Stradegy Notebook Blog

Participation in Team Project Grading Sheet

READ 5772 Name: Sue Ann Mayberry
Date: April 30, 2011
Participation in Team Project Grading Sheet
Instructions:
Provide feedback on the performance of each team member, including yourself using the five criteria below.
Highest or best work 9-10 points
Above average work 7-8 points
Average work 5-6 points
Below average, minimum work 3-4 points
No effort, lowest 0-2 points

Assign points below in the appropriate boxes for each team member to total to a maximum of 50 points. Then post in the digital dropbox.
Name of Team Member Criteria 1
Criteria 2 Criteria 3 Criteria 4 Criteria 5 Total
Displayed initiative while working on project Attended scheduled meetings Adequately completed assigned work Fostered team spirit Contributed to projects completion Points Total
(Maximum of 50)
Example: Albert Einstein 7 9 5 10 5 36
1.Rebeka 10 10 10 10 10 50
2.Alex 10 10 10 10 10 50
3.Sue Ann 10 10 10 10 10 50
4.McKenzie 10 10 10 10 10 50
5.Leza 10 10 10 10 10 50
6.
7.
Comments on individuals or group:

More on articles from chapter 6

Another important article that we read from chapter 6 was Introduction to Response to Interverntion: What, Why, and How valid is it? An important thing that I gleamed from reading this article was that reading specialist may become a larger need for schools with children who are struggling readers. As a reading specialist I will help teachers come up with lessons to improve the skills struggling readers need to become live long readers.

This is my second blog.

Refection on Module 7

One important concept I gleaned from reading chapter seven is the definition of high-stakes testing. “A test or testing program is called high stakes when it is used to make important decisions about individual students, teachers, or schools” (Farstrup & Samuels, 2002). Parents and teachers will be involved in making decisions about children’s future from high stakes tests. Some of these tests are used to retain students in a grade.

The second important thing I gleaned from reading the chapter was ways to prepare students for test taking:

1. “Largest dimension of test preparation is guided instruction in reading and writing for both literary and informational texts.

2. High Stakes Testing is the largest testing strategy for reading plot, character development, and resolution in narrative. These elements of story structure should be taught explicitly if the test is designed for four grades and can use up to four students.

3. A substantial emphasis should be placed on engaged independent reading to learn. The test requires speed, fluency, and comprehension.

4. Practice on the format of the test. “For example if the test is multiple-choice students should understand the strategies for responding to the items, selecting alternatives, and allocating their time appropriately.”

5. “Motivation for reading can alleviate students’ anxieties, providing meaningful reasons for test success, enabling students to feel self-efficacy toward reading, and most important, fostering extensive amounts of reading throughout the school year” (Farstrup &Samuels, 2002).

The third most important concept that I learned from reading the article Tomlinson, C.A. Educational Leadership. Deciding to Them All v.61 no. 2(2003) p.6-11. Will be discussed latter. Also another article I read with the chapter was from the Reading Rockets Differentiated Reading Instruction Teaching Every Child Tomlinson, C. A., Pressley M.G., & Spear-Swerling in which discussed reading strategies for differentiating reading instruction.

The fourth most important thing I gleaned from the reading the article Deciding to Teach Them All was the concept Carol All Tomlinson took.

“Good curriculum comes first. The teacher’s first job is always to ensure a coherent,

important, inviting, and thoughtful curriculum.

All tasks should respect each learner. Every student deserves work that is focuced on the essential knowledge, understanding, and skills targeted for the lesson. Ever student should be required to think at a high level and should find his or her work interesting and powerful.

When in dought, teach up! Good instruction stretches learners. The best tasks are that students find a little too difficult to complete comfortably. Be sure there’s a support system in place to facilitate the student’s success at a level that he or she doubted was attainable.

Use flexible grouping. Find ways and time for the class to work together as a whole, for students to demonstrate competence alone, and for students to work with varied groups of peers. Using only one or two types of groups causes students to see themselves and one another in more limited ways, keeps the teacher from “auditioning” students in varied contexts, and limited potentially rich exchanges in the classroom.

Grade to reflect growth. The most we can ask of any person-and the least we ought to ask-is to be and become their best. The teacher’s job is to guide and support the learner in this endeavor. Grading should, in part, reflect a learner’s growth.”

Adapted from Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grade 5-9 by Carol Ann Tomlinson and Carol Cunningham Edison (ASCD, 2003).

One of the strategies that I used before this lesson was the KWL chart. The students are use to this chart and we use it a lot before we read a new lesson in our class. Another strategy I used that worked in my classroom was The Cornell Note taking System. Diagrammed and Explained. This strategy was introduced to a class of fifth graders.

I had students divide their paper into three parts. The first part, on the right hand side of the paper, which is the largest side, I had students write class discussion notes on. I had students write main ideas, clarify meaning, and ideas they felt were important from the room reading the history story about the Bill of Rights. In section 3 of this paper, I had students write a summary that contained at least two sentences summarizing what we just read

I also asked questions to the class and wrote some of the answers on the board. Modeling what students should write for section 3 showed them how to complete section 3 of this notetaking system.

The effects of this strategy taught students how to take notes effectively. It also helped students pay attention and comprehend what was being read to them in class. Students thought about the Bill of Rights and also could tell the class and about it’s importance and how it influences our society. I feel this strategy is a very helpful tool and I will continue using it. Changes I used in the classroom is to allow students the time to ask questions and answer questions using this strategy to assure that learning is taking place as we read.

More on Module 6

One important thing I gleaned from reading the chapter 12 was that researces felt the same way as I do about kindergarten programs that, "immerse children in books, stories, and opportunities to engage in writing activities of various sorts (both inventive and more structured) significantly fostered growth in emergent literacy development" (p.272). Another important thing I gleaned from reading the chapter 12 was that (Pinnell et al., 1994), state "Reading Recovery is also, perhaps, the best research tutorial and one with the strongest evidence of its effect on accelerating the development of early reading. (p. 277). From the article Dyslexia and the brain: "What does current research tell us? state, " Children with dyslexia will often show two obvious difficulties when asked to read text." 1. "First they will not be able to read as many of the words in a text by sight as average readers. 2. They will often show decoding difficulties, meaning that their attempts to identify words they do not know will produce many errors" (p.508).

question I put on surveymonkey

Are you concerned about the future of job security as a teacher? A. very concerned B. concerned but have no other options C. concerned but have other options D. not concerned

Sue Ann Mayberry: reflection on module 6

Sue Ann Mayberry: reflection on module 6: "Rachel Butler: reflection on module 6: 'How do I plan to implement research in my classroom is through assessments. I will keep a running re..."

reflection on module 6

Rachel Butler: reflection on module 6: "How do I plan to implement research in my classroom is through assessments. I will keep a running record of children's growth in reading acc..."

Reflection on module 6

One important thing I gleaned for reading the chapter was that in "1968 120,00 to 2.7 million in 1997 indicated that children experiencing learning difficulties in reading acquisition are now routinely identified as learning disabled and served in special education programs.(p. 264). Another important thing I gleaned from the chapter was that learning disabled in most states was considered to be a"remedial and corrective reading." (p.266). The third most important thing I gleaned was when, (Spears-Swerling & Sternberg, 1996) believed that "today, the situation is such that an inability has accrued that reliably sorting children with a learning disability from children who are experiencing difficulties with reading acquisition has accrued."(p.268).

Module 2 Phonogical Awareness and Phonics

Quick-Writes was the first thing I used in my classroom from reading these chapters. The second thing I used in my classroom is when I teach phonics it should be directly usable in children's reading. I had students take home books that had the phonics words that we worked on that day to read to parents. Working on this activity at home will improve parent involvement. After students have written Quick-Writes, which is used as a before strategy. I had them pull out their journals and put words from the blooming verb list that Dr. Swanson put on an e-mail for us to use. I used this strategy to help students build their vocabulary and help them to learn new verbs.

Module 2 Phonogical Awareness and Phonics

One way to implement research in my classroom is through Quick-Writes. Students will write a paragraph describing what they liked best from the book they read at home. After students have written down their paragraphs, they will go back and underline the phoneme that we are working with. Another way I have used Quick-writes and changed how I teach in the classroom is, I have a sentence written on the board. While students are writing, I will be taking roll or lunch count. When I used Quick-Writes in my classroom it gave me the opportunity to take lunch count and attendance in a quiet atmosphere. It also allowed me to determine if students knew the phoneme that we were working with, when I had them underline them in the paragraph they wrote. It was a helpful tool to use in my classroom. The fourth thing I learned from the readings was from the article "Phonemic Awareness" (2006), it states that "rime-based instruction is used in a number of successful reading programs. "For example, when wheat is used in a sentence, such as The little red hen gathered the wheat; a student might be taught to compare it to meat and say, "If m-e-a-t is meat then this is wheat" (p.623). Then students would use wheat in the sentence to see if it made sense. In instruction worked well in my classroom to teach patterns of letters through sounding out words and showing similarities between words.

Module 2 Phonogical

Module 2 Phonogical Awareness and Phonics

One important thing I gained from chapter 6 is that phonemes monitor the changes that occur in your mouth as you pronounce words (p.111). For example gestures: your lips are closed for /p/, and then your tongue is tapping the roof of your mouth for /t/ also hissing of /s/ or buzzing of /z/ ( p. 111). I also learned from chapter 6 that Spanish and Chinese students' confusion will become apparent when they "segment "English words into phonemes and write letters into representing the phones" (p. 114). Therefore, I realize that these students will benefit from explicit phoneme instruction. Chapter 5 of our book states that "students who have about their ability to learn something are less likely to try to learn it and more likely to give up when they encounter difficulty" (p. 89). Chapter 5 of our book it also says "One of the most important aspects of motivation is self-confidence (also called self-efficacy) (p.89). With this information I know that as a teacher, I will need to have an encouraging atmosphere in my classroom so that students will want to learn.

More on Module # 4

One way that I plan to implement the research in my classroom is through questioning the author. I ask students what do you think this chapter will be about by reading the title of the chapter. Another way I implemented research in my classroom was that I had students read White Fang at home and then we read the story orally in class. The students came up with questions from the story and then they acted out the parts as they answered the questions. They loved this activity and said they wanted to do it again. I plan on having them act out another story in the future to build their motivation and love for reading. The changes I would make in a classroom is to allow more time for students to make up their questions. Another change would be give the students the opportunity to pick a story from their history book and generate questions they felt should have been answered from the text. One of the before stragies I used was before the students read I had them fill out a KWL chart. I had students write what they thought the story was going to be about in their journal, as I wrote the answers on the board. I also had them write what they wanted to learn. I told students that we would fill out the What they wanted to learn after we discussed the text in class. The effects of this strategy gave the students a chance to think about what they thought the story was going to be about. It also gave them an opportunity to here what other people thought the story was going to be about. An after stragy I used in my classroom was, After students read the text at home we reread the text in class. The effects of this strategy was to give students a chance to here fluent reading. It also helped some of the students gain word recognition through reading the text a second time.

Module # 4 Fluency

One important thing, I learned from chapter four was that fluency consisted of so many components. The components are word recognition, accessing word meaning, deciding on the correct meaning of the word, grouping words into grammatical units, generating inferences, and using reader knowledge to construct a coherent, understandable model of text. I knew some of the components; however, reading it in the chapter really made me think about the process of being a fluent reader. The second important thing, was when it described the decoding section was that Jewish children could read the Hebrew text in preparation for their confirmation. However, they could not speak or understand the Hebrew language, which means no comprehension was taking place. A student can be a fluent reader without constructing meaning of the materials that are read. The third important thing, was on page 178, it suggests that students should read a passage four times to gain reading speed, word recognition, error reduction, and expression in oral reading. Students reach these goals with their teacher or in groups. Page 179 says that " students who are often embarrassed by poor oral reading skills achieve confidence and accomplishment through rereading of a text."`

Sue Ann Marberry: Comments on Module 3

Sue Ann Marberry: Comments on Module 3: "Another strategy I used in my classroom was think clouds. Some of the questions are ' I thought __________ was important because....,' I mad..."

Comments on Module 3

Another strategy I used in my classroom was think clouds. Some of the questions are " I thought __________ was important because....," I made connection when ________, I wondered ________., " This was mostly about__________." Using think clouds in a classroom gave students a chance to think about the material they were reading. It also gave them a helpful tool to keep their mind focused on their readings. The second strategy I used in my classroom was Venn diagrams. Students read the title of the story that they were working on. They also read the first three pages, and made three circles that they were to pick information they felt related to the topic. The third strategy that Iused was the Verbatim Spit Page Procedure (VSPP). This system was designed to help students learn how to take notes. I had students divide their paper into a 60/40 fold. The left side of the paper represents 40% and the right side has 60% of the page. My students took notes from the board on the left side of their paper. Taking lecture notes on the left side of the paper gave them an opportunity to listen to the lesson that was being taught. Students were instructed to expand their notes on the 60% side of their paper so that they could fully understand them for later instruction. I helped students learn how to put them in an outlined format. Students learned how to put the notes in thier own words so that they could understand what they needed to know. I gave more information during this time when students did not know what material was important for them to know. This helpful tool will build the note taking skills that my students will use in my classroom as well as in future classrooms and in college.

More on module # 3

In chapter 7 I also learned that middle school students can learn adjectives by watching cartoon charters to build vocabulary skills. More advanced learners could work with smaller children and record their vocabulary in a natural setting for ten minutes to draw conclusion about the wide range of word usage in the child's speech. Journal writing is one the strategies that I use in my class. As class begins children get their journals out ,as I take role, and lunch count this helps students be quiet as well as lets them know what is expected of them as they enter class. From the article Building Academic Vocabulary it suggest Words and Terms that " school districts should systematically ensure that all students were to be exposed to specific academic terms and phrases across the grade levels, this would form a strong common foundation for all students" ( p. 2).

module # 3

One thing from reading chapter 7 made me more aware that children growing up in poverty have a limited amout of vocabulary, which influences their reading comprehension. The second thing I gleemed from the book was that the "lack of vocabulary can be crucial factor underling the school failure of disadvantage students" (p. 141) With this knowledge, I will have students write new words down, that they come across during their readings in the back of their journals, so that when they write they can use these new words in their daily writings. Doing this activity will build vocabulay as well as reading comprehension skills. One of the before strategies that I would use is sensory webs to enhance children's writing speaking, and comprehension skills "The lines leading from the words outward provide places for students to fill in what the words smells like, taste like, looks like, soundslike, and feels like" ( p. 147). The third thing I gleemed from this chapter was an example given in the text is "anger smells like hot burning coals, taste likes dry sand burning in the desert, looks like shattered glass on the pavement, sounds like fingernails screeching on the blackboard, and feels like a cold wind" (p. 147).

Module 5 Comprehension

Chapter 9 one concept I learned was that computers are changing the way people think about literacy. “A healthy resurgence of print media has resulted in the proliferation of fiction and nonfiction books for adolescents about ever topic imaginable” (p. 186). In every classroom that I have been in this year there are at least 3 or 4 computers that students use to read, take test, and play learning games on. From this chapter I gained that computers will be a tool that we can use in our classroom to construct reading skills.

Chapter 10 talked about, instruction is not enough for students to gain comprehension skills. Students need to read and use strategies through reading. Students need to experience reading real text for real reasons and experience reading the range of text geners that we wish students to comprehend” (p. 207). Students can use journal writing about text geners to gain understanding of the text. I also learned “during decoding instruction they recommended carful level and demand of text used in different phase of instruction especially during the early phases” (p. 211).

The second concept that I learned from the readings came from chapter 10 it gives six effective comprehension strategies that help students gain knowledge about the materials that they are reading. Prediction is the first strategy, it helps students use their background knowledge to “facilitate their understanding of new ideas encountered in the text” (p. 212). Another strategy they suggested using was think-alouds. They believe that comprehension is obtained because students “impulsiveness about jumping ahead of the text without fully understanding is diminished” (p.215). Think-alouds are used to make students ask themselves questions like does this sentence make since? and what is the text trying to tell me. I have used these strategies and will continue to use these strategies in my classroom and with my little girl because the book and I have seen that they work.

The third most important concept I gained from reading chapter 11 is that the way I teach comprehension is called the Transactional Strategy Instruction (TSI) approach. The book says, “TSI teachers do provide their students with explicit explanations of strategic mental processes used in reading, the emphasis is on the interactive exchange between learners in the classroom, hence the use of the term transactional” (p. 249). With this in mind, I understand that I am giving instruction to the students and letting them generate their own meaning from the materials that are being read.
Also in chapter 11 I found that it consider a metacognitive sophisticated reader to have predicting, questioning, imaging, clarifying, and summering skills” (p. 305). With these skills a reader will construct understanding of the text that is being taught. In the past, students in my class have used predicting, questioning, and summarizing skills to learn from the text. I will continue using these strategies to help my students to become better readers.

Chapter 13 stated that a “typical high school senior can only hold approximately seven pieces of information in mind at one time” (p. 292). If a student is continuously sounding words out he/she will not facilitate enough information to understand the text. Teaching students vocabulary words in early grades and throughout their high school years helps them understand the terms in their text that they are reading. Students can build their vocabulary by writing their own dictionary, anticipation guides, or possible sentences strategies. I also learned that a good reader does not simply read the chapter he/she skims it first while asking questions about important information he/she feels the chapter should cover. Skilled readers generally reread information that is important or is difficult to understand. Students also use background knowledge to gain meaning of the text.

My goal as a teacher is to help the students build vocabulary through strategies like the anticipation guides and have them write their own dictionary. I will read the important facts that are in the chapters before they read them and ask them questions, while I am reading. While questioning, I will think about students’ background knowledge and also ask questions relating to prior knowledge so that they can obtain understanding of what is being taught.

The article, Building Academic Vocabulary it states “ to build imagery form a student needs to create a graphic picture or pictographic form of new words that are being taught” (p.7). It also tells why it is important for students to keep an academic vocabulary notebook, “Over time students will develop an understanding of a set of terms and phrases that are important to the academic content in mathematics, science, language arts, and social studies” (p.7). Whether it is called it a dictionary or a vocabulary notebook with terms it is basically the same thing. I have used and will continue to use this concept in my classroom to help students learn new vocabulary terms to build comprehension while students read.

Strategies used during this module were read-alouds, creating anticipation guides, creating students own dictionary, journal writing to improve comprehension skills. I used journal writing in my class when I was taking lunch count and attendance. I had students write journal entries about what they did the night before they came to class. This activity helps them with hand writing and also gives them time to get settled down before we start the day’s lessons.

Another way I used journal writing is to have students pull out their own dictionary and use words from it. I have used both created dictionary and journal writing strategies in the past and will continue using them. The effects that journal writing has on students when they use their own created dictionary are that comprehension and vocabulary skills are obtained.

Comments on Moduler 2

I have implemented quick writes in my classroom. After students have read their book they write in their journals any unanswered questions they have about the book. Then I have them read the book to a friend to see if they can answer the questions for the other person. I have also had my child do quick writes and we answer the questions together. I have found that this strategy helps the children comprehend the text as well as gain fluency in their reading abilities. Students also use predicting strategies by asking 3 questions about the title before the book is read.

Comments on fluency

Reading aloud to children at home also helps with word recognition. It helps my child hear a fluent reader. When she reads she asks me questions like, " Mom how come when I read it does not sound like you do?" I tell her that it takes practice and the more we read at night the better reader she will become. I get books that are on her independent level and books that we pick out at the library. She has five different library cards that she keeps in her purse. I will continue the love for reading with my child as well as the class rooms that I am in. We also use the rereading strategy after we read a difficult book. I hope to let her see that each time we read the book she gains speed as well as comprehension skills.

Comments on Strategies on Vocabulary

I watched the video on the Reading Rockets web site. I read the Building blocks of reading and writing booklet. It gave good suggestions about how print awareness and spoken words can be broken down, and it talked about alphabetic knowledge. It suggested that reading aloud to children at home helps build their word recognition. Another resource if you need one to prove that reading to children at home and aloud does help improve reading comprehension. Ya! Ya!
I read aloud to my 7 year old at night and we enjoy our time together.

Comments on Fluency

I have used Readers Theater in a 6 th grade classroom. The students loved making up questions about the story White Fang. They acted out the charters in the story as if they were living the lives the book told about. Students wanted to continue doing Readers Theater after we read additional stories. I was very encouraged to see students actively involved with the reading process.

Module 1 case study and reflection comments

Module 1 case study and strategy comments:

I believe that picture dictionary and SQP2RS=SQEEPERS are helpful strategies that I have included in my classroom. My student's predicting skills have increased, as they concentrate and think about the pictures from the book to come up with their questions.

Susie's case study:
Dr. Swanson suggests that we think about parent involvement during reading activities. We should also consider the grandparents in assisting Susie's reading abilities. Susie should be encouraged to spend time at the museum and talk about the exhibits that are on display. She is a gifted child and should have challenging materials available for her to read at school and at home. Having challenging materials for Susie will help her motivation and reading levels to increase as she reads. Taking Susie to the museum will help build her background knowledge as well as her interest in different cultures that are on display. Having parents and grandparents involved in Susie's reading is also a rewarding experience for the whole family.

Sue Ann Marberry: Reading strategy

Sue Ann Marberry: Reading strategy: "I have found a great reading strategy. It is called headsprout.com It targets students who are in K-5 grades. It can build comprehension s..."

Reading strategy

I have found a great reading strategy.
It is called headsprout.com
It targets students who are in K-5 grades.
It can build comprehension skills.
It uses software that adapts to the child's reading abilities.

kwl

I love KWL charts I use them in my classroom all the time. I have written a lesson plan using KWL chart with the book The very hungry caterpillar.

CindySummerhill: Module One

CindySummerhill: Module One: "Cindy Summerhill READ 5772 Dr.Swanson and Dr. Thompson Module One January 23, 2011 1. Three concepts I gleaned from the readings are, firs..."

Sue Ann Mayberry
Module #4
Fluency

One important thing I learned from chapter four was that fluency consisted of so many components. The components are word recognition, accessing word meaning, deciding on the correct meaning of the word, grouping words into grammatical units, generating inferences, and using reader knowledge to construct a coherent, understandable model of text. I knew some of the components; however, reading it in the chapter really made me think about the process of being a fluent reader.

Another important aspect I thought about while reading the decoding section was how the Jewish children could read the Hebrew text in preparation for their confirmation. However, they could not speak or understand the Hebrew language, which means no comprehension was taking place. So a student can be a fluent reader without constructing meaning of the materials that are read.

On page 178, it suggests that students should reread a passage four times to gain reading speed, word recognition, error reduction, and expression in oral reading. Students reach these goals with their teacher or in groups. Page 179 says that “students who are often embarrassed by poor oral reading skills achieve confidence and accomplishment through rereading of a text.”

The way I implemented research in my classroom was through chalk talks, hand puppets, and stick puppets while reading and retelling stories. The changes I made in my classroom were reading a story more than once, and giving students materials in centers so that they could make their own puppets.

The before strategy I used in my classroom was that I asked students questions that made them think about the events they thought were in the story. After students answered questions they were written on the board. The next day I re-read the story with the puppet. I asked the students the same questions to see if their answers changed. After questions were answered I put puppets, materials to make puppets and books in centers so that students could interact with the materials.

The effects of this activity was motivational, hands-on and creative for the students. I will continue using activities like this to help build a love for reading in my classroom.

Module 3 Response and case study

Sue Ann Mayberry
Dr. Swanson
Read 5572
Module #3

Reading chapter 7 made me more aware that children growing up in poverty have a limited amount of vocabulary, which influences their reading and comprehension. The book also talks about the “lack of vocabulary can be crucial factor underlining the school failure of disadvantage students” (p. 141). With this knowledge, I will have students write new words down, that they come across during their readings in the back of their journals, so that when they write they can use these new words in their daily writings. Doing this activity will build vocabulary as well as reading and comprehension skills.

Chapter 7 also talks about the use of sensory webs to enhance children’s writing, speaking, and comprehending skills. “The lines leading from the word outward provide places for students to fill in what the word smells like, taste like, looks like, sounds like, and feels like” (p. 147).
The example given in the text is “anger smells like hot burning coals, tastes like dry sand burning in the desert, looks like shattered glass on the pavement, sounds like fingernails screeching on the blackboard, and feels like a cold wind” (p. 147).

In chapter 7, I also liked the way it made me think about the words I use everyday. An activity they suggest using with middle school students is to have them analyze the adjectives used by cartoon charters to build vocabulary skills. More advanced learners could work with smaller children and record their vocabulary in a natural setting for ten minutes to draw conclusions about the wide range of word usage in the child’s speech.

Some of the changes that I made because of my readings from chapter 7, were that some of the questions that I down loaded from the think clouds. Some of the questions are” I thought_________ was important because….,” “ I made a connection when________, “I wondered_____________,” “ This was mostly about___________.”
Using think clouds in a classroom gave students a chance to think about the material they were reading. It also gave them a helpful tool to keep their mind focused on their readings.

Vocabulary and word recognition was taught through the use of the Frayer Model, which includes a list of characteristics or attributes of the concept. For example, “if the concept is reptile, the essential characteristics would include animal, cold-blooded, and vertebrate. If the concept is vegetable essential characteristics would include nutritious foods, found in non-woody plants, and contains vitamins and minerals” ( p. 56).

I used the Frayer Model, as well as think clouds and Venn diagrams in my classroom to give visual aids to my students. These helpful tools also keep the students’ minds focused on their readings. Students are making connection to the text as they read. Students are also building vocabulary skills as they are reading. The changes I made in my classroom because of these new strategies gave me and my students more ways to build their vocabulary, reading, motivation, and comprehensions skills.

Another during strategy I used was the Verbatim Split Page Procedure (VSPP). This system was designed to help students learn how to take notes. I had students divide their paper into a 60/40 fold. The left side of the paper represents 40% and the right side has 60% of the page. My students took notes from the board on the left side of their paper. Taking lecture notes on the left side of the paper gave students more of an opportunity to listen to the lesson that was being taught. Students were instructed to expand their notes on the 60% side of their paper so that they could fully understand them for later instruction. I helped students learn how to put them in an outlined format. Students learned how to put the notes in their own words so that they could understand what they needed to know. I gave more information during this time when students did not know how what material was important for them to know. This helpful tool will build the note taking skills that my students will use in my classroom as well as in future classrooms and in college.


 
Module Case Study 3
Amy could use the Read the TEXT Backwards, RTB strategy during her tutoring session. She could also use the Verbatim Split Page Procedure during this time. As her student is reading the summary of the book, Amy could have him/her write words down on the left side of his/her paper whose meaning was unclear so that he/she could look them up later. Later on the student could look up the meaning and write a sentence on the right side of the paper to build comprehension skills as well as vocabulary skills.

The strength of teaching the RTB is that Amy’s student will read the summary first. During his/her reading the student will have some clues what the story is going to be about. It will also help Amy to explain words that her student comes across that he/she did not know. Using the Verbatim Split Page Procedure during reading will help Amy as well as the student, to see if words that he/she looked up and wrote the dictionary meaning down go along with the story he/she is reading.

The weakness of this plan would be read the story with no idea on how to help her student gain comprehension and vocabulary skills. Another weakness would be having stories that are not on the independent level or motivational level the student needs. Students need to have stories that they like as well as a level they can read.

One of the strategy programs I would use is to have the student fill out the Garfield Interest survey. I would then go to the library and pick books out that are on the students’ independent and motivational level. The rationale is that I want my student to feel confident as well as motivated to want to read. I would also incorporate the Marzano’s approach, “which includes a nonlinguistic representation to build vocabulary, and clarifies meaning through the usage of metaphors” (p.73). I also learned this strategy through the readings on the case study. “He stresses subject-specified terms are the best target for direct vocabulary instruction” (p. 88). He also provides a list of 7,923 subject-specific terms in his book that could be used to help build vocabulary skills. A way I would use his program is to have the student pick a few of the words from his list and we would work together creating metaphors and writing a short story. My goal as well as Amy’s would be through this process the student will gain vocabulary, comprehension, and a love for reading.

Sue Ann Marberry: Sue Ann Marberry: CindySummerhill: You have been p...

Sue Ann Marberry: Sue Ann Marberry: CindySummerhill: You have been p...: "Sue Ann Marberry: CindySummerhill: You have been put on Blackboard. ...: 'CindySummerhill: You have been put on Blackboard. Please look and..."

Sue Ann Marberry: CindySummerhill: You have been put on Blackboard. ...

Sue Ann Marberry: CindySummerhill: You have been put on Blackboard. ...: "CindySummerhill: You have been put on Blackboard. Please look and ...: 'You have been put on Blackboard. Please look and make sure it is t..."

CindySummerhill: You have been put on Blackboard. Please look and ...

CindySummerhill: You have been put on Blackboard. Please look and ...: "You have been put on Blackboard. Please look and make sure it is there."

Module 2 Response

Sue Ann Mayberry
Dr. Mary Swanson
Module 2
Phonological Awareness and Phonics
One important thing I gained from chapter 6 is that phonemes monitor the changes that occur in your mouth as you pronounce words (p. 111). For example gestures: your lips are closed for /p/, and then your tongue is tapping the roof of your mouth for /t/ also hissing of /s/ or buzzing of /z/ (p.111).
I also learned from chapter 6 that Spanish and Chinese students’ confusion will become apparent when they “segment English words into phonemes and write letters into representing the phones” (p. 114). Therefore, I realize that these students will benefit from explicit phoneme instruction.
Chapter 5 of our book states that “students who have doubts about their ability to learn something are less likely to try to learn it and more likely to give up when they encounter difficulty” (p. 89). Chapter 5 of our book it also says “One of the most important aspects of motivation is self-confidence (also called self-efficacy) (p. 89). With this information I know that as a teacher, I will need to have an encouraging atmosphere in my classroom so that students will want to learn.
One way I plan to implement research into my classroom is through Quick-Writes. Students will write a paragraph describing what they liked best from the book they read at home. After students have written down their paragraphs, they will go back and underline the phoneme that we are working with. This will help me determine whether students understand phonemes and to reinforce the phoneme skills we are working with. Another way I could use Quick-Writes, which would change how I teach in my classroom, is have a sentence on the board and have students write a few sentences down that will go along with the sentence I have on the board. While students are writing, I will be taking roll or lunch count.
When I used Quick-Writes in my classroom it gave me the opportunity to take lunch count and attendance in a quiet atmosphere. It also allowed me to determine if students knew the phoneme that we were working with, when I had them underline them in the paragraph they wrote. It was a helpful tool to use in my classroom.
The article “Phonemic Awareness”(2006), it states that “rime-based instruction is used in a number of successful reading programs. “For example, when wheat is used in a sentence, such as The little red hen gathered the wheat; a student might be taught to compare it to meat and say, “If m-e-a-t is meat then this is wheat” (p. 623). Then students would use wheat in the sentence to see if it made sense. In doing this exercise students are learning comprehension as well as decoding skills. Rime-based instruction worked well in my classroom to teach patterns of letters through sounding out words and showing similarities between words.
Another good point the Phonemic Awareness article talks about is that when teachers are using the basal reading program, they may want to “rearrange the phonics lesson, so that a more appropriate element is taught with each story that is being read” (p. 622). “For example, Trachtenburg (1990) suggests beginning by reading a quality children’s story as Angus and the Cat, providing instruction in a highly utility phonics element appearing in that story (short a in this case), and using that element to help read another book (such as The Cat in the Hat or Who Took the Farmer’s Hat?)” (p. 622). When I used this approach in my classroom, it reinforced the phonics skills that I wanted students to obtain.

Sue Ann Marberry: pamplet for module one

Sue Ann Marberry: pamphlet for module one

pamphlet for module one

Amanda Anderson: Welcome to READ 5572. This course is to introduce ...

Amanda Anderson: Welcome to READ 5572. This course is to introduce ...: "Welcome to READ 5572. This course is to introduce you to the best research-based strategies which should be implemented into your classroom...."

Donna I have published our case study on blogger

I have posted our case study on the blogger.

Donna McFerran 5572: HI! Welcome to READ 5572, the course which will i...

Donna McFerran 5572: HI! Welcome to READ 5572, the course which will i...: "HI! Welcome to READ 5572, the course which will introduce you to the best research-based strategies. Once you learn them, you will surely ..."

Case Study

As a group, we discussed that one of Susie’s strengths is that her parents have always encouraged her and provided her with books to read. Another strength is that she is motivated and wants to read. She also has “highly developed skills and has a great deal of understanding when it comes to reading.

Susie needs more challenging work at school so that she does not feel “bored.” Suzie needs to spend more time with children her own age. She can do this by inviting children over and reading to them . She could also ask parents if she could give some of her books away to the children. Susie’s parents could replace the books with new and more challenging books to help keep Susie’s interest up.

A strategy the teacher could suggest to the parents is to take Susie to a book store and let her pick out books that are on her independent level of reading. In doing this it will keep Susie’s motivation up as well as her love for reading. Susie could also invite neighborhood kids over and read to them from her new books. In doing this she is helping the children learn that reading can be fun. She is also gaining fluency and comprehension skills as she reads and rereads her books. Another strategy the teacher could suggest is to have Susie write her favorite part of the book down and draw a picture. She could share this with her friend at home, parent, or the teacher. In doing this it will help keep Susie’s love for reading level up. Our goal as teachers is to create lifelong readers and encouraging our students to read is how we will accomplish our goal.

One activity the teacher could have students do in class is students could read their favorite books to the class. Students could write in a journal at home or at school discussing details in the story that they liked. The students could write and learn about the main characters and discuss the plot of the story in their journals as well. Another activity or extension could be to have students get in small groups discussing and critiquing each others’ work. Students could also write a story and share with the class using the main characters from the book they liked.

Reflection over the readings

One important thing I learned from the readings was the Building Language Together (BLT) program “that focuses on the literacy of the child while parents act as facilitator and supporter” (p. 694). The hands-on centers introduce children to real life concepts; for example, in the third unit, a table is set up with food and the child can have a blue plate that chapter 3 suggest, with “broccoli, bread, and bacon” on it. This activity teaches initial sounds.

Another important thing I learned from the readings in chapter 3 was that teachers blame parents whose children fail to learn to read successfully. I have heard from my parents that it was the teacher’s job to teach the children how to read. As an adult I realize that it takes both the teacher and the parent working together to help most struggling readers learn to read. However, most parents do not know how to teach or what level of books they should have their children read. Chapter 3 in our book talks about the “Even Start Program that is the largest federally funded family literacy intervention program in the United States. It offers parents reading, storytelling, and prereading activities to use with their children.”(p. 51) As a teacher I will find out more about programs that involve parents and children working at home to help build the skills the students need to become lifelong readers.

From chapter 17 in our book I learned about acting, where the student is playfully misbehaving and testing the teacher to see how much he/she can get away with. This is where classroom management and rules should be set up during the first part of the year. The chapter goes on to say if the teacher does not have balanced, strict, kind, and fair rules, the student will have increasingly disruptive behavior (p. 396), which means that the whole class could suffer from one child’s behavior.



How I plan to implement the knowledge that I gained from reading this material is to promote parent involvement. I will have hands-on centers in my classroom that parents and students can interact with. Students will make flyers or newsletters inviting parents to come join our class.

The changes I will make in my classroom will include different ethnic materials in each center. I will have students tell me what they think their parents would like to see in our centers from their culture. Another thing that will be added to centers is books from each culture that correlate with the centers unit. I will also ask parents if they would like to read and explain their culture to the class.
Some of the before strategies I would use in my classroom will be prediction and questioning. I will ask students’ questions before the centers are set up and build the centers around students answers. I will ask students what rules should be placed on the centers. For example, how should we act during center time? Rules would be placed in each center after the students have worked with me to create them. I feel that this will help them to remember the rules. When misbehavior happens I will have the student read the number he/she is demonstrating to encourage a change in his/her behavior.

An after strategy I will use is to have each student write a thank you letter to their parents for their participation in our class. I will also ask students what they liked about center time. We will discuss what changes they think should be made to improve our centers for the next parent involvement activity. The effects will be positive because parents, students, and teachers are all working together to create a motivational learning environment.