PowerPoints are intended to display information in a way that makes sense and it easy to follow. However, I tend to get caught up in all the slide backgrounds and animation rather than actually following along with the presentation. I think that guidelines are helpful for everyone. I love the idea of an outline. I am able to foresee what will be presented, I can begin with the end in mind. It really helps me to stay focused. I like more conversation and dialogue rather than reading off the slides. It also makes sense that we should use consistent animation and to use legible fonts.
I am very familiar with Ebsco Host, but sometimes I feel as if it can be very overwhelming. It is very beneficial to know how to narrow down your searches and that you can utilize other resources such as videos, images, e-mail, importing and exporting. I often think of Ebsco Host as only a search engine. The tutorial really allowed me to become even more familiar with the system which will lead to me to more success throughout this study.
As for Kidpix and PowerPoint, I think they are great attributes to include in any classroom. I think that it is really important for children to work with technology and have multiple opportunities in which they can express themselves. I have used Kidpix in the past to practice following oral directions. The directions lead the students to create a specific picture. I love the twists the teachers put in the assignments where the students recreated their own version of the story. I plan to implement this into my own classroom.
There are many resources available to teachers and students. With technology growing so popular and ever changing, it is important for us to become familiar with engaging technology tools in which we can guide learning.
Thursday, April 11, 2013
Friday, March 22, 2013
Module 5 Summary
Video Analysis:
Word work really allows exposure to language concepts. Working together meets the needs of a variety of learners. Hands on learning exposes children to various learning concepts in which they can identify the learning task given. Teachers much have accountability in order to monitor student progress.
A talking word wall! This allows students to have the independence to find a word and listen to it be repeated without interrupting the teacher. The teacher created this using dot paper and an audio recording. What a fantastic learning opportunity. Often times word walls can create distractions. If the child is not familiar with a word it may be difficult for them to be able to correctly identify words on the word wall that actually benefit them. Audio word walls allow children to find a word and hear it be pronounced.
Spaces and Literacy:
Plan the room and implement a special place that works well for you and your students. Rooms should be utilized in order to maximize instruction. I need this book! I love how she mentions packing up your room at the end and to maximize the learning spaces by using up wall space for a good cause. This would save me so much time! I look forward to purchasing this book!!!!!! :)
Hand Pointers and Phonological Instruction:
Make a tap for each syllable heard during phonological awareness by using the hand pointer. First, allow students to tap, then show them a kinesthetic way to feel syllables by using their own body. Students will place their hand under their chin in order to feel the different syllables when speaking.
Overall, I found all of these videos to be very helpful. They are all so simple, but very realistic. Literacy is all encompassing, and children should be given several opportunities in order to express themselves while reading and writing. Literacy should range from subject to subject and should be continually engaging. Literacy leads to success. If you can read and comprehend then you can succeed anywhere within society. Literacy builds multiple foundations and is the key to learning.
Word work really allows exposure to language concepts. Working together meets the needs of a variety of learners. Hands on learning exposes children to various learning concepts in which they can identify the learning task given. Teachers much have accountability in order to monitor student progress.
A talking word wall! This allows students to have the independence to find a word and listen to it be repeated without interrupting the teacher. The teacher created this using dot paper and an audio recording. What a fantastic learning opportunity. Often times word walls can create distractions. If the child is not familiar with a word it may be difficult for them to be able to correctly identify words on the word wall that actually benefit them. Audio word walls allow children to find a word and hear it be pronounced.
Spaces and Literacy:
Plan the room and implement a special place that works well for you and your students. Rooms should be utilized in order to maximize instruction. I need this book! I love how she mentions packing up your room at the end and to maximize the learning spaces by using up wall space for a good cause. This would save me so much time! I look forward to purchasing this book!!!!!! :)
Hand Pointers and Phonological Instruction:
Make a tap for each syllable heard during phonological awareness by using the hand pointer. First, allow students to tap, then show them a kinesthetic way to feel syllables by using their own body. Students will place their hand under their chin in order to feel the different syllables when speaking.
Overall, I found all of these videos to be very helpful. They are all so simple, but very realistic. Literacy is all encompassing, and children should be given several opportunities in order to express themselves while reading and writing. Literacy should range from subject to subject and should be continually engaging. Literacy leads to success. If you can read and comprehend then you can succeed anywhere within society. Literacy builds multiple foundations and is the key to learning.
Sunday, March 3, 2013
Module 4 Summary
RTI
Wright (2005) states “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Response to Intervention (RTI) allows teachers and schools to come together and provide intensive interventions for struggling students. I believe this is an excellent way to establish a strong learning environment for all students and the RTI model can be easily adapted in order to promote a learning community. RTI requires a strong amount of progress monitoring and data collection in order to give research based interventions to aid in student success and learning.
Wright (2005) states “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Response to Intervention (RTI) allows teachers and schools to come together and provide intensive interventions for struggling students. I believe this is an excellent way to establish a strong learning environment for all students and the RTI model can be easily adapted in order to promote a learning community. RTI requires a strong amount of progress monitoring and data collection in order to give research based interventions to aid in student success and learning.
There are several advantages to implementing the RTI program. It is a way in which learning impairments are easily identified and students are offered a variety of interventions to promote successful learning for all students. RTI outlines specific procedures to be used based on the individual learning needs. This process has been proved to be effective for both teachers and parents. The RTI model helps teachers to outline the process in which students may be identified for special education services. The program allows intensive interventions that begin as soon as a student is thought to struggle or have difficulties retaining information.
Strategic Reading Instruction:
There are many reading programs that can be adapted within a classroom. Each program has its own unique purpose. For example, the reading program can be core based, which meets the needs for most. There are also supplemental reading programs in which support the core of reading. Other reading programs can be utilized for reading intervention purposes, which meet the learning needs for each.
Phonemic Awareness is understanding what reading is all about and the sounds and letter combinations that work together to form new sounds (phonograms). Phonemic awareness focuses on segmenting, blending and deleting the sounds we hear in speech. The alphabetic principle is the broad category in which phonemic awareness and phonics are included. Activities utilized within the classroom include word work, writing, investigations, and reading. This activities really build strong foundations when paired together to improve the understanding of phonemic awareness and phonics components when reading and writing. They really allow a transfer to be made.
Once students are fluent in phonological awareness the comprehension components gradually come into play. Once students are fluent readers they are able to appropriately decode it is easier for them to understand what they have read. Good comprehension strategies take place before, during and after reading. It is important to allow students to interact in picture walks, predictions, making connections, and asking questions. They should be able to infer and decode rapidly while reading. After reading students should be able to retell the story by including key details and the main idea.
All good readers require scaffolding. As teachers we must build the appropriate foundations of reading. Students need strong phonetic instruction in order to properly decode and thus building up to strong comprehension.
Web Quests- Exploration of the Internet:
Bernie Dodge describes a web quest to be an inquiry based activity in which most of the information used by learners is found on the web. Web quests are tools designed to help students focus their attention while guiding them to seek their information. Typically, they support learner's levels of thinking often including many levels of analysis, synthesis and evaluation. Students must know their given task. This is stated at the beginning of the web quest and outlines the curricular intentions. The task should be doable, engaging and expands the student's learning. Tasks could focus on retelling, compilation, mystery, journalistic, design, creative products, consensus building, persuasion... etc.. The ideas are endless. Teachers should design the tasks, and provide all links that will guide student's learning. They should also provide a conclusion and extension for each web quest that is developed.
Phonemic Awareness 3-Tier Model:
Most students with serious reading difficulties have problems reading words in lists. Single word decoding problems in reading are primarily associated with problems primarily associated with problems segmenting words and syllables into phonemes (sounds). Students should be able to segment words and blend them back together by the first grade in order to grow as a successful reader. Phonemic awareness skills include rhyming words, sentence segmentation, compound word recognition, blending sounds and counting the syllables. Phonemic instruction should be systematic and explicit. Provide students with amble time to listen and watch by you modeling. They should also be given time to practice the skills on their own. The instruction should never be skipped, and should always be reviewed.
Conquer the Code:
Reading should be a life long process. Young readers should be surrounded with print in order to begin making needed connections in reading and writing. Students should be reading fluently with expression and comprehension by the third grade. Practice allows this to happen! Everyone gets better with practice, so why wouldn't you allow students to have many opportunities to practice reading all day not only at school, but also in their homes? For struggling readers it is important that we provide specific interventions based on what they need early on in the reading process. We want our students to be successful. There are 5 large components that make up strong readers and writers: phonemic awareness, phonics, vocabulary, fluency, and text comprehension.
Word Study & Vocabulary:
Students use the words they hear in conversations, as well as what is on the TV and in movies. Students need to be exposed to broad contexts in order to develop broad exposure of new vocabulary. Teachers should be choosing vocabulary words that on are the student's instructional level, and they should be able to read and comprehend the meaning of the word. Students should see the words in multiple contexts in order to discover the meaning of the new vocabulary words. Teachers should provide students with extensive reading opportunities, instruction from the content and making meaning, larger more complex text pieces, and multiple exposures to the same word in order for students to build a firm vocabulary in which is actively used. Multiple connections should be developed in order for students to make genuine meaning of the word rather than just memorizing the vocabulary words. If students are actively using the words in contexts it is more likely they will remember the actual meaning of the word. Analogies are good tools to help guide students to make new meanings and connections. Using graphic organizers allow students to have a visual connection of multiple words.
Word studies allow students to make logical decisions based on their prior knowledge. Word studies encourage students to think about various elements within the words. Word studies begin with the alphabetic principle and is dispersed throughout the grade levels with a new focus for each grade. Research says word studies are not the same for everyone, and students learn vocabulary through exposure. Repeated exposures should occur every 15-20 minutes when creating new vocabulary words to memory.
Active Reading Strategies in Order to Improve Comprehension:
While reading there are five key strategies that should be used in order to improve comprehension. Students should be involved in active reading by asking questions before, during and after reading. Students should visualize what they are reading, students should also infer and make predictions. Connections while reading also help students relate to what they are reading. Students should also respond while reading. With the aid of these strategies students will take control of the learning process and soon they will develop into avid readers.
Strategic Reading Instruction:
There are many reading programs that can be adapted within a classroom. Each program has its own unique purpose. For example, the reading program can be core based, which meets the needs for most. There are also supplemental reading programs in which support the core of reading. Other reading programs can be utilized for reading intervention purposes, which meet the learning needs for each.
Phonemic Awareness is understanding what reading is all about and the sounds and letter combinations that work together to form new sounds (phonograms). Phonemic awareness focuses on segmenting, blending and deleting the sounds we hear in speech. The alphabetic principle is the broad category in which phonemic awareness and phonics are included. Activities utilized within the classroom include word work, writing, investigations, and reading. This activities really build strong foundations when paired together to improve the understanding of phonemic awareness and phonics components when reading and writing. They really allow a transfer to be made.
Once students are fluent in phonological awareness the comprehension components gradually come into play. Once students are fluent readers they are able to appropriately decode it is easier for them to understand what they have read. Good comprehension strategies take place before, during and after reading. It is important to allow students to interact in picture walks, predictions, making connections, and asking questions. They should be able to infer and decode rapidly while reading. After reading students should be able to retell the story by including key details and the main idea.
All good readers require scaffolding. As teachers we must build the appropriate foundations of reading. Students need strong phonetic instruction in order to properly decode and thus building up to strong comprehension.
Web Quests- Exploration of the Internet:
Bernie Dodge describes a web quest to be an inquiry based activity in which most of the information used by learners is found on the web. Web quests are tools designed to help students focus their attention while guiding them to seek their information. Typically, they support learner's levels of thinking often including many levels of analysis, synthesis and evaluation. Students must know their given task. This is stated at the beginning of the web quest and outlines the curricular intentions. The task should be doable, engaging and expands the student's learning. Tasks could focus on retelling, compilation, mystery, journalistic, design, creative products, consensus building, persuasion... etc.. The ideas are endless. Teachers should design the tasks, and provide all links that will guide student's learning. They should also provide a conclusion and extension for each web quest that is developed.
Phonemic Awareness 3-Tier Model:
Most students with serious reading difficulties have problems reading words in lists. Single word decoding problems in reading are primarily associated with problems primarily associated with problems segmenting words and syllables into phonemes (sounds). Students should be able to segment words and blend them back together by the first grade in order to grow as a successful reader. Phonemic awareness skills include rhyming words, sentence segmentation, compound word recognition, blending sounds and counting the syllables. Phonemic instruction should be systematic and explicit. Provide students with amble time to listen and watch by you modeling. They should also be given time to practice the skills on their own. The instruction should never be skipped, and should always be reviewed.
Conquer the Code:
Reading should be a life long process. Young readers should be surrounded with print in order to begin making needed connections in reading and writing. Students should be reading fluently with expression and comprehension by the third grade. Practice allows this to happen! Everyone gets better with practice, so why wouldn't you allow students to have many opportunities to practice reading all day not only at school, but also in their homes? For struggling readers it is important that we provide specific interventions based on what they need early on in the reading process. We want our students to be successful. There are 5 large components that make up strong readers and writers: phonemic awareness, phonics, vocabulary, fluency, and text comprehension.
Word Study & Vocabulary:
Students use the words they hear in conversations, as well as what is on the TV and in movies. Students need to be exposed to broad contexts in order to develop broad exposure of new vocabulary. Teachers should be choosing vocabulary words that on are the student's instructional level, and they should be able to read and comprehend the meaning of the word. Students should see the words in multiple contexts in order to discover the meaning of the new vocabulary words. Teachers should provide students with extensive reading opportunities, instruction from the content and making meaning, larger more complex text pieces, and multiple exposures to the same word in order for students to build a firm vocabulary in which is actively used. Multiple connections should be developed in order for students to make genuine meaning of the word rather than just memorizing the vocabulary words. If students are actively using the words in contexts it is more likely they will remember the actual meaning of the word. Analogies are good tools to help guide students to make new meanings and connections. Using graphic organizers allow students to have a visual connection of multiple words.
Word studies allow students to make logical decisions based on their prior knowledge. Word studies encourage students to think about various elements within the words. Word studies begin with the alphabetic principle and is dispersed throughout the grade levels with a new focus for each grade. Research says word studies are not the same for everyone, and students learn vocabulary through exposure. Repeated exposures should occur every 15-20 minutes when creating new vocabulary words to memory.
Active Reading Strategies in Order to Improve Comprehension:
While reading there are five key strategies that should be used in order to improve comprehension. Students should be involved in active reading by asking questions before, during and after reading. Students should visualize what they are reading, students should also infer and make predictions. Connections while reading also help students relate to what they are reading. Students should also respond while reading. With the aid of these strategies students will take control of the learning process and soon they will develop into avid readers.
Module 4: PowerPoint Presentations
Strategic Reading Instruction:
There are many reading programs that can be adapted within a classroom. Each program has its own unique purpose. For example, the reading program can be core based, which meets the needs for most. There are also supplemental reading programs in which support the core of reading. Other reading programs can be utilized for reading intervention purposes, which meet the learning needs for each.
Phonemic Awareness is understanding what reading is all about and the sounds and letter combinations that work together to form new sounds (phonograms). Phonemic awareness focuses on segmenting, blending and deleting the sounds we hear in speech. The alphabetic principle is the broad category in which phonemic awareness and phonics are included. Activities utilized within the classroom include word work, writing, investigations, and reading. This activities really build strong foundations when paired together to improve the understanding of phonemic awareness and phonics components when reading and writing. They really allow a transfer to be made.
Once students are fluent in phonological awareness the comprehension components gradually come into play. Once students are fluent readers they are able to appropriately decode it is easier for them to understand what they have read. Good comprehension strategies take place before, during and after reading. It is important to allow students to interact in picture walks, predictions, making connections, and asking questions. They should be able to infer and decode rapidly while reading. After reading students should be able to retell the story by including key details and the main idea.
All good readers require scaffolding. As teachers we must build the appropriate foundations of reading. Students need strong phonetic instruction in order to properly decode and thus building up to strong comprehension.
Web Quests- Exploration of the Internet:
Bernie Dodge describes a web quest to be an inquiry based activity in which most of the information used by learners is found on the web. Web quests are tools designed to help students focus their attention while guiding them to seek their information. Typically, they support learner's levels of thinking often including many levels of analysis, synthesis and evaluation. Students must know their given task. This is stated at the beginning of the web quest and outlines the curricular intentions. The task should be doable, engaging and expands the student's learning. Tasks could focus on retelling, compilation, mystery, journalistic, design, creative products, consensus building, persuasion... etc.. The ideas are endless. Teachers should design the tasks, and provide all links that will guide student's learning. They should also provide a conclusion and extension for each web quest that is developed.
Phonemic Awareness 3-Tier Model:
Most students with serious reading difficulties have problems reading words in lists. Single word decoding problems in reading are primarily associated with problems primarily associated with problems segmenting words and syllables into phonemes (sounds). Students should be able to segment words and blend them back together by the first grade in order to grow as a successful reader. Phonemic awareness skills include rhyming words, sentence segmentation, compound word recognition, blending sounds and counting the syllables. Phonemic instruction should be systematic and explicit. Provide students with amble time to listen and watch by you modeling. They should also be given time to practice the skills on their own. The instruction should never be skipped, and should always be reviewed.
Conquer the Code:
Reading should be a life long process. Young readers should be surrounded with print in order to begin making needed connections in reading and writing. Students should be reading fluently with expression and comprehension by the third grade. Practice allows this to happen! Everyone gets better with practice, so why wouldn't you allow students to have many opportunities to practice reading all day not only at school, but also in their homes? For struggling readers it is important that we provide specific interventions based on what they need early on in the reading process. We want our students to be successful. There are 5 large components that make up strong readers and writers: phonemic awareness, phonics, vocabulary, fluency, and text comprehension.
Word Study & Vocabulary:
Students use the words they hear in conversations, as well as what is on the TV and in movies. Students need to be exposed to broad contexts in order to develop broad exposure of new vocabulary. Teachers should be choosing vocabulary words that on are the student's instructional level, and they should be able to read and comprehend the meaning of the word. Students should see the words in multiple contexts in order to discover the meaning of the new vocabulary words. Teachers should provide students with extensive reading opportunities, instruction from the content and making meaning, larger more complex text pieces, and multiple exposures to the same word in order for students to build a firm vocabulary in which is actively used. Multiple connections should be developed in order for students to make genuine meaning of the word rather than just memorizing the vocabulary words. If students are actively using the words in contexts it is more likely they will remember the actual meaning of the word. Analogies are good tools to help guide students to make new meanings and connections. Using graphic organizers allow students to have a visual connection of multiple words.
Word studies allow students to make logical decisions based on their prior knowledge. Word studies encourage students to think about various elements within the words. Word studies begin with the alphabetic principle and is dispersed throughout the grade levels with a new focus for each grade. Research says word studies are not the same for everyone, and students learn vocabulary through exposure. Repeated exposures should occur every 15-20 minutes when creating new vocabulary words to memory.
Active Reading Strategies in Order to Improve Comprehension:
While reading there are five key strategies that should be used in order to improve comprehension. Students should be involved in active reading by asking questions before, during and after reading. Students should visualize what they are reading, students should also infer and make predictions. Connections while reading also help students relate to what they are reading. Students should also respond while reading. With the aid of these strategies students will take control of the learning process and soon they will develop into avid readers.
There are many reading programs that can be adapted within a classroom. Each program has its own unique purpose. For example, the reading program can be core based, which meets the needs for most. There are also supplemental reading programs in which support the core of reading. Other reading programs can be utilized for reading intervention purposes, which meet the learning needs for each.
Phonemic Awareness is understanding what reading is all about and the sounds and letter combinations that work together to form new sounds (phonograms). Phonemic awareness focuses on segmenting, blending and deleting the sounds we hear in speech. The alphabetic principle is the broad category in which phonemic awareness and phonics are included. Activities utilized within the classroom include word work, writing, investigations, and reading. This activities really build strong foundations when paired together to improve the understanding of phonemic awareness and phonics components when reading and writing. They really allow a transfer to be made.
Once students are fluent in phonological awareness the comprehension components gradually come into play. Once students are fluent readers they are able to appropriately decode it is easier for them to understand what they have read. Good comprehension strategies take place before, during and after reading. It is important to allow students to interact in picture walks, predictions, making connections, and asking questions. They should be able to infer and decode rapidly while reading. After reading students should be able to retell the story by including key details and the main idea.
All good readers require scaffolding. As teachers we must build the appropriate foundations of reading. Students need strong phonetic instruction in order to properly decode and thus building up to strong comprehension.
Web Quests- Exploration of the Internet:
Bernie Dodge describes a web quest to be an inquiry based activity in which most of the information used by learners is found on the web. Web quests are tools designed to help students focus their attention while guiding them to seek their information. Typically, they support learner's levels of thinking often including many levels of analysis, synthesis and evaluation. Students must know their given task. This is stated at the beginning of the web quest and outlines the curricular intentions. The task should be doable, engaging and expands the student's learning. Tasks could focus on retelling, compilation, mystery, journalistic, design, creative products, consensus building, persuasion... etc.. The ideas are endless. Teachers should design the tasks, and provide all links that will guide student's learning. They should also provide a conclusion and extension for each web quest that is developed.
Phonemic Awareness 3-Tier Model:
Most students with serious reading difficulties have problems reading words in lists. Single word decoding problems in reading are primarily associated with problems primarily associated with problems segmenting words and syllables into phonemes (sounds). Students should be able to segment words and blend them back together by the first grade in order to grow as a successful reader. Phonemic awareness skills include rhyming words, sentence segmentation, compound word recognition, blending sounds and counting the syllables. Phonemic instruction should be systematic and explicit. Provide students with amble time to listen and watch by you modeling. They should also be given time to practice the skills on their own. The instruction should never be skipped, and should always be reviewed.
Conquer the Code:
Reading should be a life long process. Young readers should be surrounded with print in order to begin making needed connections in reading and writing. Students should be reading fluently with expression and comprehension by the third grade. Practice allows this to happen! Everyone gets better with practice, so why wouldn't you allow students to have many opportunities to practice reading all day not only at school, but also in their homes? For struggling readers it is important that we provide specific interventions based on what they need early on in the reading process. We want our students to be successful. There are 5 large components that make up strong readers and writers: phonemic awareness, phonics, vocabulary, fluency, and text comprehension.
Word Study & Vocabulary:
Students use the words they hear in conversations, as well as what is on the TV and in movies. Students need to be exposed to broad contexts in order to develop broad exposure of new vocabulary. Teachers should be choosing vocabulary words that on are the student's instructional level, and they should be able to read and comprehend the meaning of the word. Students should see the words in multiple contexts in order to discover the meaning of the new vocabulary words. Teachers should provide students with extensive reading opportunities, instruction from the content and making meaning, larger more complex text pieces, and multiple exposures to the same word in order for students to build a firm vocabulary in which is actively used. Multiple connections should be developed in order for students to make genuine meaning of the word rather than just memorizing the vocabulary words. If students are actively using the words in contexts it is more likely they will remember the actual meaning of the word. Analogies are good tools to help guide students to make new meanings and connections. Using graphic organizers allow students to have a visual connection of multiple words.
Word studies allow students to make logical decisions based on their prior knowledge. Word studies encourage students to think about various elements within the words. Word studies begin with the alphabetic principle and is dispersed throughout the grade levels with a new focus for each grade. Research says word studies are not the same for everyone, and students learn vocabulary through exposure. Repeated exposures should occur every 15-20 minutes when creating new vocabulary words to memory.
Active Reading Strategies in Order to Improve Comprehension:
While reading there are five key strategies that should be used in order to improve comprehension. Students should be involved in active reading by asking questions before, during and after reading. Students should visualize what they are reading, students should also infer and make predictions. Connections while reading also help students relate to what they are reading. Students should also respond while reading. With the aid of these strategies students will take control of the learning process and soon they will develop into avid readers.
Video Clips
Reading Rainbow new theme song:
The new Reading Rainbow theme song creates the expectation that reading is fun. It includes children interacting with books and reading is fun. The song portrays that books can take you anywhere, as long as you are reading it is a good thing. I think it is important for teachers to remember this while teaching young learners to read. It is important that we surround our students with a wide range of text materials and allow them to choose the books they read.
Essential Elements of Sentences in the First Grade:
They first name something (rabbit). Next, they turned to their partner to tell what the rabbit did (The rabbit ate carrots). The students are sharing parts of the sentences. They put what something is with what that something does. This is a great way to incorporate the two parts of a sentence. The children take turns adding in the parts of the sentences together.
First, name something (wagon). then tell what the wagon does. The wagon rolled away. Remember to place a capital at the beginning of the sentence. The teacher then reminds students to put the appropriate punctuation at the end of the sentences.
In order to expand their thinking, the teacher explains that you can add where into the sentences. The students were very involved in the learning process and really learned about the parts of sentences by collaborating with others.
The new Reading Rainbow theme song creates the expectation that reading is fun. It includes children interacting with books and reading is fun. The song portrays that books can take you anywhere, as long as you are reading it is a good thing. I think it is important for teachers to remember this while teaching young learners to read. It is important that we surround our students with a wide range of text materials and allow them to choose the books they read.
Essential Elements of Sentences in the First Grade:
They first name something (rabbit). Next, they turned to their partner to tell what the rabbit did (The rabbit ate carrots). The students are sharing parts of the sentences. They put what something is with what that something does. This is a great way to incorporate the two parts of a sentence. The children take turns adding in the parts of the sentences together.
First, name something (wagon). then tell what the wagon does. The wagon rolled away. Remember to place a capital at the beginning of the sentence. The teacher then reminds students to put the appropriate punctuation at the end of the sentences.
In order to expand their thinking, the teacher explains that you can add where into the sentences. The students were very involved in the learning process and really learned about the parts of sentences by collaborating with others.
Module 4 RTI
Getting
Started With ‘Response to Intervention’: A Guide for Schools
Jim Wright
www.interventioncentral.org
January 2006
Wright
(2005) states “The quality of a school as a learning community can be measured
by how effectively it addresses the needs of struggling students.” Response to
Intervention (RTI) allows teachers and schools to come together and provide
intensive interventions for struggling students. I believe this is an excellent
way to establish a strong learning environment for all students and the RTI
model can be easily adapted in order to promote a learning community. RTI
requires a strong amount of progress monitoring and data collection in order to
give research based interventions to aid in student success and learning.
There are several advantages to
implementing the RTI program. It is a way in which learning impairments are
easily identified and students are offered a variety of interventions to
promote successful learning for all students. RTI outlines specific procedures
to be used based on the individual learning needs. This process has been proved
to be effective for both teachers and parents. The RTI model helps teachers to
outline the process in which students may be identified for special education
services. The program allows intensive interventions that begin as soon as a
student is thought to struggle or have difficulties retaining information.
There are several steps that should be
utilized when using the RTI model. The first step is for the teacher to
identify where that student is when compared to their peers of their same age
level. They will then create new learning goals for the student. Next, they
must discuss the reasons to poor academic achievement and whether or not
students are making progress. Then an intervention is determined in which to
use to make steady progress in the learning process. Scientifically based
interventions are more likely to make a difference in the learning process. In order to frequently evaluate the student’s
progress, progress monitoring must be used. If the students are still failing
and making little progress, special education services may be looked at and
analyzed. Interventions and goals should be based on the specific norms for the
student’s age group.
Teachers must assess the student’s
individual learning needs based on several factors such as, skill deficits, ‘fragile’
skills, and performance (deficit) or motivation. If a student fails to respond
to several, repeated interventions, then a referral to special education is
something to consider. In order to implement the RTI model effectively there
are some ideas that schools should stick too. For example, it is crucial to
establish a structured format for problem solving, and the school must be
willing to adapt multiple ways to effectively progress monitor in order to have
multiple assessment tools. Schools should first adapt educational research
based learning strategies to utilize during the RTI model.
Sunday, February 17, 2013
Module 3 Summary
Module 3 discussed the importance language has on young readers. Language and reading go hand in hand, and I think often times we forget this. Readers make connections based on the experiences they have. If I am read to each night, I immediately become familiar with complex language structure and eventually I am able to make the connection of the symbols being connected to meaning. For example, I am slowly able to recognize the letters c-a-t, form the word cat. I can then picture a cat in my head.
Basic concepts about reading, writing, thinking and listening are all attributed to language. It is important that teachers and parents provide our children and students with as many experiences as we can. We need to model appropriate reading behaviors and allow them to make their own connections while reading. Students need to be exposed to a wide variety of genres to promote reading in all content areas.
This module helps to promote avid readers beginning at the elementary level. I think that often times we forget that reading and language are so closely integrated. I think that this module displayed the information in a way that really made sense. It is important to think about the connections and experiences children need especially in the early ages. I know it really helped me think about the experiences I am providing in my own classroom, and the connections and opportunities I present not only to my students, but also to their parents.
Basic concepts about reading, writing, thinking and listening are all attributed to language. It is important that teachers and parents provide our children and students with as many experiences as we can. We need to model appropriate reading behaviors and allow them to make their own connections while reading. Students need to be exposed to a wide variety of genres to promote reading in all content areas.
This module helps to promote avid readers beginning at the elementary level. I think that often times we forget that reading and language are so closely integrated. I think that this module displayed the information in a way that really made sense. It is important to think about the connections and experiences children need especially in the early ages. I know it really helped me think about the experiences I am providing in my own classroom, and the connections and opportunities I present not only to my students, but also to their parents.
Module 3: Videos
Encouraging Enthusiasm for Reading:
Readers evolve from the experiences they have. The more children are surrounded with the more they grow and gain a love for reading. Books for children help their imaginations and guide their creativity.
Using the Smart Table for the Classroom:
Students can use their hands to create, explore and discover. The Smart Table is a flexible learning tool that comes with downloadable programs and applications. It takes collaboration to the next level. Students are able to interact and collaborate with one another while using their hands to aid in interactive learning.
Exploring Technology and Social Studies:
Teachers can create their own applications that fit the needs of their classroom. Children can also work to create their own learning applications. For example, they can take pictures of themselves in order to create stories about emotions using their own emotions and expressions. The Smart Table supports several different languages, and is very user friendly. The applications offer ongoing feedback and provides children a way to think in a multitude of ways. I would love to have one of these in my classroom. I think it is a great tool that can be used in any subject.
Integrating Science and Literacy:
Literacy is more than just reading. It is developing the skills that guide reading, thinking, speaking, listening and learning while understanding the language itself. Literacy helps children succeed in everyday life. It is important to understand the foundations of literacy. Communication skills develop from proper literacy foundations for both teachers, parents, and children. Parents and teachers should identify their strengths and weaknesses within the world of literacy in which goals can be easily identified.
Children need one to one correspondence to make multiple connections all across literacy in order to build proper connections.
Language is the basis of reading. Reading will be difficult if the language concepts are not evident. Home based language skills are directly linked to reading ability, especially in the pre-school age group. Rhyming, speaking, and phonological awareness are all considered to be the building blocks of speaking and reading. Music and language also go hand in hand. Singing begins to pull language into the two parts of sound and reading. Language represents sound then later the meaning component slowly develops. Oral language experiences surround them with math, reading, science, counting and singing lead to higher reading skills and more language opportunities with others.
Literature is very powerful to share with children. Stories bring people together as a community. Reading aloud models the appropriate skills needed in order to understand reading. Reading aloud helps to model fluency and demonstrates basic concepts of print. Reading aloud creates a multitude of reading experiences for all children. The most important thing we can do is read aloud to all of our kids!! It helps to build upon language skills, often times the language in literature is very complex and powerful. Reading informational books help to build background knowledge and allow children to have deep meaningful interactions with the information presented.
Integration is key! Learning through many content areas help broaden the exposure children have while reading. Interactive reading also attributes to reading successes.
Readers evolve from the experiences they have. The more children are surrounded with the more they grow and gain a love for reading. Books for children help their imaginations and guide their creativity.
Using the Smart Table for the Classroom:
Students can use their hands to create, explore and discover. The Smart Table is a flexible learning tool that comes with downloadable programs and applications. It takes collaboration to the next level. Students are able to interact and collaborate with one another while using their hands to aid in interactive learning.
Exploring Technology and Social Studies:
Teachers can create their own applications that fit the needs of their classroom. Children can also work to create their own learning applications. For example, they can take pictures of themselves in order to create stories about emotions using their own emotions and expressions. The Smart Table supports several different languages, and is very user friendly. The applications offer ongoing feedback and provides children a way to think in a multitude of ways. I would love to have one of these in my classroom. I think it is a great tool that can be used in any subject.
Integrating Science and Literacy:
Literacy is more than just reading. It is developing the skills that guide reading, thinking, speaking, listening and learning while understanding the language itself. Literacy helps children succeed in everyday life. It is important to understand the foundations of literacy. Communication skills develop from proper literacy foundations for both teachers, parents, and children. Parents and teachers should identify their strengths and weaknesses within the world of literacy in which goals can be easily identified.
Children need one to one correspondence to make multiple connections all across literacy in order to build proper connections.
Language is the basis of reading. Reading will be difficult if the language concepts are not evident. Home based language skills are directly linked to reading ability, especially in the pre-school age group. Rhyming, speaking, and phonological awareness are all considered to be the building blocks of speaking and reading. Music and language also go hand in hand. Singing begins to pull language into the two parts of sound and reading. Language represents sound then later the meaning component slowly develops. Oral language experiences surround them with math, reading, science, counting and singing lead to higher reading skills and more language opportunities with others.
Literature is very powerful to share with children. Stories bring people together as a community. Reading aloud models the appropriate skills needed in order to understand reading. Reading aloud helps to model fluency and demonstrates basic concepts of print. Reading aloud creates a multitude of reading experiences for all children. The most important thing we can do is read aloud to all of our kids!! It helps to build upon language skills, often times the language in literature is very complex and powerful. Reading informational books help to build background knowledge and allow children to have deep meaningful interactions with the information presented.
Integration is key! Learning through many content areas help broaden the exposure children have while reading. Interactive reading also attributes to reading successes.
Thursday, January 31, 2013
Module 2 Summary
Module two provided instructional strategies in order to
improve learning for all children. The videos in module two outlined the
importance and the appropriate structures of differentiated instruction. The
foundation revolves around allowing all students to learn. As teachers we need
to do whatever we can in order to ensure all students are actively learning
within our classrooms. Differentiated learning takes everyone's needs and
breaks them up in a way that teachers really utilize variables in which learning
occurs.
The Power Points in module two elaborated on strategic
learning techniques for struggling readers and how each technique should be
used at different times. The Power Points explained how not each learner learns
the same, but also that now every strategy is effective for all learners. They
also touched on the technology advancement teachers are seeing more in the
classroom. I believe technology teaches in ways the teacher cannot. It allows
for more student involvement, and really expands the concepts being taught. The
Power Points also play a huge role in teaching about scaffolding. Scaffolding
is offering the appropriate amount of guidance and support until a feeling of
success is fulfilled and created within all students. Scaffolding goes hand and
hand with differentiated instruction both utilize baby steps in order for
effective teaching practices to take place. Both provide students with the
tools they need to be successful.
Planning Strategic Reading Lessons
The goal of strategic reading is to provide
support by implementing instructional goals by creating groups with target
strategies in order to facilitate fluent reading and comprehension.
Strategic reading should be teacher directed. It is the teacher's job to
select themes, objectives, and instructional formats in order to ease the
learning process. This process allow for exploration through the implementation
of reading strategies. Later, this process can move to be more student
directed. Strategic reading has been known to increase positive attitudes in
young readers, allows the reader to gain multiple strategies in order to gain
meaning, allows for exploration of multiple reading genres, and allows for
students to think critically.
Teachers should be able to answer several
questions prior to beginning the planning process. Objectives should be clearly
defined, in what way can the objectives be assessed, what texts can be
utilized, and the student’s purpose for reading should be identified.
Strategic reading begins with prior knowledge.
It is important to allow the children to create connections before, during and
after reading. Picture walks can be used to help get the students thinking in
the right direction. Scaffolding and the use of KWL charts are prominent tools
used in strategic reading. Read alouds, fluency, and vocabulary lessons should
all be utilized in order to ensure maximum instruction and learning.
Differentiation and Flexible Grouping
Differentiation is a way in which teachers can teach to everyone individually. It is individualized instruction where common language evolves and children get the needed instruction at their own learning levels. Classroom management is a crucial piece of differentiated instruction. It is a way in which we can identify all the various needs and implement an overall picture in teaching.
Monday, January 21, 2013
Module 1 Summary
Reading Strategies for Struggling Readers Video:
I found this video to be very powerful. Typically, parents want to help their children, however, they are not sure the steps they need to take. I found these strategies to be very helpful, and I plan to utilize them more within my classroom. I am proud to say I will share this link with my parents within my classroom. I feel as if they will respond very positively.
Trip to Hawaii:
The trip to Hawaii was very interesting. It provided a new way to display information, and really allowed me to make connections to struggling readers. I found many new ideas and ways to incorporate the use of graphic organizers in my own classroom. Our trip to Hawaii explained how to use the graphic organizers, and it also showed examples of how to properly use them in the classroom. I believe that scaffolding through the use of organizers really prepares students to utilize them on their own and allows them to better prepare for more complex learning tools. Graphic organizers guide instruction with narrative and expository reading.
Expository Text Features:
Expository text feature PowerPoint was very interesting and I think it does a great job preparing students to become familiar with non-fiction text features. We have non-fiction text features scavenger hunts in my classroom, and this PowerPoint inspired me to incorporate new things in my teaching to help prepare my students. I really enjoyed how this was linked to graphic organizers. Providing students will powerful tools instill success in all learners.
Lewis and Clark Expedition:
This reading really allowed me to see content integration. I love that these tools can be utilized through all content areas. This reading helped me to gain a positive understanding of the learning process and tools to intensive the learning process. Key words and text structures aid to student learning. I found this to be very powerful while reading. I know that graphic organizers paired with expository and narrative reading will guide my students learning and success.
I found this video to be very powerful. Typically, parents want to help their children, however, they are not sure the steps they need to take. I found these strategies to be very helpful, and I plan to utilize them more within my classroom. I am proud to say I will share this link with my parents within my classroom. I feel as if they will respond very positively.
Trip to Hawaii:
The trip to Hawaii was very interesting. It provided a new way to display information, and really allowed me to make connections to struggling readers. I found many new ideas and ways to incorporate the use of graphic organizers in my own classroom. Our trip to Hawaii explained how to use the graphic organizers, and it also showed examples of how to properly use them in the classroom. I believe that scaffolding through the use of organizers really prepares students to utilize them on their own and allows them to better prepare for more complex learning tools. Graphic organizers guide instruction with narrative and expository reading.
Expository Text Features:
Expository text feature PowerPoint was very interesting and I think it does a great job preparing students to become familiar with non-fiction text features. We have non-fiction text features scavenger hunts in my classroom, and this PowerPoint inspired me to incorporate new things in my teaching to help prepare my students. I really enjoyed how this was linked to graphic organizers. Providing students will powerful tools instill success in all learners.
Lewis and Clark Expedition:
This reading really allowed me to see content integration. I love that these tools can be utilized through all content areas. This reading helped me to gain a positive understanding of the learning process and tools to intensive the learning process. Key words and text structures aid to student learning. I found this to be very powerful while reading. I know that graphic organizers paired with expository and narrative reading will guide my students learning and success.
Sunday, January 13, 2013
Module 1: A Trip to Hawaii and Understanding Expository Texts PowerPoint
Graphic Organizers:
- Facilitate comprehension
-Tool for struggling readers
- Help to scaffold learning while reading
-Meaningful learning
-Integration of new knowledge with prior knowledge
-Encourage engagement and brainstorming
-Helpful to navigate narrative and expository text
-Identify text patterns while reading
-Guide students while reading
-Used in a variety of subjects
-Provide visual aids, reference materials and provide a framework for comparison
Flow Charts- Sequencing tool (chain of events)
Concepts Maps- Take broad topics and break it down in order to show connections
Frayer Model- Vocabulary tool for personalizing connections
Problem Solving Grid- mathematical concept map that breaks down the steps to efficiently solve a problem
Vocabulary Prediction Chart- Students predict the meaning, use the context clues, and they identify the actual definition from the dictionary
Venn Diagrams- comparison and contrasts
Tree Diagrams- Guide with classification and understanding
Cause and Effect- Demonstrate the relationships between things
Problem and Solution Map- explore many options and creative problem solving solutions give students a framework to describe many options.
Guidearoma- creates reading paces for students using pictures and brief explanations of instructions
Teaching Expository Text PowerPoint
Teachers need to teach the different text features in order for students to make those new connections and to understand what they are reading. Teachers can identify the various structural elements of different types of expository text. Teachers can utilize several graphic organizers to help guide young readers. The different concept maps and organizers will help the students identify new text elements. Teaching students key words will help them during reading and writing. They will be able to accurately comprehend what they read.
Module 1: Video Presentations
Reading Strategies for Struggling Readers:
Phonological awareness is a skill that must exist prior to being able to read fluently. Stretching words is a great way to allow students to hear individual letter sounds. Phonics teaches students to properly decode words using word parts and syllables. Changing vowel sounds and vowel teams improve student reading. Fluency is the ability to read smoothly and accurately. Reading passages while being time is a great tool to improve reading fluency. Vocabulary should grow with age and should serve as a useful tool while reading. Using context clues really improve the student's understanding of new words. Vocabulary sketches help readers identify the meaning of the words, use it in context and they can draw a picture. Reading comprehension is understanding what you have read. Identifying characters, setting and the main idea help readers to retell what they have read.
Phonological awareness is a skill that must exist prior to being able to read fluently. Stretching words is a great way to allow students to hear individual letter sounds. Phonics teaches students to properly decode words using word parts and syllables. Changing vowel sounds and vowel teams improve student reading. Fluency is the ability to read smoothly and accurately. Reading passages while being time is a great tool to improve reading fluency. Vocabulary should grow with age and should serve as a useful tool while reading. Using context clues really improve the student's understanding of new words. Vocabulary sketches help readers identify the meaning of the words, use it in context and they can draw a picture. Reading comprehension is understanding what you have read. Identifying characters, setting and the main idea help readers to retell what they have read.
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