Monday, November 25, 2013

Teaching Excellence




Literacy Organization Helps Struggling Children


Both of the articles I read this week by Frey & Fisher and Pinnell gave me great ideas for when I begin my teaching career. When I get nervous that I won't be ready in time or have the proper skills set like the teachers who have been at my school for years, I remember that we are all following the same basic mold, but I have freedom to be a bit individualistic like Pinnell points out in her fifth bullet point. The charts from the Frey & Fisher articles are also extremely useful when it comes to discovering how much my student knows by showing all of the different types of questions I could pose and how to respond to their answers. I especially loved the Instructional Decision Making Tree which provides a very basic outline of a great strategy to approaching a young reader. It's also a very easy model to tweak depending on the different backgrounds and levels of my students. All in all, I found these readings to be extremely encouraging to teachers, especially ones starting out. Pinnell's encouragement to form a teaching community gives me so much hope that I will be a part of a school with a great colleague environment complete with book clubs. My question would be towards the Pinnell article having to deal with the situation in which a teacher is given a whole new curriculum. She states that the teacher can have individualistic means to follow this structure, but would she or he be required to tell the principle or explain her approach? I also wondered how she or he would react if the basic curriculum guides were not working in his or her classroom? 

Below is a cute Christmas Reading Recovery!
                                            Christmas early reader from a Reading Recovery teacher.  $
Here is a link to a cool blogpost on different Reading Recovery techniques for teachers!:

Frey. Fisher. "Identifying Instructional Moves During Guided Learning".
Pinnell. "Every Child a Reader: What One Teacher Can Do".

Sunday, November 24, 2013

Guided Reading Assignment

1. My Definition of Reading: My definition of guided reading is a teacher led small group approach to beginning reading involving group read along as well as individual reading.
a.) A guided reading requires an educator to lead a read aloud among a small group of students using the same text.
2. Video Response: I found this video to be extremely informative. The educator was extremely supportive of the students praising each child individually for an accomplishment. She also did a wonderful job of holding the attention of the group, once by taking away the books in order to keep their attentions. One little boy in the video seemed to go off into a daze at times in which she would direct a question towards him and praise him for answering. This helped me see that some students are quiet and shy, but enjoy receiving recognition for their success. Even when the students talked over each other or seemed to have trouble staying focused, the educator was always positive and enthusiastic which would eventually lead the attention back to her. This video is a great example of a realistic guided reading lesson and how children naturally respond, some enthusiastically and some daydreaming at times. 
3. Website: I am so happy that I now know about this website. It is a fantastic website, especially for aspiring or beginning teachers. There are so many sections from Common Core to a Leveled Book section entirely devoted to Guided Reading. When you click on it, you are taken to a page where you can search specifically for a type of book to read aloud to students as well as tabs of popular types of leveled books. The cite is entirely user- friendly and offers so many ways to incorporate specific reading skills into certain books, such as fluency and common core. This is a great tool to use when looking for books to approach Guided Reading in the classroom. 


Guided Reading
 
Before Reading
During Reading
After Reading
-The teacher first asked the students to describe what the cover of the book looked like and then asked them to point to the title.
-She also asked the students to point to each illustration and questioned them what it was a picture of
-After each illustration was described, she reiterated that the illustration was a type of weather. This allowed the students to make a connection to weather and develop a general theme of the entire book
-
 -The educator moves from child to child, helping each sound out a word they may not know. She also praises the students if they use the pictures and words to make connections to figure out the words in the sentence.
-when the educator notices a child is finished reading, she encourages them to reread the book until she has finished helping each child
-the educator encourages each child to move along the sentences putting their fingers on each word

 -the educator gathers the books from the children in order to keep their attention
-she continues to praise the child who comes up with a new way to use context clues and informs the rest of the students of this helpful tip
-she moves on to a word game in order to make sure the words stick in the students' vocabulary
-She first shows pictures that are relevant to the book they have just read. She then holds up a letter and asks each child to guess which picture's word starts with that letter. She then moves on to a more challenging feat and holds up a letter that symbolizes the last letter of the picture's word
- she ends the lesson by giving each student a high five and praising them for completing the lesson making sure they understand what they have accomplished

Monday, November 18, 2013

Guided Reading



The article I read was right up my alley in terms of resourcefullness. This article is written from the view of a former student teacher who studied guided reading while earning her degree. Yet, when she went to the classroom she observed for her internship, guided reading either wasn't being used at all, or very limited only as a chance for the children to read to one another. By only allowing each child to have a turn reading aloud, the opportunity for meaningful learning was lost. The author then proceeded to do three case studies, observing guided reading in three different classrooms. I loved that she went above and beyond to find a successful model of guided reading to one day involve in her own classroom. This article was a great representation of what a student teacher should do if they feel they are not getting an appropriate model for a specific skill such as guided reading. This reading also gave me three different examples of how guided reading can play out, whether poorly or successfully. I highly recommend every educator to read this article.

The activity below is a fun and interesting way to incorporate critical thinking and creative thinking in guided reading!!
The students when they are reading are going to use many cues to read the words on the book. Some students may use syntactic cues, which mean they are using the rules they know about the English language; the order certain words have to follow. Other students might use the pictures illustrated on the book.


Works Cited:
Fisher, Annie. Teaching Comprehension and Critical Literacy: Investigating Guided Reading in Three Primary Classrooms. 
http://web.ebscohost.com.proxy.lib.utk.edu:90/ehost/pdfviewer/pdfviewer?sid=b7b86f94-bd9b-4f08-8c3e-47b64f20d3d7%40sessionmgr111&vid=6&hid=126
http://www.pinterest.com/pin/405746247649565992/

Assessment

The Timing and Content of School Readiness Assessment MeasuresI remember in elementary and middle school that I had to take TCAP tests in order to assess my skills in reading, grammar, math, and science. I always hated taking that test because it was the only large assessment the schools used to measure my level of reading and writing. Rubin's article provides various assessments such as the cloze test, Informal Reading Inventories, and running records focuses on certain areas that different children might be lacking. This allows for teachers to pinpoint exact areas in which a student needs help with. However, how and when would you administer these tests if the students wouldn't all be taking the same test? Would you create small groups and have each small group be taking a different assessment?

Here is a great example of running an assessment on fluency!:
https://www.youtube.com/watch?v=ZO-4OYiJiUA

Cited:
http://www.pinterest.com/pin/27232772719557275/
Rubin, Jim. Organizing and Evaluating Results from Multiple Reading Assessments.

Monday, November 11, 2013

Real- Life Reading Inquiry

For my real-life reading inquiry, I chose to study the skill of vocabulary as it has always been a favorite reading skill of mine. I decided to go home to my elementary school where I grew up in Memphis, TN and ask one of the fourth grade teachers if I could sit in on her class and observe her vocabulary teaching tactics. While I was there for the two hour lesson, I observed her helpful class decoration, the interactions she had with her students, and how they reacted to the lessons.

                When I first walked into the classroom, I immediately began to observe the charts and wall decorations having to do with vocabulary that surrounded me. There was a giant Social Studies map that covered one wall and interestingly enough had words labeled all over it. This was Ms. Jackson’s* way of making sure her students knew what a compass, ocean, island, and more were. I thought this was a great way to incorporate expanding vocabulary into other subjects. The students also had a whole row of student dictionaries next to their desks which encouraged them to look up words they may not know or struggle to remember the meaning of. Word walls also appeared on every wall having to do with each subject the student was learning from math to science to language arts. Blachowicz and Fisher’s article “Vocabulary Lessons” emphasizes the importance of independence by putting up word walls for the students to learn at their leisure and giving full access to dictionaries whenever a student feels encouraged to look up a word. This is a great way to show students that subjects can be intermixed. The students were surrounded by opportunities to improve or expand on their vocabulary at all times.

                After I observed the classroom decorations, the lesson began. Ms. Jackson first had her students categorize spelling and vocabulary words into a spire before the lesson by syllables, suffixes, prefixes, and root words. They used both academic vocabulary and bi-weekly vocabulary that related to social studies knowledge on Indians. This warm-up for the students allowed them to focus on the activity at hand. I was able to figure out that the students were in a Derivational stage of reading where they were focusing on root words and adding endings, learning bi-weekly vocabulary, and were learning to think critically and creatively.

After the warm- up, the teacher moved into a reading exercise using Bud Not Buddy by Christopher Paul Curtis. While she read the chapter aloud to her students, she also encouraged them to write down words for four different categories: misspoken (due to youth, lack of education), slang (due to dialect, region, time period), Old- fashioned (usually found in dictionary but not used anymore), and new words. The students listened attentively as Ms. Jackson read the story animatedly occasionally laughing at the story. Blachowicz and Fisher’s article “Vocabulary Lessons” suggests that students develop oral vocabulary about two years faster than their reading vocabulary. Ms. Jackson allows the vocabulary to sink in easier by encouraging the students to read the book to themselves while she reads it aloud. After she finished reading the chapter, the students were put into small groups and were told to focus on finding one of the four categories of words. While the students were working, Ms. Jackson clipped a giant piece of paper onto the chalkboard and wrote down the four categories. Then she allowed her students to raise their hands to be chosen to write the words they found on the board. The children became immediately enthusiastic and excited about writing the words they discovered on the board. For the new words, Ms. Jackson made the student look it up in a dictionary to find out its true meaning. Once the students looked up the word, she chose an approach similar to Lane and Allen’s in their article on sophisticated vocabulary. Instead of giving her students easy synonyms she invited them to think of complex words such as thrilled instead of excited or intimidated instead of frightened. She gave examples for the other three categories that the students may not know using familiar references like Facebook, family, recess and homework. After they finished this vocabulary activity, Ms. Jackson smoothly transitioned into allowing her students to perform skits together demonstrating what they had learned from Bud Not Buddy.


Sitting in on Ms. Jackson’s vocabulary lesson helped me realize how enthusiastic students are to learn if interaction is key. The students’ response to being read to aloud, working in groups, and being allowed to write on the board showed me that being actively engaged is important to learning any skill. Being a teacher, I will need to learn to teach creatively and interactively with my students to ensure that I can keep them attentive while also allowing them the leisure of having fun while learning. I also learned how easy it can be as a teacher to seamlessly incorporate other subjects into skills such as vocabulary to create a bridge in the students’ minds intellectually. 

Vocabulary Reading Response

I like this activity because this is something that children can use to build their vocabulary. Having words posted around your classroom show that you support reading.This week's blog happens to be the same subject as my reading inquiry. Vocabulary has probably been one of my favorite skills to learn ever since I can remember. Even to this day, professors of all subjects are still teaching you new words from literature to astronomy. Building a larger vocabulary allows for more difficult books to become easier to understand. I thought it was really interesting that in Blachowicz' article it states that "a young student's reading vocabulary usually runs about two years behind their oral vocabulary". In my opinion, I have always thought that I read difficult material such as Jane Austen and Dickens, but used a limited vocabulary when talking to friends, family, and other students. The only time that I expand my vocabulary is in front of professors. My question would be, is it based on what students could communicate orally or is it based on an actual study? Also, does the study include children from limited and broad resources or is it restricted to one type of student?

I absolutely LOVED this vocabulary game and thought it was great for all subjects!:
I used this with math vocabulary terms and they loved it!

Sources:
http://www.pinterest.com/pin/187180928236238307/
http://www.pinterest.com/pin/487303622151426991/
Blachowicz. Fisher. Vocabulary Lessons.

Monday, November 4, 2013

Comprehension

The Watsons Go to Birmingham—1963. In Chapter 7 of Classrooms That Work, it brings up the idea of using the Oprah Winfrey interview with students and the books they are reading. I absolutely love this idea and definitely will be using it in my classroom. It's the perfect way to allow children a creative outlet and use theatre in connection with comprehension and understanding what they are reading. This lesson could be applied to so many different grade levels in elementary school based on the reading level of most students in the classroom. The book I am reading for the book club is The Watsons Go to Birmingham, and I truly feel like this would be a great book to use the interview with. Each character is fun and memorable to act out.

Children reading with teacher.
Sources:
Cunningham. Allington. Classrooms That Work.
http://www.pinterest.com/pin/234609461808713784/
http://www.pinterest.com/pin/133348838940281134/