Learning Topic 8 I have not had the privilege to observe students taking CSAPs. I do know however that the K-2nd grade teachers that I observed expressed the need to teach strategies for CSAP success. I have even heard CSAP vocabulary being used in these lower grades. It makes sense to prepare them for success right from the get go. In first grade they talk strategies on how to take tests. It relieves test anxiety and teaches them to quickly use their strategies to answer questions. As I looked at the CBLA website, I noticed the changes that have occurred. I think that there is a need for details and consistency. Since I am student teaching in 2nd grade I felt like the second grade information was important for my toolkit. Second Grade • Efficient use of a range of strategies when constructing meaning from text including: – Activate schema/background knowledge – Determine importance of information – Ask questions – Retell, summarize, and/or synthesize important information – Create mental images of places, characters, events, and places – Draw inferences – Use a variety of strategies to monitor and maintain comprehension – Read, comprehend, and listen to a range of genres, narrative texts and expository texts – Retell narrative text using characters, setting, and sequence of events – Retell expository text using main idea and some supporting details – Generate a written or oral response to what has been read – Connect information and events in texts to life experiences – State the purpose for reading – Interpret information from simple diagrams, charts, and graphs – Read and follow simple written directions • Phonemic awareness including: – Use knowledge of blending, segmenting, and manipulating phonemes in one or more syllable words – Identify the presence of word endings – Recognize alliteration • Letter and word recognition including: – Recognize and use knowledge of letter-sound relationships, including diphthongs, common vowel patterns, and common word endings to decode unknown words – Demonstrate a reading vocabulary of 1,000 words, including sight words and multisyllable words • Vocabulary including: – Use sentence structure and background knowledge to understand word meanings – Understand and generate vocabulary specific to content • Fluency including: – Orally read grade level materials attending to phrasing, intonation, and punctuation – Adjust reading pace to accommodate purpose, style, and difficulty of text. 2nd Grade CBLA Proficiencies By the end of first grade, students will use reading strategies to gain meaning from print at the 2nd grade level. These strategies will prepare them for reading narrative and expository material beyond the 2nd grade level. These proficiencies are a SAMPLING of grade-level indicators. They are NOT a comprehensive checklist of necessary reading skills. Colorado Department of Education 1/23/2006 CO State Board Rules Amended May 2004
PHONEMIC AWARENESS: The ability to notice, think about, and work with the individual sounds in spoken words. A) Use knowledge of blending, segmenting, and manipulating phonemes in one or more syllable words. B) Identify the presence of word endings. C) Recognize alliteration. PHONICS: The relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. Word attack skills will fall under the phonics component. A) Recognize and use knowledge of letter-sound relationships, including diphthongs, common vowel patterns, and common word endings to decode unknown words. B) Demonstrate a reading vocabulary of 1,000 words, including sight words and multi-syllabic words. FLUENCY: The capacity to read words in connected text with sufficient accuracy and speed to comprehend what is read. A) Orally read grade level materials attending to phrasing, intonation, and punctuation. B) Adjust reading pace to accommodate purpose, style, and difficulty of text. VOCABULARY: The words we must know to communicate effectively. A) Use sentence structure and background knowledge to understand word meanings. Proficiencies B) Understand and generate vocabulary specific to content. COMPREHENSION: The reason for reading; making meaning of the written word. A) Activate schema/background knowledge. B) Determine importance of information. C) Ask questions. D) Retell, summarize/and or synthesize important information. E) Create mental images of characters, events and places. F) Draw inferences. G) Use a variety of strategies to monitor and maintain comprehension. H) Read, comprehend, and listen to a range of genres: narrative texts and expository texts. I) Retell narrative text using characters, setting, and sequence of events. J) Retell expository text using main idea and some supporting details. K) Generate a written or oral response to what has been read. L) Connect information and events in texts to life experiences. M) State the purpose for reading. N) Interpret information from simple diagrams, charts, and graphs. O) Read and follow simple written directions.
Click on this link to see an example ILP from Pudure school district. http://eweb.psdschools.org/DocumentLibrary/downloads/Curriculum/Elementary_Literacy/CBLA_and_DRA2/ILP_06-07.pdf
Learning Topic 7
Writing Sample: Kindergarten
(I wit to my Grrmo and Grrmp)
Technology Inclusion: There are so many ways to use technology to enhance learning. It is a great tool to include in any content area. Of course the Smart Board is the number one source of technology that I see being used. I even used it with my Method's lessons. Instead of using the poster maker (which is a costly machine, I hear); which makes a large replica of the paper I wanted to use as group instruction/guided practice, I scanned the paper in and copy and pasted it into a Smart Board document. This made the page interactive and large enough for all to see. The first grade teacher I have observed uses the Smart Board everyday! Even to set a timer. The students can see the timer and can reflect on how much time they have left vs. the work they have done.
Computers are used during center time as well as a guided computer lab time. Listening devices are used for the Daily 5. Stories on disc. I have seen teachers use IPods as well. I have used IPads with SPED students with fun writing apps.
Topic 6 Listening, language and reading comprehension are connected in many ways. It begins at an early age. I believe as early as the child begins to listen. An article I found at http://www.eduplace.com/marketing/nc/pdf/fw_p42-43.pdfexplains the connection. “Most students who are at the beginning stages of learning to read have richer listening and speaking vocabularies than the vocabulary challenge of the materials they are reading. The development of beginning reading skills clearly builds on oral language/vocabulary skills; however, by fourth grade, the rich vocabulary found in reading materials helps students to enhance oral language and vocabulary development if they are given the instruction and taught the strategies for learning new word meanings. Thus, the relationship between vocabulary development and reading becomes a reciprocal one—a rich vocabulary and highly developed oral language facilitate reading comprehension, but engaging in reading and encountering challenging, new words in texts contributes to oral language and vocabulary development.” It is clear that listening, language and reading comprehension develop over time. A student moves through a process of comprehension and pulls from the listening and language they have grasped and then with reading skills begin to understand and develop from text.
Learning is a complex process. The interrelationship between reading comprehension, fluent decoding skills, background knowledge, and vocabulary knowledge all play a large role in a students learning. Even fluent readers use skills to process, comprehend and gain knowledge of text they are reading. When a student is reading there is a constructive interpretation involved. Background knowledge is used to comprehend reading as well as responding to the text. Vocabulary and decoding skills play a part in comprehending. A person will use prior background and vocabulary knowledge to decode as well.
The complex process is used to draw on linguistic, cognitive, and experiential abilities beyond just the mere perception of the marks on the paper. A person interacts and responds with the There is an interactive process in which the reader uses their prior knowledge of the world to interact with the meaning of the text. The process of reading goes beyond the decoding of the word. A mental schema is used to make connections. The act of reading is active. There is learning happening before, during and after reading. The reading interacts, conducts a dialogue, actively engages with the text to decode, assigns meaning, and interprets.
When I am teaching I need to remember the process in which a student is learning to read and the active process before, during and after. As a teacher I can stimulate thinking by asking engaging and thought provoking questions. I need to ask questions that draw on the life experiences of the students. I need to establish what the students already know, what they want to know and ultimately what they have learned. I need to create an atmosphere that reflects upon learning. How can we use this information in our futures? How does this apply to me? Do I like this or not? Why or why not? Questions like this will allow a student to move through the process of reading and begin to ask these questions on their own and move to higher order of thinking. “Giving students the opportunity to express their understanding of the reading, either in writing, discussion, graphic representation, or role play, allows them to learn from each other and to integrate the content of reading material into their knowledge base.” http://www.eduplace.com/marketing/nc/pdf/fw_p42-43.pdf
Story Retell
The next steps for this student; which is in Kindergarten and is an advanced student, should be to continue to use re-telling as a tool for comprehension. Activities can move to re-telling in writing and drawings. The teacher can also work with the student in finding the problem or main idea of the story. In this story the girls wanted to go camping and the boys insisted that camping is not for girls. Throughout the story the boys say that camping is not for girls. Well it turns out that the girls scared the boys by playing as ghosts. The boys ended up going home. For this student, the next step would be to begin recognizing the ideas in the story, the problems and the solutions.
Here is a link to my presentation on vocabulary and fluency development. I chose to do a Prezi presentation. I am a beginner with this tool. Has anyone else played around with the Prezi? I really think I will use this presentation tool for my students; whether it be me presenting or them learning how to. http://prezi.com/trtwwjaiciqy/vocabulary-development-and-fluency-support/
***I love your prezi! I have never seen one of these before. They are definitely fun and engaging! You did a great job! Lisa
Topic 4
I have learned that LetterLand is used throughout many districts (nation wide). This is a curriculum that has a fun story and excellent way to teach students about even the corkiest rules that the English language has. http://www.letterland.com/teachers
Hello All,
I was able to sit in with a DRA. This student is a 2nd grader and the teacher is trying to get intervention for him. I crossed out his name for school/student privacy purposes. The test itself was pretty self-explanatory. The directions are laid out for you clear and precise. She has circled the INTRVN, meaning he is at the intervention stage of reading. I also added the 2nd grade core list assessment that this teacher uses to keep track of her student's progress on the core words. They are to read these words and write them by the end of 2nd grade. This list allows her to monitor who needs help and what words her instruction should include.
Sabrina http://www.rti4success.org/ http://www.cde.state.co.us/rti/LearnAboutRtI.htm
This website offers great insight on what differentiated instruction looks like, why it is important to implement it in every classroom and fabulous strategies to use based on content, process or product.
“Because "one size does not fit all," it is imperative that a variety of teaching strategies be used in a differentiated classroom” I found this website to be extremely informative. It offers a variety of research based information as well as other links to give ideas on differentiated instruction.
Definition To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process.
Figure 1. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction Image description:This graphic organizer is entitled "Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction" and is made up of a series of seven labeled boxes connected by arrows. Two boxes, one on top of the other, are joined together at the center of the graphic organizer within a blue background. The box at the top is labeled "Content: what teacher plans to teach." The box at the bottom is labeled "Process: How teacher: Plans instruction; Whole class; Groups/Pairs; Individually." To the left of these two boxes are two smaller boxes, also one on top of the other. The box at the top is labeled "Curriculum: State and Local Standards and Benchmarks." The box at the bottom is labeled "Student: Readiness/Ability; Interests/Talents; Learning profile; Prior knowledge." A black line connects these two boxes to each other and a black arrow points from the center of this line to the two boxes in the center of the graphic organizer. A small box at the bottom left is labeled "Pre-Assessment" and a black arrow points from it to the box labeled "Student." To the right of the two center boxes with the blue background is a box labeled "Assessment of content: Product." A black, double-sided arrow points to it and to the two center boxes. On the far right, a box labeled "Summative evaluation" is connected to the box labeled "Product" with a black line. Black arrows point from the bottom of the boxes labeled "Product" and "Summative evaluation" to the bottom of the graphic organizer. A horizontal black line goes across the bottom of the graphic organizer. Two arrows point from it to the two center boxes and to the two boxes on the left.
The cognitive process: Language comprehension
Decoding
Background knowledge
Linguistic knowledge
Phonology
Syntax
Semantics
Decoding and the cognitive elements that support it
Cipher knowledge
Lexical knowledge
Phoneme awareness
Alphabetic principle
Letter knowledge
Print
Reading comprehension
I have not had the privilege to observe students taking CSAPs. I do know however that the K-2nd grade teachers that I observed expressed the need to teach strategies for CSAP success. I have even heard CSAP vocabulary being used in these lower grades. It makes sense to prepare them for success right from the get go. In first grade they talk strategies on how to take tests. It relieves test anxiety and teaches them to quickly use their strategies to answer questions.
As I looked at the CBLA website, I noticed the changes that have occurred. I think that there is a need for details and consistency. Since I am student teaching in 2nd grade I felt like the second grade information was important for my toolkit.
Second Grade
• Efficient use of a range of strategies when constructing meaning from text including:
– Activate schema/background knowledge
– Determine importance of information
– Ask questions
– Retell, summarize, and/or synthesize important information
– Create mental images of places, characters, events, and places
– Draw inferences
– Use a variety of strategies to monitor and maintain comprehension
– Read, comprehend, and listen to a range of genres, narrative texts and expository texts
– Retell narrative text using characters, setting, and sequence of events
– Retell expository text using main idea and some supporting details
– Generate a written or oral response to what has been read
– Connect information and events in texts to life experiences
– State the purpose for reading
– Interpret information from simple diagrams, charts, and graphs
– Read and follow simple written directions
• Phonemic awareness including:
– Use knowledge of blending, segmenting, and manipulating phonemes in one or more syllable words
– Identify the presence of word endings
– Recognize alliteration
• Letter and word recognition including:
– Recognize and use knowledge of letter-sound relationships, including diphthongs, common vowel patterns, and common word endings to decode unknown words
– Demonstrate a reading vocabulary of 1,000 words, including sight words and multisyllable words
• Vocabulary including:
– Use sentence structure and background knowledge to understand word meanings
– Understand and generate vocabulary specific to content
• Fluency including:
– Orally read grade level materials attending to phrasing, intonation, and punctuation
– Adjust reading pace to accommodate purpose, style, and difficulty of text.
2nd Grade CBLA Proficiencies
By the end of first grade, students will use reading strategies to gain meaning from print at the 2nd grade level.
These strategies will prepare them for reading narrative and expository material beyond the 2nd grade level.
These proficiencies are a SAMPLING of grade-level indicators.
They are NOT a comprehensive checklist of necessary reading skills.
Colorado Department of Education
1/23/2006
CO State Board Rules
Amended May 2004
PHONEMIC AWARENESS: The ability to notice, think about, and work with the individual sounds in spoken words.
A) Use knowledge of blending, segmenting, and manipulating phonemes in one or more syllable words.
B) Identify the presence of word endings.
C) Recognize alliteration.
PHONICS: The relationships between the letters (graphemes) of written language and the individual sounds
(phonemes) of spoken language. Word attack skills will fall under the phonics component.
A) Recognize and use knowledge of letter-sound relationships, including diphthongs, common vowel patterns, and common word endings to decode unknown words.
B) Demonstrate a reading vocabulary of 1,000 words, including sight words and multi-syllabic words.
FLUENCY: The capacity to read words in connected text with sufficient accuracy and speed to comprehend what is read.
A) Orally read grade level materials attending to phrasing, intonation, and punctuation.
B) Adjust reading pace to accommodate purpose, style, and difficulty of text.
VOCABULARY: The words we must know to communicate effectively.
A) Use sentence structure and background knowledge to understand word meanings.
Proficiencies
B) Understand and generate vocabulary specific to content.
COMPREHENSION: The reason for reading; making meaning of the written word.
A) Activate schema/background knowledge.
B) Determine importance of information.
C) Ask questions.
D) Retell, summarize/and or synthesize important information.
E) Create mental images of characters, events and places.
F) Draw inferences.
G) Use a variety of strategies to monitor and maintain comprehension.
H) Read, comprehend, and listen to a range of genres: narrative texts and expository texts.
I) Retell narrative text using characters, setting, and sequence of events.
J) Retell expository text using main idea and some supporting details.
K) Generate a written or oral response to what has been read.
L) Connect information and events in texts to life experiences.
M) State the purpose for reading.
N) Interpret information from simple diagrams, charts, and graphs.
O) Read and follow simple written directions.
Click on this link to see an example ILP from Pudure school district.
http://eweb.psdschools.org/DocumentLibrary/downloads/Curriculum/Elementary_Literacy/CBLA_and_DRA2/ILP_06-07.pdf
Learning Topic 7
Writing Sample: Kindergarten
(I wit to my Grrmo and Grrmp)
Translation: I went to my Grandma's and Grandpa's
Writing Sample: 3rd Grader
Technology Inclusion:
There are so many ways to use technology to enhance learning. It is a great tool to include in any content area. Of course the Smart Board is the number one source of technology that I see being used. I even used it with my Method's lessons. Instead of using the poster maker (which is a costly machine, I hear); which makes a large replica of the paper I wanted to use as group instruction/guided practice, I scanned the paper in and copy and pasted it into a Smart Board document. This made the page interactive and large enough for all to see.
The first grade teacher I have observed uses the Smart Board everyday! Even to set a timer. The students can see the timer and can reflect on how much time they have left vs. the work they have done.
Computers are used during center time as well as a guided computer lab time.
Listening devices are used for the Daily 5. Stories on disc. I have seen teachers use IPods as well.
I have used IPads with SPED students with fun writing apps.
Topic 6
Listening, language and reading comprehension are connected in many ways. It begins at an early age. I believe as early as the child begins to listen. An article I found at http://www.eduplace.com/marketing/nc/pdf/fw_p42-43.pdf explains the connection.
“Most students who are at the beginning stages of learning to read have richer listening and speaking vocabularies than the vocabulary challenge of the materials they are reading. The development of beginning reading skills clearly builds on oral language/vocabulary skills; however, by fourth grade, the rich vocabulary found in reading materials helps students to enhance oral language and vocabulary development if they are given the instruction and taught the strategies for learning new word meanings. Thus, the relationship between vocabulary development and reading becomes a reciprocal one—a rich vocabulary and highly developed oral language facilitate reading comprehension, but engaging in reading and encountering challenging, new words in texts contributes to oral language and vocabulary development.”
It is clear that listening, language and reading comprehension develop over time. A student moves through a process of comprehension and pulls from the listening and language they have grasped and then with reading skills begin to understand and develop from text.
Learning is a complex process. The interrelationship between reading comprehension, fluent decoding skills, background knowledge, and vocabulary knowledge all play a large role in a students learning. Even fluent readers use skills to process, comprehend and gain knowledge of text they are reading. When a student is reading there is a constructive interpretation involved. Background knowledge is used to comprehend reading as well as responding to the text. Vocabulary and decoding skills play a part in comprehending. A person will use prior background and vocabulary knowledge to decode as well.
The complex process is used to draw on linguistic, cognitive, and experiential abilities beyond just the mere perception of the marks on the paper. A person interacts and responds with the
There is an interactive process in which the reader uses their prior knowledge of the world to interact with the meaning of the text. The process of reading goes beyond the decoding of the word. A mental schema is used to make connections. The act of reading is active. There is learning happening before, during and after reading. The reading interacts, conducts a dialogue, actively engages with the text to decode, assigns meaning, and interprets.
When I am teaching I need to remember the process in which a student is learning to read and the active process before, during and after. As a teacher I can stimulate thinking by asking engaging and thought provoking questions. I need to ask questions that draw on the life experiences of the students. I need to establish what the students already know, what they want to know and ultimately what they have learned. I need to create an atmosphere that reflects upon learning. How can we use this information in our futures? How does this apply to me? Do I like this or not? Why or why not? Questions like this will allow a student to move through the process of reading and begin to ask these questions on their own and move to higher order of thinking. “Giving students the opportunity to express their understanding of the reading, either in writing, discussion, graphic representation, or role play, allows them to learn from each other and to integrate the content of reading material into their knowledge base.”
http://www.eduplace.com/marketing/nc/pdf/fw_p42-43.pdf
Story Retell
The next steps for this student; which is in Kindergarten and is an advanced student, should be to continue to use re-telling as a tool for comprehension. Activities can move to re-telling in writing and drawings. The teacher can also work with the student in finding the problem or main idea of the story. In this story the girls wanted to go camping and the boys insisted that camping is not for girls. Throughout the story the boys say that camping is not for girls. Well it turns out that the girls scared the boys by playing as ghosts. The boys ended up going home. For this student, the next step would be to begin recognizing the ideas in the story, the problems and the solutions.
Topic 5
This link leads to a great resource for a possible parent letter. It give good ideas for parents to echo read at home.http://athome.readinghorizons.com/community/blog/post/2011/03/04/Echo-Reading-Reluctant-Reading-Tips.aspx
Here is a link to my presentation on vocabulary and fluency development. I chose to do a Prezi presentation. I am a beginner with this tool. Has anyone else played around with the Prezi? I really think I will use this presentation tool for my students; whether it be me presenting or them learning how to.
http://prezi.com/trtwwjaiciqy/vocabulary-development-and-fluency-support/
***I love your prezi! I have never seen one of these before. They are definitely fun and engaging! You did a great job! Lisa
Topic 4
I have learned that LetterLand is used throughout many districts (nation wide). This is a curriculum that has a fun story and excellent way to teach students about even thecorkiest rules that the English language has.
http://www.letterland.com/teachers
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
Topic 3
Hello All,
I was able to sit in with a DRA. This student is a 2nd grader and the teacher is trying to get intervention for him. I crossed out his name for school/student privacy purposes. The test itself was pretty self-explanatory. The directions are laid out for you clear and precise. She has circled the INTRVN, meaning he is at the intervention stage of reading. I also added the 2nd grade core list assessment that this teacher uses to keep track of her student's progress on the core words. They are to read these words and write them by the end of 2nd grade. This list allows her to monitor who needs help and what words her instruction should include.
Sabrina
http://www.rti4success.org/
http://www.cde.state.co.us/rti/LearnAboutRtI.htm
Topic 2
Differentiated Instruction:- http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
This website offers great insight on what differentiated instruction looks like, why it is important to implement it in every classroom and fabulous strategies to use based on content, process or product.- http://www.teach-nology.com/tutorials/teaching/differentiate/
“Because "one size does not fit all," it is imperative that a variety of teaching strategies be used in a differentiated classroom” I found this website to be extremely informative. It offers a variety of research based information as well as other links to give ideas on differentiated instruction.- http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
DefinitionTo differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process.
Figure 1. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction
Image description:This graphic organizer is entitled "Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction" and is made up of a series of seven labeled boxes connected by arrows. Two boxes, one on top of the other, are joined together at the center of the graphic organizer within a blue background. The box at the top is labeled "Content: what teacher plans to teach." The box at the bottom is labeled "Process: How teacher: Plans instruction; Whole class; Groups/Pairs; Individually."
To the left of these two boxes are two smaller boxes, also one on top of the other. The box at the top is labeled "Curriculum: State and Local Standards and Benchmarks." The box at the bottom is labeled "Student: Readiness/Ability; Interests/Talents; Learning profile; Prior knowledge." A black line connects these two boxes to each other and a black arrow points from the center of this line to the two boxes in the center of the graphic organizer. A small box at the bottom left is labeled "Pre-Assessment" and a black arrow points from it to the box labeled "Student."
To the right of the two center boxes with the blue background is a box labeled "Assessment of content: Product." A black, double-sided arrow points to it and to the two center boxes. On the far right, a box labeled "Summative evaluation" is connected to the box labeled "Product" with a black line. Black arrows point from the bottom of the boxes labeled "Product" and "Summative evaluation" to the bottom of the graphic organizer. A horizontal black line goes across the bottom of the graphic organizer. Two arrows point from it to the two center boxes and to the two boxes on the left.
Topic 1
Cognitive processes involved in reading:- http://www.sedl.org/reading/framework/research.html
The cognitive process: Language comprehensionDecoding
Background knowledge
Linguistic knowledge
Phonology
Syntax
Semantics
Decoding and the cognitive elements that support it
Cipher knowledge
Lexical knowledge
Phoneme awareness
Alphabetic principle
Letter knowledge
Print
Reading comprehension
- http://www.readingrecovery.org/pdf/reading_recovery/Phonological_Awareness-Stahl.pdf
This is an article on the Development of Phonological Awareness and Orthographic Processing in Reading Recovery. It is very interesting.