip documents around in the dropbox-if any one knows, please let me know-

RR WK 4

https://www.dropbox.com/s/3vcsmqhcf3jamwp/Scan0009.pdf

WK 4-Assignment 2

Assignment 2, WK 4

Assignment#2 Based on the results of the assessment, draw up a list of the student's apparent strengths and needs. Post it on your blog.

Retelling Checklist

Can the student tell you what happened in the story or the subject of the book in her or his own words?

Does the student include details about the characters in the retelling? Can she or he explain the relationships between the characters?

Can the student describe the setting? How detailed is the description?

Can the student recall the events of the story, and can she or he place them in the correct sequence?

Can the student identify the problem and the resolution?

Does the student use vocabulary from the text?

Does the student's retelling demonstrate minimal, adequate, or very complete and detailed understanding of the text?

The student read with a 93% accuracy rate and read with the same pitch and monotone. The student is confused with past and present tense. For example she read live as lived and inserted a d at the end of the word each time it was read. The student lost her place in the 5th sentence and 10th sentence. This indicates the student needs to monitor her reading more closely.

The student was able to retell the story in her words with details and used vocabulary from the story. The student included details about the fish and the whale. For example, student was able to compare the fish to the whale and retell noticeable anatomical differences between the species. The student did not describe the setting in the story but the teacher had to remind the student to retell events based on the story.  The student retelling of the story indicates/demonstrates complete and detailed understanding of the text.