CDE Websites:
The CDE websites were filled with a lot of information. One of the most surprising things I read while browsing the links was the requirement that nearly all sped students must be tested under the Colorado Basic Literacy Act. The CDE states “no exceptions are made in the statute for disability or special education status.” While they acknowledge some students may not be able to test, even when given special accommodations, any request for exemption will be tracked, recorded, and weighed to ensure that school districts are not abusing the occasional exemption. WOW...I’m surprised they make such a big deal out of this. I can understand the need to test as many students as possible, but to put such a strong policing arm forward is quite surprising. We can immerse as many sped kids in our classrooms as humanly possible, but at the end of the day there simply will be some kiddos who are not able to be tested, or whose testing nets unsurprising results as far as literacy ability is concerned.. A school district should not have to defend the decisions made by trained sped teachers and paraprofessionals to the state. We should be putting our resources towards helping these (speaking of sped students) kids learn and advance, not forcing them into useless testing. (My point is, the testing is very valuable for those who can complete the test with reasonable accommodations, it’s a waste of efforts to test those whose accommodations would not affect the test outcomes either way.)
One thing I had not realized before reviewing the CDE site is that the CBLA only leads students up through the third grade level. It is at this point the that CSAP is used to determine literacy knowledge. I had no idea that the CBLA did not pertain to students from fourth grade and beyond. One last point I’d like to mention is that I like how the CBLA gives school districts choice in what assessment they want to use, unlike the standardized use of the CSAP. I noticed the announcement that the requirements will be changing in mid 2012. It will be interesting to see how things are improved.
Reviewing my sample writings:
Neither writing sample I shared is worthy of true CBLA intervention. While both papers are not perfect, neither has huge red flags hanging from them either.
The first writing sample contained a lot of mechanics errors. This student probably needs to roll back to some basic writing fundamentals. (Using punctuation, using correct upper/lower case letters, word spacing) One thing I did notice with this student when he was writing was how hard he presses when he writes. I would see him stop often and shake his hand, no doubt because it was sore from the pressure he was applying. I did some research online and learned that many of the components in his writing are similar to those of a child that has a graph-motor difficulty. Large letters, uneven words, lack of spacing, and dark print, just to name a few are signs of a student that has a difficult physically writing. Obviously without spending more time with this student I have no idea if this is part of his struggles or if he was just in a rush on this particular day, but if I were a teacher, it is something I would monitor throughout the year.
The second sample writing I posted is right on track for grade level. My next step with this student would be to take away the organizer and have the student write a summary without it. I would also ask this student to try to use new vocabulary and transitions.
Final Fieldwork/Coursework Reflection:
When we started this course fifteen weeks ago, I was expecting to learn about the valuable reading and writing processes involved in teaching kids to read and write. What I didn’t expect, was to learn that regardless of what a textbook says, no reading/writing process is the same for every student. While the components are the same, the roads each student takes to get there is very different.
The intensive field hour requirements for this course were the most valuable learning tool I have experienced to date. There is no better way to learn to teach than OJT (on the job training). I far exceeded my required field hours, at time neglecting my written work, just to spend a few more hours testing, observing, or working with small groups. This time gave me the “full experience,” not just the required hours. Not only was I applying our weekly readings in real life, I was learning the teacher mannerisms and “exception to the rule” experiences. (It was almost like being backstage at a live show, you learn the in’s and out’s and actually get to spend enough time in one classroom that you start to see improvement in students. The 10 field hour, 8 week courses, just don’t allow enough time to see the full boat.)
Another useful component of this course was the culminating toolkit. This is something I can actually use and add to as time goes on. I found using Starlit’s idea of creating her own link made keeping track of everything easy and accessible. Thanks for the idea Starlit!
I’m glad I was able to be involved in so many assessments during this course. It really allowed me to see the struggles that many students face while learning to read. It seems so second nature for us as adults, I think sometimes we forget to step back and realize, the English language is actually very difficult. The lists of rules and exceptions are enough to make someone wonder how grown adults can move here and learn such complexities!
Finally in regards to the readings for this course. I definitely got the most use out of the Collins text. This book was very relevant to the things I will see and be doing as a teacher. While the McCardle text had good information, I found it a bit too technical to be overly useful. I realize its importance nonetheless.
While this class wasn’t conducive to working with our peers as much as traditional online courses are, I did enjoy reading everyone’s posts and toolkits. Everyone has great ideas and will make great teachers! Good luck to all of you! Lisa
Sample Writings:
I choose two sample writings from different grade levels. The topic I choose to discuss is how to effectively structure and organize writing. The first sample is from a third grade student, who quite frankly, needs a lot of help with the mechanics and organization of his writing. The second sample comes from a fourth grade student, who needed help organizing, but received that help after the teacher began using this organizational form. (I received some assistance from the fourth grade teacher on this assingment. I specifically told him I was looking for an example of someone who had improved their organizational techniques after receiving some intervention. As a side note, this teacher also actively uses the 6+1 traits writing process in his classroom. (He is a second year teacher so he had very fresh ideas on the subject) Students are very well versed with his protocol. It was nice to see in action.) The second student still needs help with the mechanics, but clearly the form has helped this student organize her thoughts. For this assignment, I included the analysis along with ideas on how each sample represents or fails to represent (depending on the sample) the topic ofeffective structure and organization in writing.
Sample Writing One: This student in this piece, we'll call him Bob, tells the reader about the day in the life of a fennec fox named Fennel. (Kids are so creative!!!) Strengths: Good details. Intersting story line (about runnber bands in teeth, possibly this is a personal connection???) Weaknesses: Needs to use fewer uppcase letters. Needs to add punctuation consistently. Needs to give adequate spacing between words. Some sentences are incomplete He gives the reader good details about what Fennel likes to eat and the adventures he goes on. How this demonstrates effective structure and organization: This student has some great ideas, but seems to have trouble organizing those ideas on paper. His story seems to be more about the trouble his fennec fox has with his rubber bands then it does the fox himself. This student needs help organizing his thoughts. For this student I would suggest using a graphic organizer like a writing web. He could decide on his main topic, then fill the web extention with ideas to support his topic. This would help him stay organized and keep his writing smooth.
Below is the sample writing and rubric I picked.
Sample Writing Two: This student was tasked with writing a summary of events that occured in the book, Finding the Titanic. I did not read the book, but after reading her summary I could deduce that this book was about a child named Ruth who was aboard the Titanic when it sank. After becoming separated from her family during the ordeal, she is eventually reunited with them at the end of the book. This was a well written summary for this age level. Strengths: Handwriting is neat and legible. Details are accurate and sequnetial. Used names and gave specific details. Weaknesses: Need to capitalize titles. Need to re-read and make sure words are spelled/used correctly. (that = that; though=thought; sank=sink) How this demonstrates effective structure and organization: With the help of the guide, this student was able to start at the begining and move on fromt here with the prompts next, then, after that and finally. This helped keep the student moving from one point to the next without jumping around.
Below is the sample writing and rubric I picked.**
Finally, I wanted to share with you a student based rubric that the third grade teacher I visited uses for her studens. I thought this was a great tool that can be used to have students "self-assess" their work. I also attached a copy of the wriitng that went along with this particular rubric. One thing I would also like to mention. While I think the use of rubrics has helped teachers maintain some consistency in grading and allowed students to understand what is expected of them, I think sometimes they are used inapporpriately. They should be used as a tool to guide the writing process, not a tool to determine grades. I think sometimes teachers fail to remind students of their purpose.
Powerpoint Presentations - Have students use the web to add clipart and text to their writing presentations
WebQuests - Like a scavenger hunt, students have to use the web to learn about a given topic.
Streaming You Tube - Students can gather info or visit videos of specific areas to write about
URL Quote of the Day - Students are given a daily URL to visit. It should be a thought provking site that they can then writie about
Word of the Day - See the website links about for the Vocublary builder site of the day to help boost vocab.
Other Information:
I’m IGS Connection:
Inferencing - reasoning of info
Monitoring - fix up process
Identifying important info
Generating Questions
Summarizing Info
Text to Self Connection
I loved how Starlit started her own link of her literacy toolkit for everyone to see and then updates it with info as she adds to it. What a great way to keep track of everything from week to week. Thanks Starlit for the great idea!
Learning Topic Three:
Here is my parent letter: (I had to do some last minute formatting changes because I created this brochure on a mac, if you are unable to read all of the text please let me know, thanks!)
My first entry to my tool kit includes a 51 page powerpoint document I found on the web that details how to differentiate instruction. It provides ideas, examples and details questions that the teacher should ask herself when developing differentiated lessons. The term “explicit instruction” hit home the hardest. If I am explaining, modeling, and providing my students continual support, then their is “no mystery” in what I am showing them. This was a very powerful piece for me.Websites:I chose this youtube video for my toolkit because this teacher describes many common fears or challenges that students (of any age) have and how differentiated instruction helps alleviate their fears or inadequacies and gives them the confidence to continue to grow without being fearful or failure or peer ridicule. http://www.youtube.com/watch?v=IN4TTWu0qp8&feature=results_video&playnext=1&list=PLCDFA39CFC2B6E060
The second and final youtube video provides some great ideas on how to develop writers through differentiated instruction. The RAFT activities and Anchor activities are wonderful ideas, that I want to implement in my classroom. http://www.youtube.com/watch?v=jMKtNJewalo&feature=related
Learning Topic Eight:
Websites:http://www.cdl.org/resource-library/articles/graphomotor.php
http://www.edarticle.com/article.php?id=109
Grapho-motor signs - tools to help
http://www.pbs.org/wgbh/misunderstoodminds/writingdiffs.html
Lists some common writing problems.
CDE Websites:
The CDE websites were filled with a lot of information. One of the most surprising things I read while browsing the links was the requirement that nearly all sped students must be tested under the Colorado Basic Literacy Act. The CDE states “no exceptions are made in the statute for disability or special education status.” While they acknowledge some students may not be able to test, even when given special accommodations, any request for exemption will be tracked, recorded, and weighed to ensure that school districts are not abusing the occasional exemption. WOW...I’m surprised they make such a big deal out of this. I can understand the need to test as many students as possible, but to put such a strong policing arm forward is quite surprising. We can immerse as many sped kids in our classrooms as humanly possible, but at the end of the day there simply will be some kiddos who are not able to be tested, or whose testing nets unsurprising results as far as literacy ability is concerned.. A school district should not have to defend the decisions made by trained sped teachers and paraprofessionals to the state. We should be putting our resources towards helping these (speaking of sped students) kids learn and advance, not forcing them into useless testing. (My point is, the testing is very valuable for those who can complete the test with reasonable accommodations, it’s a waste of efforts to test those whose accommodations would not affect the test outcomes either way.)
One thing I had not realized before reviewing the CDE site is that the CBLA only leads students up through the third grade level. It is at this point the that CSAP is used to determine literacy knowledge. I had no idea that the CBLA did not pertain to students from fourth grade and beyond. One last point I’d like to mention is that I like how the CBLA gives school districts choice in what assessment they want to use, unlike the standardized use of the CSAP. I noticed the announcement that the requirements will be changing in mid 2012. It will be interesting to see how things are improved.
Reviewing my sample writings:
Neither writing sample I shared is worthy of true CBLA intervention. While both papers are not perfect, neither has huge red flags hanging from them either.
The first writing sample contained a lot of mechanics errors. This student probably needs to roll back to some basic writing fundamentals. (Using punctuation, using correct upper/lower case letters, word spacing) One thing I did notice with this student when he was writing was how hard he presses when he writes. I would see him stop often and shake his hand, no doubt because it was sore from the pressure he was applying. I did some research online and learned that many of the components in his writing are similar to those of a child that has a graph-motor difficulty. Large letters, uneven words, lack of spacing, and dark print, just to name a few are signs of a student that has a difficult physically writing. Obviously without spending more time with this student I have no idea if this is part of his struggles or if he was just in a rush on this particular day, but if I were a teacher, it is something I would monitor throughout the year.
The second sample writing I posted is right on track for grade level. My next step with this student would be to take away the organizer and have the student write a summary without it. I would also ask this student to try to use new vocabulary and transitions.
Final Fieldwork/Coursework Reflection:
When we started this course fifteen weeks ago, I was expecting to learn about the valuable reading and writing processes involved in teaching kids to read and write. What I didn’t expect, was to learn that regardless of what a textbook says, no reading/writing process is the same for every student. While the components are the same, the roads each student takes to get there is very different.
The intensive field hour requirements for this course were the most valuable learning tool I have experienced to date. There is no better way to learn to teach than OJT (on the job training). I far exceeded my required field hours, at time neglecting my written work, just to spend a few more hours testing, observing, or working with small groups. This time gave me the “full experience,” not just the required hours. Not only was I applying our weekly readings in real life, I was learning the teacher mannerisms and “exception to the rule” experiences. (It was almost like being backstage at a live show, you learn the in’s and out’s and actually get to spend enough time in one classroom that you start to see improvement in students. The 10 field hour, 8 week courses, just don’t allow enough time to see the full boat.)
Another useful component of this course was the culminating toolkit. This is something I can actually use and add to as time goes on. I found using Starlit’s idea of creating her own link made keeping track of everything easy and accessible. Thanks for the idea Starlit!
I’m glad I was able to be involved in so many assessments during this course. It really allowed me to see the struggles that many students face while learning to read. It seems so second nature for us as adults, I think sometimes we forget to step back and realize, the English language is actually very difficult. The lists of rules and exceptions are enough to make someone wonder how grown adults can move here and learn such complexities!
Finally in regards to the readings for this course. I definitely got the most use out of the Collins text. This book was very relevant to the things I will see and be doing as a teacher. While the McCardle text had good information, I found it a bit too technical to be overly useful. I realize its importance nonetheless.
While this class wasn’t conducive to working with our peers as much as traditional online courses are, I did enjoy reading everyone’s posts and toolkits. Everyone has great ideas and will make great teachers! Good luck to all of you! Lisa
Learning Topic Seven:
Websites:
http://www.proteacher.com/020067.shtml
Graphic Organizers
http://www.eduplace.com/kids/hme/k_5/graphorg/
Graphic Organizers
http://www.enchantedlearning.com/graphicorganizers/storymap/
Great variety of graphic Organizers
http://educationnorthwest.org/resource/949
Six Traits Website
http://www.thewritingteacher.org/writing-blog-home/2009/1/15/how-to-introduce-the-6-traits.html
Good website that gives 6+1 Traits suggestions and classroom guides
http://www1.teachersfirst.com/summer/webquest/quest-b.shtml
Webquest info
http://www.superkids.com/aweb/tools/words/wod.shtml
Gives a word of the day for upper elementary levels that can then be written about or discussed!
http://www.educationworld.com/a_tech/tech/tech146.shtml
Little ideas to incorporate technoligy in the classroom
Sample Writings:
I choose two sample writings from different grade levels. The topic I choose to discuss is how to effectively structure and organize writing. The first sample is from a third grade student, who quite frankly, needs a lot of help with the mechanics and organization of his writing. The second sample comes from a fourth grade student, who needed help organizing, but received that help after the teacher began using this organizational form. (I received some assistance from the fourth grade teacher on this assingment. I specifically told him I was looking for an example of someone who had improved their organizational techniques after receiving some intervention. As a side note, this teacher also actively uses the 6+1 traits writing process in his classroom. (He is a second year teacher so he had very fresh ideas on the subject) Students are very well versed with his protocol. It was nice to see in action.) The second student still needs help with the mechanics, but clearly the form has helped this student organize her thoughts. For this assignment, I included the analysis along with ideas on how each sample represents or fails to represent (depending on the sample) the topic ofeffective structure and organization in writing.
Sample Writing One:
This student in this piece, we'll call him Bob, tells the reader about the day in the life of a fennec fox named Fennel. (Kids are so creative!!!)
Strengths: Good details. Intersting story line (about runnber bands in teeth, possibly this is a personal connection???)
Weaknesses: Needs to use fewer uppcase letters. Needs to add punctuation consistently. Needs to give adequate spacing between words. Some sentences are incomplete
He gives the reader good details about what Fennel likes to eat and the adventures he goes on.
How this demonstrates effective structure and organization: This student has some great ideas, but seems to have trouble organizing those ideas on paper. His story seems to be more about the trouble his fennec fox has with his rubber bands then it does the fox himself. This student needs help organizing his thoughts. For this student I would suggest using a graphic organizer like a writing web. He could decide on his main topic, then fill the web extention with ideas to support his topic. This would help him stay organized and keep his writing smooth.
Below is the sample writing and rubric I picked.
Sample Writing Two:
This student was tasked with writing a summary of events that occured in the book, Finding the Titanic. I did not read the book, but after reading her summary I could deduce that this book was about a child named Ruth who was aboard the Titanic when it sank. After becoming separated from her family during the ordeal, she is eventually reunited with them at the end of the book. This was a well written summary for this age level.
Strengths: Handwriting is neat and legible. Details are accurate and sequnetial. Used names and gave specific details.
Weaknesses: Need to capitalize titles. Need to re-read and make sure words are spelled/used correctly. (that = that; though=thought; sank=sink)
How this demonstrates effective structure and organization: With the help of the guide, this student was able to start at the begining and move on fromt here with the prompts next, then, after that and finally. This helped keep the student moving from one point to the next without jumping around.
Below is the sample writing and rubric I picked.**
Finally, I wanted to share with you a student based rubric that the third grade teacher I visited uses for her studens. I thought this was a great tool that can be used to have students "self-assess" their work. I also attached a copy of the wriitng that went along with this particular rubric. One thing I would also like to mention. While I think the use of rubrics has helped teachers maintain some consistency in grading and allowed students to understand what is expected of them, I think sometimes they are used inapporpriately. They should be used as a tool to guide the writing process, not a tool to determine grades. I think sometimes teachers fail to remind students of their purpose.
How to Incorporate Technology in Writing Lessons:
Powerpoint Presentations - Have students use the web to add clipart and text to their writing presentationsWebQuests - Like a scavenger hunt, students have to use the web to learn about a given topic.
Streaming You Tube - Students can gather info or visit videos of specific areas to write about
URL Quote of the Day - Students are given a daily URL to visit. It should be a thought provking site that they can then writie about
Word of the Day - See the website links about for the Vocublary builder site of the day to help boost vocab.
Learning Topic Six:
Websites:http://www.austinschools.org/curriculum/la/resources/documents/instResources/LA_res_TxtStruc_ORS_Module.pdf
Great Text Structure Tool
http://www.prel.org/media/137771/earlyliteracy_03.pdf
Nice ppt on story retell from a teachers perscpetive
Other Information:
I’m IGS Connection:
Inferencing - reasoning of info
Monitoring - fix up process
Identifying important info
Generating Questions
Summarizing Info
Text to Self Connection
Learning Topic Five:
Websites:
http://www.eduplace.com/state/author/pik_temp.pdf
Vocbualry development - great info on how we develop/use vocab...I HIGHLY recommend everyone look at this docuemnt. IT IS AMAZING!
http://www.readwritething.org/classroom-resources/lesson-plans/readers-theatre-172.html
Great website for Readers Theatre Help
http://www.literacyconnections.com/index.php
Nice literary resource site. Also has readers theater info.
Other:
My Vocabulary/Oral Fluency Presentation:
Learning Topic Four:
Websites:
http://reading.uoregon.edu/big_ideas/au/index.php
Excellent Website that discusses the alphabetic principle and some key beginning reader tips.
http://www.cloudworld.co.uk/english-spelling-rules.htm
Spelling rules, very extensive list
http://english.glendale.cc.ca.us/phonics.rules.html
Phonics Rules
Other:
Pictures from classroom
Love the cuties in your pictures!!
Nancy
I loved how Starlit started her own link of her literacy toolkit for everyone to see and then updates it with info as she adds to it. What a great way to keep track of everything from week to week. Thanks Starlit for the great idea!
Learning Topic Three:
Here is my parent letter: (I had to do some last minute formatting changes because I created this brochure on a mac, if you are unable to read all of the text please let me know, thanks!)Here is an example of the decoding survey that was used to assess a group of first grade students.
Learning Topic Two:
Websites:http://www.rti4success.org/whatisrti
http://www.cde.state.co.us/rti/LearnAboutRtI.htm
http://www.reading.org/resources/resourcesbytopic/ResponseToIntervention/Overview.aspx
(There is a great pamphlet found on this website published by the International Reading Association, that can be provided to teachers or parents. It really details out what RTI is all about. In addition there is a lot of supporting articles and resources found on their web
Learning Topic One:
http://www.youtube.com/watch?v=IN4TTWu0qp8&feature=results_video&playnext=1&list=PLCDFA39CFC2B6E060
The second and final youtube video provides some great ideas on how to develop writers through differentiated instruction. The RAFT activities and Anchor activities are wonderful ideas, that I want to implement in my classroom.
http://www.youtube.com/watch?v=jMKtNJewalo&feature=related