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).