Module 5: Summary

This module focused on literacy centers and how to effectively use them in your classroom. Literacy centers shouldn’t be busy work, but they should be an opportunity for children to collaborate with peers and have hands on learning opportunities. During literacy centers students are able to participate in the four components of literacy which are reading, writing, speaking, and listening. This time also allows teachers to work directly with small groups of students to reinforce previously taught skills, work on reading and writing strategies, or whatever the teacher deems beneficial to those students. Literacy centers are flexible and can change to meet the needs of the students.  

I am also interested in the book by Debbie Diller that was previewed within this module. I used a couple of her books in a previous class and found them very useful. She has many great ideas regarding literacy centers and how to effectively administer them. I would like to read more of her book Spaces and Places because organizing my classroom is an area I would like to improve in. There are endless options for how to arrange your classroom furniture and organize supplies, and I have found this task to be somewhat overwhelming at times. I am always interested in getting tips from others or seeing other classrooms to get new ideas and this book provides that opportunity.

Module 4: Summary

Integrating subjects while teaching is now common practice and even expected in the classroom. The Common Core Frameworks help provide opportunities for integrating subjects with our new standards. Incorporating literacy strategies throughout all subjects helps prepare students to be independent, successful readers. I found the list of 5 active reading strategies helpful. I would like to post these in my classroom and encourage students to refer to them while they read.

Much of this module was devoted to RTI information. I believe RTI has the potential to help students who struggle become more successful, but I also think it is hard for classroom teachers to make it as effective as it could be. Due to the large class numbers and the increased amount of RTI files it is challenging to keep up with the individual intervention, documentation, and meetings while managing the rest of your class as well. I enjoy doing interventions with my students and watching them make improvements, but ideally I would like to pull small groups to work with when I do not have the rest of my students in the classroom creating distractions and interruptions. I think RTI could use some improvements to offer the most effective and significant results. I personally think there should be RTI teachers like there are EIP teachers. RTI has the potential to offer interventions to help students make tremendous improvements academically and behaviorally, but I just don’t feel that it is implemented as effectively as it could be in my experience.    

I can remember watching Reading Rainbow in elementary school, and now in my own classroom we watch Brain Pop Junior. I always wonder if my students will remember watching Brain Pop videos the way I remember watching Reading Rainbow videos. I like to be reminded of fun experiences like that from my childhood, and I hope my students can have these same types of memories of school when they grow up. The other video provided a fun, interactive way to teach sentence structure and parts of speech. Learning all the rules for sentences and words can be overwhelming for students especially in the primary grades. They need several different ways to reinforce and practice these skills.   

Module 3 Summary

I have found that the best way to encourage students to read is through read alouds. I have recently started reading chapter books to my students this year, and they absolutely love every one of them. They beg me to keep reading each day when I read a few chapters. Many of them have recently become more interested in chapter books too, and I think it is partly because I exposed them to chapter books through read alouds. 

I have a Smart board in my room, but I haven’t ever seen the Smart Table. I know my students would absolutely love working on a Smart Table, because it makes learning more interactive, fun, and engaging. I especially like that the Smart Table has a multi-touch feature, unlike the Smart Board. It would be great for any subject I think, but I could see it really helping bring life into science and social studies. We study several people in social studies and the reasons they are important, so the Smart Table could have an activity where students match pictures of these people to their inventions or other things significant to their life and role in history. I also think it would be good when studying landforms and maps. The visuals it provides could help students understand the difference between different maps and landforms.

Literacy was discussed as not only reading and writing but as listening, speaking, and thinking as well. The lady in the video also discussed assessing as more than just testing. She defined “good assessors” as teachers and parents who monitor the behaviors of children so that they know what the child can do and what the child needs to do. In order to be a good assessor you must be a good observer. I have used an observational notebook during science lessons before and allowed time for students to read their notes to the class. I have found this to be a good way to incorporate those 5 areas of literacy into science instruction. Singing was mentioned as a way to pull language into its two parts of sound and meaning. In my experience, most students view singing as fun, and I find that it helps them retain information better.      

     

The slideshow explained information literacy as, “Knowing when and why you need information, where to find it, and how to evaluate, use, and communicate it in an ethical manner.” The internet provides easy access to information, but students must be taught how to use the internet appropriately and find reliable information.  

The signal words and graphic organizers on the expository text structures chart would be useful with helping students understand each type of pattern listed. Each graphic organizer would help students visually see and understand what type of information they needed to know or look for within the text.  

I found the action research study on how the teacher influences student book selection very interesting. I completely believe that what a teacher exposes his/her students to affects the students’ interest and book selection. I have seen this happen several times in my own class. Once I expose my students to Magic Tree House books several of them want to read them all the time. I have also seen them take interest in specific topics after I have exposed them to a non-fiction book such as a biography.

Module 2: Summary

The videos in module 2 focused on differentiating instruction. The video listed several goals of differentiated instruction. Differentiated instruction helps all students become successful. Tomlinson referred to differentiated instruction as just a way to teach to make sure the students learn. Tomlinson suggested looking at the whole class first, and then focusing on the varied needs within the group. I use a strategy like this during my reading centers blocks. Students have work that they should be able to independently work on while I work with small groups or individuals on specifics skills.  

The PowerPoint in module 2 discussed how traditional learning techniques weren’t effective for all learners. We all learn different and tend to respond better to certain learning styles/techniques. I liked how the PowerPoint acknowledged how we use previous experiences to construct meaning during current learning. I have actually noticed myself using my previous teaching experiences frequently while learning during my mater’s courses. The PowerPoint also mentioned the role of technology in this learning process. I feel like technology is an important factor in today’s classrooms, and the use of technology will only continue to increase. Classroom instruction/learning today is more focused on creating students who can problem solve and apply concepts learned rather than just memorize information.   

The strategic reading PowerPoint emphasized the importance of establishing a purpose for reading. Students should know and understand the purpose of reading before any activities or assignments begin. Then, they need to be reminded of the purpose during reading. The PowerPoint also suggested tying motivation to the reading purpose. Motivating students and getting them eager to read helps set the stage for success. The importance of previewing the text was also mentioned which is something I have learned to do more as I have gained experience in teaching. I have also seen the benefit of rereading with my students, which was also mentioned. I encouraging my students to reread text, and I provide fluency passages to reread at home, and I stress the importance of rereading to my parents. I especially encourage those who struggle with reading to reread text.    

EDRD 7718

Module 1: Summary

Module 1 discussed how expository texts are harder for students to understand than narrative texts due to their structure. Expository text structures that should be taught are compare and contrast, problem and solution, descriptive, cause and effect, and sequence. The graphic organizers provided for each of these texts structures could be useful in the classroom. The completed example of each graphic organizer was a good source of information to see what could be expected once a graphic organizer was finished. Incorporating these sources into classroom instruction helps students learn to become successful, independent readers.

   

The video in module 1 provided example activities to do with struggling readers. These activities could be used at home with parents as well as in the classroom. I liked how the teacher in the video related the main idea of a story to an ice cream sundae. I think that comparison will help students understand what main idea really means. Just like you can’t have an ice cream sundae without ice cream, you can’t have a story without a main idea. 

In my experience with first and second graders I have found that they enjoy textbooks. They don’t have to do a lot of independent reading with them though. We read them in small groups or out loud in the whole group and discuss topics and words as we read. In my first grade science textbook I found that the average length of the sentences was 7 or 8 words. This textbook provides many photographs to support the text and keep students interested. The Vacca text offered some insight for things to consider when using textbooks in the classroom. For example, textbooks tend to skim the surface of major historical events; therefore it is beneficial to supplement lessons with trade books and other sources. Using a variety of text and supporting/guiding students throughout their reading in the primary grades will help them develop the reading skills necessary to be effective, independent readers later in school and life.      

Module 8: PowerPoint and Video

Factors Involved in Reading and Writing Difficulties PowerPoint

             This PowerPoint once again mentioned the importance of student interest, especially when students are struggling readers. This PowerPoint broke down common difficulties with reading and writing into six sections. One section is cognitive factors. Cognitive ability effects language development and the relationship between reading/language and cognitive growth. Visual processing such as reversals can also make reading and writing difficult. Emphasis on phonological awareness can help solve this issue. Social and emotional factors can also hinder learning and progress as well as neurological/physical health factors and hearing and vision impairments. I especially liked the points that were made on the “Helping Students Overcome Negative Behaviors” slide. I found each of them equally important.

            A section I found particularly important was about parental pressure. It is important for parents to be involved in their child’s education and stress the importance of school, but they must do so in a supportive matter and not in a way that makes the child dislike school and assignments. Parents should help make school enjoyable and not create unnecessary stress for their children. They must also understand the variety of learning styles and realize that perfection isn’t always the goal, but they should encourage their children to do their best. Slide 12 discussed family factors and how kids will be more likely to like to read when they see their parents reading. I encourage the parents of my students to read to their children as often as possible. Teachers and parents together should provide a stable, caring learning environment where children enjoy learning.

 

Reading Recovery Video

Video Link:  http://www.youtube.com/watch?v=YXxM2JVxJKY

Reading Recovery is a research based early intervention program for the lowest performing children. Students work one-on-one with a trained teacher for 30 minutes a day. I found it impressive that ¾ of students who enter the Reading Recovery program reach grade level expectation after 12-20 weeks of interventions. Teachers are involved in a year of training to teach students in the Reading Recovery program. Teachers are able to practice teaching lessons and observe others teaching lessons during this training. I think training like this would be beneficial for all teachers whether they teach in a low performing school or not. Students involved in this program in the primary grades, tend to continue their academic success after third grade.       

Module 7: PowerPoints and Video

Tutoring and Teaching with Researched-Based Best Practices and Perspectives for Tutoring PowerPoints 

             This PowerPoint suggested that students respond better to an informal, conversational style interview to determine their views of reading and writing. This is an effective way to get to know your students before teaching them. Students in turn become more involved in their own learning. These conversations allow teachers to learn student likes and dislikes and develop instruction that the student will find interesting. Teachers can also learn what areas students are not confident in and provide extra support and encouragement to increase students’ confidence levels. Conversations about reading and writing can give teachers insight to a student’s attitude toward these subjects. If a negative attitude is discovered, the teacher can begin to develop instruction and activities to try to improve the student’s attitude. It is important for students to have a positive attitude toward learning because learning truly is a life-long process.  

Comprehension Evidence and Strategies PowerPoint

            Direct modeling is an effective way for students to grasp a true understanding of concepts. Several of the “Best Practices” involve modeling. I love reading to my students and modeling the “think aloud” strategy. The students are usually so engaged during this time and enjoy participating in conversations as I read. After a read aloud students typically participate in some type of activity to practice a comprehension skill and for me to informally assess their comprehension. The slides (31-33) with questions for each reading comprehension skill could be useful to post in the classroom. That way my students and I could have easy access to the types of questions they should be able to answer during and after reading. Comprehension is the goal/purpose of reading, so it is important to reinforce these skills and assess students’ comprehension regularly.    

Nine Best Practices PowerPoint

                     This PowerPoint provided practices to raise student achievement. Finding similarities and differences is a common practiced used in my experience. Making connections is a way of finding similarities between a text and another text, yourself, or the world. Comparing and contrasting two stories is a way to find similarities and differences between texts, characters, or topics. Graphic organizers were also mentioned and comparing and contrasting lends itself well to using a Venn Diagram. The Most Important Point strategy reminded me of determining the main idea. In my experience, many students in first and second grade struggle with determining the main idea and details of a story until they have sufficient practice. This skill also requires explicit modeling. I like to introduce summarizing to my students by using the summary on the back of most books. After I bring their attention to the book summary and explain its purpose I begin to see and hear students refer to it and use it to determine if they want to read the entire book.

            The 10-2 strategy was a new term to me, but it makes sense to allow time for processing when teaching a new concept. I found the section about keeping track of not only student achievement but also student effort interesting. The rubrics and chart were useful if planning to implement this strategy in the classroom. This was followed by effective praise which is encouraging and motivating for students. There was also an example provided of how to provide effective praise even if the students answer isn’t correct. Students can put forth sufficient effort but not complete the assignment accurately. It is important to recognize that effort as well. This also ties in well with the providing feedback section. Teachers should recognize and praise effort and achievement, but also provide feedback to show what is accurate and what is not. I strive to use strategies/practices such as these in my classroom to promote student achievement.       

Scaling Up Success for All Video

Video Link:  http://www.youtube.com/watch?v=KOet6yKFurE

             Success for All is a program that was designed for high poverty and Title 1 schools. Slavin referred to the program as a package of professional development. A facilitator is located within the school to work with teachers every day and implement changes in their daily teaching behaviors. The goal is to maintain high-quality implementation of all the changes. Slavin discussed dealing with the whole organization/problem instead of working on one problem at a time. This program was designed to encompass the whole organization at once to fix problems for the school. 1000 schools in 47 states are involved in this program. Slavin also noted that the school faculty votes by secret ballot and 75% must vote in favor of the program in order for the school to start the program. I’ve never heard of this program, but it seems to have clear goals and could be an effective way to increase school success.