Week 12

What do good readers do?

Make predictions, use prior knowledge, relate the text they are reading to their own lives, build vocabulary, they dig deeper and think outside of the box. Active when they are reading, look at text structure, they infer, thinking constantly and reacting to the text of what they are reading, and the ideas they are getting from their ideas and the ideas of their peers.

How can teachers help develop comprehension?

Teaching comprehension strategies, building students vocabulary, engaging students in discussion and writing, allow them to discuss amongst their peers their ideas and allow students to evaluate the ideas of their peers and compare and contrast their ideas with one another, to broaden their horizons in comprehension. Build students’ knowledge base, and provide rich experiences in reading and comprehension.

How can teachers help their struggling readers?  

Apply the same techniques and strategies they use when improving comprehension. The only difference is the teacher will make and enforce these techniques more strongly with the struggling readers and make it more intense. The teacher will also monitor and pay closer attention to the struggling readers to keep track of if they are making progress or not, and what they can continue to do for these students.

After watching this video, I was able to take many of the strategies and techniques and apply it to when I become a teacher and how I can use these ideas and strategies with my own students of the future. This video demonstrated how to help struggling readers, and how to help develop comprehension to all students inside of the classroom. These effective strategies play a huge role in a student’s academic life when it comes to reading and comprehension and it is our job as future teachers to make sure we enforce these strategies with our students to make them strong and effective readers. 

Dibels vs. QRI-5

In my opinion, the QRI-5 is a better assessment tool than the Dibels. Although this was my first time using the Dibels, and last week was my first time assessing a student with the QRI-5, I found the QRI-5 a more effective and influential assessment, that benefits both the student and the teacher. The Dibels, I found to be too complicated. Due to the fact, that maybe, the assessment grading is technology-based, however, I feel that it slows down the assessment between the student and the teacher. I felt I was too fixacted on learning how to use the Dibels technology tool, rather than focusing on the students assessment and results. The QRI-5 gave me and the student the opportunity to prepare them first, and to boost their confidence by starting on a lower grade level than their actual level. The Dibels did not allow the student to build enough confidence on the assessment they were about to face. The Dibels did give a few examples, however, I do not feel it was enough to give the students the confidence and assurance that they will do probably do well on the assessment. What I did like about the Dibels was the fact that it gave tools and suggestions on what to do with the student based on their result. The Dibels gave the teacher an idea and stepping stone on what measures to take with a struggling student and even a student that outstanding results. With the QRI-5, it was up to the teacher to create tools, strategies, and measures on what to do with struggling students. The Dibels, in my opinion, was not a direct and concrete source in finding out a students struggles and difficulties. The QRI-5 attacked more areas than the Dibels did, such as prediction, sufficeient comprehension questions, and allowing the student to create their own idea of what the story they will be reading is about. The Dibels did not allow that. The Dibels did not have comprehension questions. It only allowed the student to retell ideas, which doesn't give me, as the teacher, a concrete idea of if the student was sufficient in comprehension. Overall, I perfer the QRI-5 assessment over the Dibels. Perhaps, If I had been more familiarized with it, I would give the Dibels more credit, but as of now, I found better results with the QRI-5.

Observations 04/08/11

On April 8, 2011, was the last day of my observations, but the most enjoyable day during my stay with Mrs. Hershafts 3rd grade class. I was able to witness my students dance the Samba in a dance recital that was held during the school day. I was also able to complete the QRI-5 assessment with my ELL student Stephanie, which she found to be a fun activity. Both, Stephanie and I learned a lot about each other, and developed a bond, something I did not expect to happen. In addition to all of this. I received a stack of "thank you" and "we will miss you Ms. Green" cards from all of the students in the class. This was one of the most touching moments of my life, and my first time encountering that. It made my stay with Mrs. Hershafts class all worth it :-)

Writing Community

Discuss the components of an effective writing program and why they are important.

Personal Componants: Allow students to make connections to their real life and t heir writing. Also also the students to create writing pieces that are relatable to their own life and the lives of their peers as well.

Inventions: Allow the students to create their own writing pieces and stories, to help enhance their creativity and expand their horizons in writing and even reading.

Conventions: Allow students to edit their own work or even have peer editing to also enhance their skills in editing and realizing their own mistakes.

How might you rearrange your schedule to create more time for students to write in general and, in particular, for students to write about their personal experiences?

A teacher may rearrange the class schedule by incorporating writing in other subjects, even if it is in the smallest form. For example, in mathematics, students can create their own word problems, or write a math strory, in which can incorporate math and writing. The teacher does not necessarily have to rearrange the class schedule, just incorporate writing in creative and effective ways, in other school subjects.

How can you create ways for students to make personal connections in different subject areas through writing?

By creating assignments that will make the student assimilate writing in that particular subject. As mentioned in #2, the teacher have the students create stories or writing pieces on the subject they are learning. In #2, I gave an example of how the student can utilize writing in the subject of Math. Even in the subject of Science, students can write about what they are learning, complete creative projects such as "pop-up books" or timelines, or anything that will make the student write in one form or another.

How can student work help you decide which conventions to teach?

A students work can help because, we, as the teachers, will be able to see what areas we need to work on with our students and what areas our students are struggling in and what areas are excelling in.

When can you promote student inventions and experimentation with different formats in writing

You can promote student inventions and experimentation with different formats in writing at any time. Promoting writing with students is beneficial at any time, with any subject, and at any moment. We want our students to become efficient and excelling writers. We also want them to be versatile and felxible with their writing, not just fixated on one subject area, but creative and imanginative in all areas and all subjects.

Observations on 3/11/11

On Friday, March 11, 2011...I began working with my ELL student. I am working with an advanced ELL student, that is in the 3rd grade. During this time, the students are working on a Poetry Unit. They are learning to write various forms of poetry and luckily I was able to witness many of the student's ideas and concepts in their poetry. The ELL student I am working with is such an intelligent and articulate student. Her writing and speech are very advanced and the cooperating teacher informed me that she is one of the top students in the subject of reading. As I worked with her, I was able to see her ideas and thoughts in what kind of poem she wanted to write. They are currently writing "Color Poetry". I look forward to working with her at the end of this week to see what other great ideas she has for her poem and all her poetry she plans to complete during my obervations.

COCA

I found the COCA to be an excellent source of assessment. I feel sometimes teachers lose sight of the children grasping comprehension because they are so focused on making sure the student can actually read what is in front of them. The COCA focuses on so many aspects of reading, that I feel is not provided in other assessments I have witnessed being given to students. For example, running records. I feel in running records, not enough light is shed upon comprehension. With the COCA, various aspects of comprehension are being met. The COCA also sheds light on grammar and language, which I find to be very important, especially for students of that age group.

What do you find to be negative aspects of the COCA? What would you do to improve this?

Christopher Myers-A Writer's Story

What I found most inspirational about this video is how Christopher wrote and illustrated books that were relatable to children. He writes and publishes books that most kids could find relates to their own life, and that makes him an even more astounding children's author. There are always children that are struggling with the acceptance of being different. Children at a young age do not grasp the concept that it is okay to be different, because they want to follow trends and be like their friends and want to feel included with the rest of their peers. Christopher makes it known in his literature that it is okay for children to be different. This can be applied to learning how to read because it lets children know that even if they do fall behind or they take longer than others to learn and grasp a particular subject, that it is okay. I relate this to my own experiences because working with children, I notice that children do not like to be different or viewed as special. They want to be like everyone else and want to fit in. They become frustrated and aggravated when they are falling behind and are so anxious to catch up that they are unable to work to their fullest potential, because they lose site on what is important, and that is being able to get the concept of what they are learning. The more we push and expose the idea and concept that being "different" is okay,  the more inspired and aspired our students can become.

What are some ways teachers, and even ourselves, can promote and instill in student's minds, that being different is okay?

Supporting struggling adolescent readers-Podcast

I found this podcast to be the most intriguing and more relatable topic. Although, this podcast was geared towards adolescent readers, I found the information discussed to be relatable to students of a younger age group. I was able to apply this podcast to my own life because I work in an after-school program that consists of many struggling readers. As I help them with their homework or read with them, when they are completing their reading logs, I notice the significant amount of struggle these children face when reading. My place of work contains a small library for the children to read and borrow books to read in their spare time. Once the student is done their homework, before I allow them to engage in the other activities my job offers, I make them choose a book of their choice from the library and sit and read with them the book of their choice. I notice many of them choose books that are below their reading level, because they have the confidence needed when reading the book. They feel they know the words, the context and are able to comprehend what they are reading. I also noticed the difference in excitement when they have to read a book that is not of their liking and a book that is of their liking. They have a huge sense of eagerness and excitement when they get to pick a book that sparks their interest. What I learned most from this podcast is the importance of boosting a child's confidence when they are reading. This makes the child more willing to read and gives the child a great sense of pride when they can read and comprehend what they are reading. I have seen this excitement first-hand and it is a wonderful thing to witness.

Response to Intervention (RTI): What Teachers of Reading Need to Know

This article discusses Response to Intervention and its significant effect it has on struggling students. RTI was "created because of the many problems with the discrepancy model for identifying students with learning disabilities." This program was created to help educators identify students with learning disabilities, and to respond to the student's need an to get them immediate help in the subject they are struggling in. This article continues to talk about RTI and it's importance and it's impact of educators and students. It describes what RTI entails, the processes of response to intervention when working with a student and how a student is evaluated, an d the background of how and why RTI was created. RTI has made a huge difference in many educators and students' lives. It has had an impact on many students and saved many students from falling behind in school. It allowed educators to take one step further into helping a struggling student excel and keep up with the rest of his or her fellow classmate. RTI gave students more and better opportunities to move forward and not fall behind, giving them the chance to be excellent students despite their struggles and disabilities.

The Assessment of Thoughtful Literacy in NAEP: Why the States Aren’t Measuring Up Summary

This article discusses the significant difference in the NAEP test and the state test that are given to students to test their reading levels. According to this article, the state test does not measure up to the NAEP test. Reading and Literacy is a subject that many educators nation-wide, undermine and do not spend enough time on it with their students. Many students nation-wide, are lacking in the subject of reading and are falling more and more behind as they progress to the next grade level. According to this article, many educators focus more on students reading the text that is in front of them, rather than being able to infer and comprehend the text that is in front of them. In state tests, students of course, do outstanding work in that particular test, but that is because, the bar is set extremely low on the state tests. The students are not challenged enough in the state tests, which in the long run is not beneficial to these students. When it comes to literacy, students must be challenged and must face a significant amount of difficulty, if they want to excel in the subject of literacy. Students cannot just do the bare minimum when it comes to reading. The NAEP tests puts students to the challenge and raises the bar in literacy for students. This is what the students need and deserve, if they want to excel in not only literacy, but in all subjects that is offered to them in the education system.

Week 2 Assignment-Using Assessment to Guide Instruction

       In this video, Dr. Paratore discusses the importance of literacy and the importance of various assessments to evaluate student’s progress when it comes to literacy and reading. She discusses the importance of students not only being able to read the text that is in front of them, but to also comprehend what they are reading, and acquire different language and knowledge of the text. We as teachers must learn how to assess students from different perspectives, in order to make sure that our student is an effective and strong reader.  We as teachers must use “multiple measures” when assessing our students in literacy. We can test the student in how they read something they are forced to read in a classroom or how they read when they read texts willfully. We can even evaluate students on how they read in groups or how they read on their own. There are many assessments that we can use when testing a student in literacy, it is our job to utilize them to the best of our ability in and out of the classroom. Inside of the classroom that I am observing, I noticed the teacher utilizes multiple measures when evaluating her students in literacy. She evaluates the students in groups, she evaluates them individually, and she evaluates them weekly when providing different assessments to students to see if they are on the reading level they need to be or if they need some extra-assistance in helping them read on the level they need to read on. One type of evidence the teacher I am currently observing and a type of evidence that was mentioned in the video are, running records. Other types of evidences that were mentioned in the video, that I found to be very informative was consulting with other teachers in other departments such as art, music, or computer. Another form of evidence is previous and cumulative records of the students reading assessments. I found this video interesting because, I was able to view different ideas and perspectives on how to assess students in literacy from a diverse group of teachers. I was able to compare these ideas and evaluations to other evaluations that I have witnessed in the past when observing different classrooms. This video also showed me how each teacher has their own significant way on how they assess their students and what they find to fit best in their own classroom.

Week 2 ELL Survey

1. I work at The Boy's Club of New York, located in Queens. I work with dozens of children, from various cultural backgrounds. I find it very interesting working with these students, and very enjoyable. I learn something new everyday. In my particular program, I work with ELL students, students with special needs, and behavioral problems, and I learn something from each and every student. Sometimes, it is not always me teaching the students, but it is them teaching me.

2. At my place of work, I work with students that are in ELL programs.

3. I do not have experience in teaching ELL students, I have observed them in the classroom and in my place of work. I have done activities with these students and assessed one student.

4. When observing last semester, I found the ELL students working twice as hard as students that are not in ELL programs. They want to learn how to read and write and they are so much more motivated to learning the English language than the students that are already familiar with the language. I feel that students that are not ELL students take for granted the fact they know the English language better than the ELL students.

5. The problems I found them encountering is keeping up with the other students. They tend to fall behind because of their lack of knowledge in the English language.

6. In classrooms I have observed they have ELL teachers that come in and work with the ELL students. They construct different activities with these students, such as reading a story, writing assignments, or just verbal communication with the students.

7. I would hold sessions outside of the classroom to help these students. To put these students in a more restricted environment, to help them focus and offer them one-on-one attention.