Reciprocal Teaching
10 Oct 2011 Leave a Comment
Reciprocal teaching is the student acting as the teacher in a small group and utilizing five strategies for discussion. These strategies include: summarizing, questioning, generating, clarifying, and predicting. In the small groups the students will be assigned roles and use their knowledge on the strategies to complete their roles. On the website it discussed the importance of modeling. In order for the students to comprehend how reciprocal teaching works, the teacher has to model how each role is done. When the teacher is able to be sure the student’s understand each role, then she is able to allow them to do the assignment alone. In the video I enjoyed that it gave a visual to reciprocal teaching. I also enjoyed the techniques the teachers used to correct the students who may not understand. Instead of telling the students they are wrong, the teacher tells the students ways she would do it instead. This method really makes the students feel involved and important. They are not only answering comprehension questions, but education one another as well.
After finishing the power point and having previous class discussions, I am able to fully comprehend vocabulary instruction. The assignments we’ve been completing have also given me hands on experience with vocabulary instruction. This type of instruction is important because it allows the students to use many strategies we previously discussed. They will use context clues, morphology, and various metacognitive strategies. These activities are very important for the expansion of the student’s vocabulary. A larger vocabulary means greater academic achievement.
The missing poster assignment was my favorite assignment thus far. This is a great way to integrate technology into my future classroom. I had previously created a glog so it was very easy for me. If I enjoyed this assignment, I am sure elementary students will. They will be able to display what is known about the characters in the book. I’m definitely going to use glog when I am student teaching.
Breaking Down Words to Build Meaning
03 Oct 2011 Leave a Comment
The article discussed the importance of morphology when a child is building vocabulary. The article discussed the relationship morphology has with reading comprehension. From previous lessons I’ve learned that reading comprehension is the student’s ability to understand what is being read. In order to comprehend text, there are many factors that are important. Vocabulary is one of them. Morphology allows the students to break the word down, and use their prior knowledge in order to derive meaning of the word. Bound morphemes or unbound morphemes can be aid the student in understanding an unfamiliar word. In the article the author discussed that students with a better understanding of morphology were more successful at learning academic vocabulary. Why is this important? In our previous discussion it has been proven that students with a greater vocabulary have higher academic success. The article discussed a detailed process of integrating morphology into your classroom. There were four main principles for teaching morphology.
- Teach Morphology In the Context of Rich, Explicit Vocabulary Instruction
- Teach Students to use Morphology as a Cognitive Strategy With Explicit Steps
- Teach the Underlying Morphological Knowledge Needed in Two Ways-Both Explicitly and in Context
- For Students with Developed Knowledge of Spanish, Teach Morphology in Relation to Cognate Instruction
I really enjoyed that the article focused on teaching ELL (English Language Learners). The principle dealing with ELL makes it easy to incorporate this inside of your classroom. I also think it will not only be beneficial for the ELL, but also for the english speaking students. This can help build upon their knowledge of cognate relationship with spanish words. Overall, this article was very insightful and gave me ideas for my future classroom.
In our multi-text unit Guardians of Gahool:The Capture morphology was utilized in various ways. When using context clues to figure out the definitions to the words morphology can be used. Not only can the students use context clues, but they can use bound and unbound morphemes to aid in the definition. As the article discussed, after morphology is used the students are able to build upon their knowledge of that particular word. The following activities dealing with vocabulary helps the students do this. Also when giving synonyms and antonyms the student is expanding their knowledge of that word.
Internet Workshop and Blog Publishing
28 Sep 2011 Leave a Comment
In the article Internet Workshop and Blog Publishing was a very useful article. Many aspects of the article combine discussions we’ve previously had about technology inside of the classroom. This article expresses how the teacher can incorporate technology to expand a lesson, or for blogging purposes. With the change in technology it is important we utilize technology in all that we do. As the article discusses, by using the internet we can provide a scaffold and support for the students. This is important when using internet in the classroom. Initially I was against the idea of using internet inside of the classroom. I was concerned with the vast amount of students who wouldn’t have internet access inside of their homes. The article and Dr.Frye both discussed the solution to this problem. If internet is used when in computer labs, the student’s won’t be in jeopardy of missing out. The article also discussed the option of using the internet in a whole group setting. This can be done using the SmartBoard. As a future educator I am now seeing the importance of utilizing both. The SmartBoard tends to engage the students more than a white board would. I really enjoy how the article uses the internet to engage the students in the social studies lesson. They are sure to develop background knowledge on the topic before releasing the students. This correlates to modeling inside of the classroom. If the student’s don’t have prior knowledge on their topic or utilizing the internet, implementing this inside of the classroom would fail. This makes me think of an experience from my block two experience. When the students were conducting a social studies experiment they gained knowledge through reading text. After reading text and discussing their topics in-depth, they were then guided to child-friendly websites. There they had to use many websites to complete their research. This not only educates the students on using the internet, but prepares them for their future. It’s very seldom that an educator ask you to use one site for any research that is done. Lastly, the article discussed blogging. We’ve previously discussed the importance of blogging in class. Blogging not only connects the teachers to the students, but also connects the parents to the teacher and student. I really enjoyed a point the article made. Blogging cost nothing but your time. This is statement is very true! For “free ninety nine” the teacher can really impact the students. When looking at the blog sites in our previous assignments, I was amazed to see how much blogs involved the students. The grade levels seemed to vary, but the student involvement remained the same. They seemed to be in the driver seat and the teacher was just the navigation system. They were able to creatively express themselves and connected with an array of people. I really enjoy the use of internet inside of the classrooms. It’s not only important, it should almost be required.
The internet workshop for learning about owls was really intriguing. It was great to see child-friendly websites and how easy they are to use. Of course I mostly enjoyed the videos embedded on these websites. I was amazed by the look of the barn owl. How beautiful are they? I also was really excited to the the Carolina Raptor Center website. This summer they visit a summer camp I worked at and brought barn owls with them. Seeing them up close was so wonderful.
1.List the barn owl’s scientific name.
Tyto alba alba
2.What does a barn owl look like? (color, size, etc.) What kind of sounds does it make?
The barn owl can vary in size and colour. Although the female and the male are very similar in size. The female length ranges between 34-40cm and the male length ranges between 32-38cm. Barn owls are typically camouflaged to their environment. Upper parts of the owl are light grey and can include darks spot. Their feathers have many light spots. The under part of the owl are white with seldom black spots.
3.Describe the habitat of a barn owl: Where do they live? What kind of shelter do they need?
Barn owls live in all habitats but is most commonly found in open woodland. They can be found in trees, caves, wells, and out-buildings.
4. How is the barn owl especially equipped to catch its prey? (Describe its camouflage and other adaptations.)
The barn owl relies mostly on their sense of hearing to hunt at night. The barn owl has long legs, toes, and talons to help them to catch their prey at the base of deep vegetation. The barn own isnt’ easily seen due to its camoflagued colour. Using its ears the bar owl is able to hear the small mammals on the ground and easily swoop down.
5. What do barn owls eat? Where do they find their food?
On average they eat four small mammals per night. Most of their meals consist of small rodents. The barn owl also eats barn voles (filed mice), pocket gophers, shrews, mice and rats
6.Describe any “special talents” of the barn owl.
Barn owls screech unlike most owls. They do not focus on their use of sight. In darkness the barn owl is still able to hear well and catch prey.
7. Describe the life cycle of a barn owl. (including reproduction)
Barn owls will breed any time during the year depending on their food supply. In some cases a pair may breed twice. When mating, the males circles the nest tree giving short screeches. The barn owl will lay 3-6 eggs up to 12 days. This is done in two-day intervals. The eggs are incubated for 30-34 days. The chicks are fledged in 50-55 days. After a weeks or so of remaining in the area, they will have learned their hunting skills to soar. After ten days the young will be able to breed as well.
8. What are some cool “WOW” facts that you learned?
Barn owls swallow their prey whole but they can’t digest hair and bone. Each night they regurgitate pellets the size of a man’s thumb. Ewwwwww!
Child-friendly Websites
26 Sep 2011 Leave a Comment
http://pbskids.org/wayback/civilrights/
http://www.kidskonnect.com/subject-index/21-people/161-parks-rosa.html
Double Entry Diary (DED)
26 Sep 2011 Leave a Comment
Entry 1
From the book: Pg 6
“The way things are,” his father preached ” is not the way they always have to be. In the next world, people of all colors will live together and respect each other.”
What it means to me:
I enjoyed this quote because his father was sure of what the future held although odds were against this happening. When his father spoke those words it gave Martin hope and lifted his spirits. When I read this passage I could feel the empowerment Martin’s father gave him. I could feel the sense of belonging this would give to anyone. The picture used also showed how Martin respected his father’s advice. It showed how his father speaking to him could help his mood, and offer him a sense of belonging.
Entry 2
From the book: Pg. 10
That winter a colored woman refused to stand and move to the back of the bus so that a white man could sit down. She was arrested and sent to jail.
What it means to me: This passage speaks about Rosa Parks. I know from prior knowledge that Rosa Parks was a very powerful woman, although this was unintentional. I know that she was exhausted from work which caused her to refuse giving up her seat. I am curious to know if she was the first to not give up her seat? Did her involvement in the NAACP have something to do with the popularity of her case?
Entry 3
From the book:Page 12
What it means to me: ” My feet is tired,” she called out after him, “but my soul is rested.”
I love this quote from the book. It helps me visually see what courage and strength can look like. I also love this quote because it’s connected to a hymn the elders sang in my baptist church. They would sing “My soul is rested, and it’s just a blessing. Praise the lord hallelujah I’m free”. I could imagine the people marching singing this song. I am also curious as to whether the song sang in my church is connected to this time period.
Entry 4
From the book: Pg 18
“Walk like a prince, not a peasant,” his father told him. “We are all God’s children. You are as good as anybody.”
What it means to me:
From this passage I am able to see the similarities between Martin’s father and Abraham’s father. Both of the fathers empower the young boys. They are not accepting life as what it is, but instilling within them that there is more to life. This is a great way of connecting several races to one common battle. The battle of segregation and racism.
Entry 5
From the book: Pg 32
The United States had welcomed him but was not letting many Negroes vote. Abraham heard about a march for voting rights in Alabama. Should he join that protest against the government? Abraham remembered his home in Poland. No one had come to the aid of his family. “How can we love our neighbors,” he asked. “if we abandon them in their time of need?” Abraham’s faith required him to help those in greater need than himself. He knew he must answer Martin’s call.
What it means to me:
This passage was my favorite in the book. After overcoming adversity, it’s very seldom that we concern ourselves with other’s adversity. Instead of being bitter no one helped his family, Abraham decided to make a bigger impact than what was made on him. This really shows how you can make a greater impact by giving back. I also enjoyed how he saw the similarities between his situation and what Martin’s march stood for. He wasn’t focusing on race, but focusing on equality.
Shared Reading
21 Sep 2011 Leave a Comment
When introduced to the articles I immediately reflected back to my block one experience. In block one we mainly focused on echo reading and choral reading. I hadn’t focused much on the in-depth features of shared reading. After reading the article I have a better understanding of how shared reading has impacted other classrooms, and could potentially impact mine. Shared reading is not only used when being sure students understand comprehension. It involves assessing whether the student also understand vocabulary, text structure, and text features. When the article discussed comprehension I was intrigued by the methods used. Typically when a teacher is trying to get an understanding of whether a student understands comprehension, they ask direct questions about the story. The article discusses why comprehension questions shouldn’t be asked. I think by not asking these questions you are actually expanding the student’s knowledge of the story. Using the eleven strategies any teacher can assess whether the students comprehend the book. The article also discusses modeling. I am beginning to see the importance of modeling in all that we do as teachers. The teacher can’t expect the student’s to know how to apply these strategies comfortably and effectively without demonstration.
Shared readings can not only be beneficial in comprehension, but can be beneficial in expanding the student’s vocabulary. As we discussed in sustained silent reading, an expansion of vocabulary will lead to overall academic success. Shared reading focuses on using context clues, inside-the-word strategies, and other resources. I thought these strategies were great! Although the teacher is doing most of the reading it is important to assure the student’s are gaining knowledge on the words used. In the article when the teachers didn’t immediately tell the student’s I thought this was great. Not only does it allow the student’s a opportunity to expand their knowledge on a new word, but it also makes student’s feel like uncertainty is not uncommon. This is especially important to keep lower level learners engaged.
As Good As Anybody and Freedom Summer are both great for shared reading. These book contains an extensive amount of vocabulary. In many cases these books gives plenty of context clues for the student to figure out. An example of where context clues could be used:
…he told his congregation, “is not the way they always have to be”… Some Sundays it seemed that half of Montgomery, Alabama, crowded into his little church.
This shows how the students can easily use the paragraph to figure out what a congregation is. During the shared reading it will be very important for the teacher to focus on the students comprehension on the way of life during this time. It is also important to focus on the students understanding how it impacted every race. During shared reading this book would also be useful for deciphering which text structures are used.
Shared Reading Plan
Freedom Summer
A Note About The Text (activating background)
What do you know about the treatment of the blacks during the Civil Rights Act? How do you feel about this treatment? Can you tell me a time when you were treated unfairly? How did that make you feel?
Page 5
Could you imagine not being able to swim in a pool with your best friend? Or do the normal things that you do? What are some things that you and your best friend do together?
Page 10
What do you think would happen if Joe got caught buying the candy for himself and John Henry?
Page 11
The author talks about wiggling in his chair and this being similar to a doodlebug. What do you think a doodle bug is? Do you think this is an actual bug?
Page 17
Why would Will Rogers tell them to “Git on home” if the pool is opening soon?
Page 20
What would make John Henry think that? Have you ever felt unwelcome? Describe those feelings to me.
Page 26
Joe is a very supportive friend to John Henry. He even wants to be John Henry to experience all that he does. Could you imagine being John Henry? How would having Joe as a friend make you feel?
Sustained Silent Reading
19 Sep 2011 Leave a Comment
In the article the author discussed a Developmental Reading Assessment (DRA) that was given to student grades 4-8. This article correlated to my experiences with block 1, as well as my experience with a summer literacy program. In my past experiences I observed the teachers telling the students to read and leaving the instruction at that. I was also guilty of doing so during the summer program I was involved in. In my experiences it has been obvious that students begin to become off task. In the article it discussed how the students constantly remind the teacher of their position in the book. I observed this happen in my Block 1 classroom. There was one particular student who would always remind the teacher of his spot in the book, but retell a completely different story than a student who previously read the book. During the summer literacy program I was working with 1st- 3rd graders. Many of the students would simply tell what occurred in the pictures. In many cases the photos didn’t match up to the story being told.
In the article the author also discusses the students writing what they saw pasted upon the walls to describe their reading habits. The article said one of the students stated that he “clarifies, predicts, and ask questions” when reading. This also correlated to my Block 1 experience. As I observed the room on my first visits I took details of what was displayed within the room. To my surprise the teacher had a guide to writing assignments and a guide that related to reading. If the teacher tells the students what to look for during SSR will they fully engage themselves in the book? Many of my teacher’s student didn’t. They knew they would only be asked the climax of the story, so they often focused on making one up.
The DRA that was given to the students was to assess comprehension, engagement, and fluency. The reading assessment that our class will be accessing focuses on accuracy and rate. These deal with fluency, and has little focus on comprehension. The DRA uses the R5 which mainly focuses on being sure the students comprehend what’s being read. Also using the follow-up activities let’s the teacher know exactly what is learned. Although the assessment our class will be giving doesn’t focus on comprehension, there is a measurement of comprehension. When asking the students to retell the story the story our class we will assess their understanding of the reading. The result of what we are accessing and what the DRA is assessing goes hand in hand. The assessment that we will be giving figures out level appropriate books that the students should read. The DRA assessment assures that students are actually engaging themselves in the reading.
Overall I thought the article reiterated our discussion on SSR and what we’ve noticed. With each article we read, I find it surprising that most of our prior knowledge tells us exactly what not to do. This article was very helpful on using SSR and what is necessary prior to implementing SSR. This is very useful information for any grade level. This will eliminate teachers wasting time, and eliminate students lack of engagement.
Revisions:
After discussing sustained silent reading in class, my knowledge of the content has been altered. SSR helps with children’s vocabulary. As we discussed in class a better vocabulary will result in a greater academic success. I think it is imperative that the student’s use SSR to increase their vocabulary. The teacher is not capable of being sure the student’s learn incidental learning. My question would deal with student’s and plot spoilers. When the student’s are discussing their books how do you keep them from spoiling the plot. In class we discussed modeling a discussion, but I’m still curious about situations where student’s choose otherwise. Overall, this is a great method of learning. Utilized the appropriate way this can benefit the student’s in more ways than imaginable.
