Link to my Prezi Presentation
http://screencast-o-matic.com/u/1uKx/prezipresentation

Week 11
Graphic Organizers

Graphic organizers is a great strategy for teaching literacy. It can be used in the classroom easily basically for every lesson students can use graphic organizers to organize new learned information and put it into some kind of chart or graph. This helps visual learners especially because they can sort of “see” the information on paper instead of just hearing about it. Teachers can use them with every lesson they teach in giving out sheets in which students have to plug the information learned into the appropriate places. The information is organized and students can see how things come together in a clear fashion. Graphic organizers also help retain what was learned in our memories better.

link to article

http://www.teachhub.com/teaching-graphic-organizers

link to lesson plan

http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-comprehension-strategies-using-95.html?tab=4#tabs

 

 

 

 

 

Keystone

unit plan
https://docs.google.com/a/nyit.edu/document/d/1eEcIAenf15pFIy5bSOOdMHF_UuY61YvVqWASLYT2c1s/edit?usp=sharing

rubric
https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encLegacyRubricId=kqzdzizozmznzbzo&platform=LAT

Link to my ELL Case Study
https://docs.google.com/a/nyit.edu/document/d/1R5Y-Lk1XBLFR_WKiHWLG7IY1z5Ks6DUxQ4i8LGicXL0/edit?usp=sharing

week 10
http://screencast-o-matic.com/watch/cbff3d6PfH

link to my reading comprehension strategy lesson plan
https://docs.google.com/document/d/17MSjiyLxPKsI-3hf6wXYF0zeKFeJANHl-u-7HMeMdIk/pub

Running Record Project

Miscue Analysis

Story Retelling Form

Mini Lesson Plan

Candidate’s Name: Shira Yarmish

Grade Level: 4

Title of the lesson: long/short vowel sounds

Length of the lesson: 15-20 minutes

 

 

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts)   Key questions: ●     What do you want your students to learn? How to read vowels in a word correctly (long or short sounds). ●     What are the important understandings and core concepts you want students to develop within the learning segment? Basic standard rules for what make a vowel have a long or short vowel sound.   Phonemes and Word Recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Key questions: ●     What do students know, what can they do, what are they learning to do? Student knows the vowels and knows that sometimes they make long and short sounds. She is learning to know when vowels make a long/short sound. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? This student has difficulty with this concept because she is Israeli and there is no such concept in the Hebrew language.    Phonics, Phonemic awareness,  letter-sound correspondence

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.   CCSS.ELA-Literacy.RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CCSS.ELA-Literacy.RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language)   ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●     Describe language demands (written or oral) students need to understand and/or use.   Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, message, conversation, discussion   Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?   Categorize when to read a word with a long or short vowel sound.

Learning objectives 1.    Student will know when to read words with vowels using a long or short vowel sounds. 2.    Student will know rules for what makes one read a vowel with a long or short vowel sound.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   Formal- After the lesson, the teacher will have the student read a text containing many words with long and short vowels sounds. The teacher will keep track of how many errors the student made while reading words with long and short vowel sounds.   Informal- Teacher will walk around the class during group reading activities and listen out for how the students read words with long and short vowel sounds.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. ·         As a class, students will learn rules for when to read a word with a vowel as a short or long vowel sounds. ·         Students will be grouped in groups of four and read a story, each student in the group will have a chance to read. When the reader reads a word that has a long/short vowel sound the group will clap and take a minute to write down which rule tells them to sound put the vowel the way they did. ·         Students will learn a song about long and short vowel sounds.

Instructional resources and materials used to engage students in learning. ·         Song about long and short vowel sounds http://www.actionfactor.com/pages/song-lyrics/v1.05-song-lyrics-oh-do-you-know.html

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? ●     What changes would you make to support better student learning of the central focus? ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.  The lesson, I believe supports learning for the whole class and gets everyone involved because of the different activities. I would not make any changes unless after doing a formal assessment on several students I see that they are still making many errors with long and short vowel sounds. In that case I would reevaluate the lesson and see how I can better target the students’ needs for them to make less errors when reading long and short vowels sounds.

 

Dr. Hui-Yin Hsu Spring 2014

Reflection

Self-Reflection on the Running Record

I did the running record on Shira Yarmish, a fourth grade girl residing in Israel. Overall, I think she did a great job in word decoding and a fantastic job in the reading comprehension part of the running record. This running record impresses me especially because Shira lives in Israel. Her parents are American and her first language is English, but in school she speaks to her teachers and friends in Hebrew and is a lot more comfortable in reading Hebrew texts than English. I asked to choose a text that is difficult for her to read, and after reading through the text myself before I did the running record on her, I must say that there were many difficult words in the text. It took her a long time to read. I did not pressure her for time; I told her to read slowly and take her time. Perhaps if she would have read it faster she would have made many more errors. Most of the difficult words that she had trouble with she tried again and again until she got it. I thought she would make many more mistakes than she did but she self-corrected herself a lot. There were two words that I thought were difficult enough that she would not be able to decode at all so after 5-10 seconds of trying I told her the words. One of those two words was a high vocabulary word which she did not even know what it meant. This for sure makes it more difficult for a child to try to decode a word that they do not know what it means. That is why an enriched vocabulary makes reading easier for children. The third error she made was based on visual; she said “farm” instead of “form” and I would also add that it may have been based on meaning as well because the story took place in a farm like place so it makes sense for the word farm to appear in the text. From all the other mistakes she made and self-corrected, many of them involved mispronouncing the vowel in the word as a short/long vowel sound. Therefore, the lesson plan I made is about learning the rules of when to read a word with a long/short vowel sound. After be conscientious of the rules I believe that Shira would make fewer mistakes in decoding words with confusing long/short vowel sounds. Shira made self-corrections other than long/short vowel sounds, but I believe with more practice she would improve her reading and word decoding skills. As far as reading comprehension is concerned, Shira performed beautifully by giving full complete answers to reading comprehension questions about the text she read. However, I did have to prompt her a bit more than I thought because of the language barrio she did not understand what I was trying to ask her at first. In summary, I enjoyed administering this running record and I believe that with more reading practice, Shira will be great reader especially because I can see that she likes reading.

 

 

 

 

Week 7, Assignment #1

Week 7
Assignment #2

1. To ensure that struggling readers have access to texts they can easily read, teach should have a wide range of books in the classroom. They should include different genras like poetry, fiction, non-fiction, etc. and there should be books on many different topics available for the students like books on science or history. For struggling readers, what also makes it easier for them besides for books that interest them that was discussed until now by providing such a large variety which include all types of literature, when a child knows the background of the books, it makes it easier for them to read.

2. Teachers can foster a learning environment with many different opportunities for reading by having different reading activates going on. Some examples mentioned in the video were independent reading, partner/coach reading, and read aloud. All these activities give students the opportunity to practice reading in different ways.

3. A teacher can model fluent reading for the class in two ways: having the students read and read aloud by the teacher. When students read, a teacher should not interrupt them after each word they read incorrectly; rather the teacher should wait until the student finishes the sentence and then ask them if what they read makes sense to them. In short, the most effective way for a student to read with fluency is for the student to self-monitor him/herself. The other way a teacher can model fluent reading is through their read aloud to the class. Teachers must be careful not to interrupt themselves while reading because the students will model that and stop when they read. Therefore, it is very important that when the teacher reads to the class they model how to read the way they want their students to read. They should read smoothly, accurately, and with expression. They should have the students recognize how they read so that they learn to read that way as well.

Assignment #3

 

 

1. The three levels of words are familiar words like run, bed, and look, the second are words that appear often bit are more difficult like hurricane, and the third level of words are highly tactual words. Most teachers do not need to teach the first level because they are familiar to the students. The second level of words must be taught by the teacher so students can learn these words. The third level of words do no need to be taught by the reading teacher, but they should be taught by the teacher of the subject that the word is related to. For example, if students come across a highly tactual science word in their reading, the science teacher should teach them what it means.

2. A teacher should provide the “chunking” word strategy when students are faced with unfamiliar words, yet they can make out parts of the word. The way that “chunking” is taught is as follows. A student sees an unfamiliar word. Ask the student to identify the part of the word that they can read. Then, students should read the letters before and after the part that they know. Finally, the students takes all the “chunks” of the word, puts them together, and reads the word as a whole.

3. Professor Allington explained in the video that teachers do not have to make a separate word study lesson as part of the class curriculum. He said that the way to implement word study in the class is from readings and things like that which the teacher is already teaching the class. If in the process of giving over a lesson, words come up, that is the time to throw word study into the lesson. Every little word study lesson derived from other topics of the class curriculum builds up to be many lessons on word study.

 

 

 

Week 6

Lesson based on Mary's needs

Candidate’s Name: Mary

Grade Level: 3

Title of the lesson: Reading over Meaning

Length of the lesson: 45 minutes

 

 

Central focus:  Decoding similar sounding/ looking words

Knowledge: Word decoding, word identification, phonological awareness

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)  CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.3.b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.3.3.c Decode multisyllable words. CCSS.ELA-Literacy.RF.3.3.d Read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language)   ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●     Describe language demands (written or oral) students need to understand and/or use.   students will identify words one at a time.

Learning objectives   ●     Students will read words, even similar looking or sounding, correctly by focusing on decoding the word more than the comprehension.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   ●     Formal- Teacher will take a running record of each student individually reading a book with similar looking/ sounding words at the end of the lesson ●     Informal- students will read flash cards with similar sounding looking words to themselves, and the teacher will float around the class and observe.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   ●     Students will work with a partner and place mini stop signs after each word in a book. ●     Students will take turns reading the book to each other, reminding each other to stop before every word (which forces them to only concentrate on one word at a time, not the overall meaning). ●     As a class, the teacher will show the Stroop Test on a smart board and students will call out the answers together.

Instructional resources and materials used to engage students in learning.   ●      Mini paper stop signs ●      Smart board ●      Stroop Test

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? I think that this lesson supports learning for all students. ●     What changes would you make to support better student learning of the central focus? I would really prefer to do this lesson individually rather than in a class setting. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. It would be a more effective lesson if it was done on a one-on-one basis; teacher and student. To really see students progress in word decoding, the teacher would have to assess each student individually. If the lesson was also done individually not as a class it may take faster and will aim at exactly what point of instruction the students needs.

 

Dr. Hui-Yin Hsu Spring 2014

 

 

 

Week 6

Phonics Lesson

 

Candidate’s Name: Shaindy Schwartz

Grade Level: Kindergarten

Title of the lesson: Letter Recognition

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts)   Phonics and Letter Recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)    Phonemic awareness, phonological awareness, letters and alphabets, letter-sound correspondence

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)    CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Support literacy development through language (academic language)   ●   Students will know the sound each letter of the alphabet makes

Learning objectives   Students will learn to identify initial consonant sounds and the letters that represent those sounds.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   I will assess each student individually by having them read/ sound out the first letter of each flashcard which I will show them  with one word on each card with a corresponding picture to help them know what the word says

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. 1.    Students will listen to "ABC Letters in the Library" story book. 2.    Students will reread the book with a partner sounding out the beginning sound of each word. For example, “bah” for “beautiful”. 3.    Students will do a worksheet based on the words they read in the book. There will be a pictures for each word from the book. Students will have to write the first letter of each word that they recognize based on the picture shown

Instructional resources and materials used to engage students in learning.  "ABC Letters in the Library"  book http://preview.tumblebooks.com/ViewOnline.aspx?Is5=false&ProductID=3244

Reflection The instruction was geared for all types of students, even ones that need support or are challenged. Every student can do the instructions given. There were different tasks involved: first reading as a class, then with a peer, and then individual work. Each child learns a little bit differently and because there were different activities in the lesson, each child at some point had the opportunity to learn in a way that fits them.

 

 

 

Dr. Hui-Yin Hsu Spring 2014

 

 

 

Overall, listening to the students take the running record and answer comprehension questions after, I think the student did pretty well. The student got a 97% for the accuracy rate, a ratio of 1:33 for the error rate, and a ratio of 1:2 for the self-correction rate. This information shows that the students made few mistakes, and many of the mistakes made were self-corrected. The student was able to answer questions like what was the story about, what are some differences, and what are some similarities? This means that the student did well in both word decoding and in reading comprehension. However, I noticed that some of the mistakes that the student did make involved substituting a word similar in terms of structure than the word on the page. Some examples include: “most” instead of “must”, “they” instead of “through”, “both” instead of “blow”, and “lived” instead of “live”. I believe that the student made these mistakes because of a focus in fluency in reading rather than accuracy. Perhaps if the student read a bit slower and concentrated on each word better, there would have been less errors. Therefore, I prepared a mini lesson to help students achieve this goal.

Learning Standards:

ü  Students will learn to improve their accuracy in reading, by focusing on each word.

Learning Outcome:

ü  Students’ accuracy rate in reading words that they already know how to read will improve.

Learning Task:

ü  First students will be given twenty flash cards with one word on each card.

ü  Students will work with a peer by taking turns reading what is says on the card and the other student double checking to see that the student said the correct word.

ü  Next, students will be given ten papers, each filled with many similar words.

ü  Students will be instructed to find a word, in which there will only be one of on the paper even though the rest of the words will look quite similar.

ü  Students will work with a peer taking turns and checking with each other to make sure that they got the correct word.

ü  In both these activities, there is no time limit, it is not a race; students can take how ever long they need to come up with an answer.

Assessment:

ü  The teacher will then read a few pages on a book with each students individually to see if this activity helped them focus more on each word by noticing if their accuracy rate went up.

Running Record
(I used a 4th grade girl for the running record not the video which was provided therefore, do not be concerned if your evaluation is different than mine.)

Student's strengths and weaknesses:
The student I worked with did pretty well on the running record based on the reading, "Whales and Fish." She had to repeat some words a few timed until she mastered them. I think that this is a good sign, because it means that she realized she is having difficulty and tried to figure it out herself without asking me to give her answers. I can see that she is determined to read well. Some of her difficulties included combinations like the word "Whale," the combination of "Wh." It also seems that she does not yet know how to pronounce the "Ough" combination. Overall, her decoding of the words in the passage was good with some errors, most of which she self-corrected.

Week 3, Assignment #1

There is much to discuss after watching the video on assessment-driven instruction. The activity Ms. Perez does engages students who are at different levels of literacy development because the class reads together and the class can learn from each other in the process. When a student gets stuck and tries to problem solve, Ms. Perez supports it by saying, “I love the way you are trying.” This motivates the child to keep trying until they get it. Shared reading can be used to promote literacy because a phonics lesson can be pulled out of it for example. Ms. Perez finds it important for her students to verbalize their strategies for reading because the more a child verbalizes, the more he/she internalizes. She also helps students build meaning in text by asking them questions on what they are reading. Ms. Perez has all kinds of different activities going on in her classroom to support the wide range of learners that she has like shared reading, guided reading, reading with a student teacher, and other fun activities. Ms. Perez connects reading and writing in her classroom constantly an example of this is that after two of the students read a book on bugs they tool notes while reading and then created their own book! Ms. Perez uses ongoing individual assessment to guide her instruction by assessing each student within the first two weeks of school then again in December, March, and June. She has the student read a book while she evaluates their reading level. The class profile can be used to help group students and differentiate instruction because she sees what level each student is on and then she can group students on the same level into the same group.

 

Week 2, Assignment #3

I found the sample lesson plan to be very well planned and thought out will clear goals that the children should reach. I like the fact that each child was a participant because it gives each of them a moment to shine. Sometimes when teachers create projects for their students like this one they drag them out too long and many of the students lose interest. This lesson plan however, I felt was not too long or short. It would be too much to stuff this into one single lesson, but it also did not take a half a year. Lastly, I think it was a great idea that after the performance the children were asked to reflect of their performance. It teaches children a valuable lesson that as great as they thought they were there is usually room for growth to develop further and perform better.

Week 2, Assignment #2

The video of Sheila Owen's kindergarten class, all five- and six-year-olds are "readers and writers from day one,” was quite informative. Ms. Owen seems like a fantastic teacher, but what I think makes her so incredible are some of the things I have learned from watching the video. First, I noticed she teaches the children in small steps at a time which they can grasp which allows them to reach big goals by the end of the year. The class never seemed like what they were learning was on too high of a level for them to understand, yet simultaneously, they did not seem bored either which means that what they are being taught is not below their level. This is an unbelievable balance for a teacher to reach, and Ms. Owen achieved this medium. Another method I picked up on is that Ms. Owen never spoon fed the information; she made her students think and come up with the answers she was looking for. This requires patience, but it is the best way for the children to learn; giving them answers will not teach them much skill. Throughout the whole video, the children were involved in the lessons and were enthusiastic about learning. I also appreciated how Ms. Owen took the opportunities she had of teaching things that were not exactly part of the lesson. An example of this is when she was reading them a story that had the word grin. She stopped reading to teach her students what a grin is and they even acted it out. These small lessons add up to a lot of “extra” learning. I was also very impressed that there was many different kinds of learning going on. Aside from the fact that Ms. Owen got all different kinds of learners involved like she had learning tools for visual, auditory, kinesthetic, and tactile learners, the style of learning that went on was diverse and I think very beneficial. Ms. Owen spent time teaching her class, the students had independent learning time, and the children also worked together with each other. Every child learns a little different, and these diverse learning methods help out all kinds of learners. Ms. Owen is a very patient and professional educator who gives her heart and soul to her work namely her students. This video really taught me a lot of things that I would like to use when I am a teacher.

Week 2, Assignment #1

My understanding from the ELA instruction is that the purpose of teaching the five key features: reading, writing, speaking, listening, and language, to students is so that they not only have the skill, but they will be able to apply it to other things because they are supposed to have a complete understanding of these concepts. We do not like to learn things, just for the sake of knowing of for the test, we like to know the purpose and how we could use what we learn. By teaching these key features to students according to ELA instruction, the students will have skills that they understand and be able to further break down information on their own.