Reflection

http://www.screencast.com/t/hxE0J2azrn

case Study

https://drive.google.com/open?id=0B1gUtrR0y8D9d0NDNy1CZ1Zlakk

Week 11 - Assignment 2

K-W-L Charts

This strategy can be employed in the classroom in several ways. KWL charts help student organize their thought by building on background knowledge and inquiring on what they want to learn more about. KWL charts help students speak out their ideas and thoughts in a very organized fashion. By using this strategy students can make connections with things they already know to what they are learning. This strategy helps students become active readers by asking questions and making connections. This leads to student motivation and comprehension. Students are excited to voice their opinion on what they want to know about a specific topic. It allows for the students to take learning into their own hands. After students learnt the new information the KWL chart is a fantastic way to organize what they learnt and have all the information and connections written down in front of them.

https://www.teachervision.com/graphic-organizers/skill-builder/48615.html

This is a great scholarly article that speaks about the many benefits using a KWL chart has in reading.

http://www.readwritethink.org/classroom-resources/lesson-plans/critical-perspectives-reading-writing-1060.html

This lesson plan is a great example of applying a KWL chart to a reading lesson that focuses on comprehension and critical thinking.

Week 10 - Strategies For ELL

http://www.screencast.com/t/dgIqEggUlhY

Running Record

Running Record Form – EDLI635

Student’s Name _Tamar Benita                     Grade:__1       Date    11/17/2016

Title The Wheel                                                                            

Author: Cheryl Ryan

           

Running Words:101 _____     Accuracy Rate:__93%___         Self Correction Rate: __1:3___

                       

Comprehension:

                       

Page #	Text		E	SC		M	S	V
3 4 5 6. 7. 8. 9. 10	of The wheel comes off the truck.                            Hall It rolls down the hill Faster and faster.                       thought The wheel rolls through the field. It rolls past the cows. Faster and faster. The wheel rolls through the barn. It rolls past the chickens. Faster and Faster.                             towerd The wheel rolls toward the river          Off/sc. It rolls over the bridge. Faster and faster.              In/sc        dirt It rolls out the door. Faster and faster. The wheel rolls through the town. It rolls past the policeman. Faster and Faster. The wheel rolls through town                     garbage And into the garage.     into The man puts it back onto the truck.		1 1 1 1 1 2	1 1				1 1 1 1 1 1 1 1
	Totals:		7	3				10

I was impressed with the student’s ability to decode most words correctly. According to the miscue analysis the student had an accuracy of 93%. However most mistakes were visual and out of context. When she got to word she wasn’t familiar with she just said a word that was familiar or had similar letters. The words didn’t fit into the context of the story. I think this shows that she’s lacking comprehension skills. If she would have clear comprehension she would be able to figure out the correct word using context clues. To help my student with reading comprehension skills I will give over a mini lesson on tips to comprehension. Firstly, I will demonstrate by reading a book aloud and stopping to ask questions and summarize what I’ve read so far. I will tell the student to use Sticky notes to write down what happened so far and to make a prediction of what she thinks is going to happen. I will continue reading and stopping after every other page to write down on our post it note what we understand and how our prediction is changing. This will show the student how to stop, and think about what she’s reading to check for understanding. I hope this strategy will help my student with her comprehension.

I had a great experience doing a running record miscue analysis on a first grade student. The student was interested in trying her best and she did a great job. She had seven errors and 3 self-corrections that gave her a 93% accuracy rate. I was able to tell right away that her mistakes were visual since she mixed up word that looked like each other yet they were out of context. For example, the and then or through and though. I believe running records and using miscue analysis is a great and accurate way of assessing a student’s reading skills. It shows you exactly, where the student needs improvement. By marking each word the teacher can pinpoint to exactly what the student is struggling with. By analyzing the running record miscue analysis you can provide the student with whatever extra help they need to help them become a fluent reader. I believe this is an important type of assessment and will definitely implement it into my teachings.

Week 9 - Assignment 3

Candidate’s Name: Malka Wallerstein

Grade Level: 2-3

Title of the lesson: Making connections

Length of the lesson: 60 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) Creating a visual of the text to better understand the meaning.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Reading and comprehending age level texts

Common Core State Standards CCSS.ELA-LITERACY.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Support literacy development through language (academic language) Describe and explain what you visualize in the text.

Learning objectives Sample: Students will be able to use visual imagery while reading a text. Students will be able to comprehend the text through visualization. Students will know how to use visual imagery to make connections with the text

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informal assessment through class discussion and group posters.

Instructional procedure: The teacher will begin by reading the book “And if The Moon Can Talk” by Kate Banks. The teacher will stop after a few sentences and share with the class what she is visualizing in her head. The teacher will explain which words helped her think of that image. This will show students how the teacher is thinking and visualizing she will then continue reading and pause again. This time she will explain the students how her image is slowly changing as she is reading and finding out more detail. She will ask the students what pictures they have in their mind. The teacher will continue with the book and stop after a sentence filled with imagery. She will ask the students to draw in their reading journals the picture they’ve created in their heads. She will then finish the story and have a discussion of all the visuals they’ve created. They will also speak about how visual images help figure out the meaning of the text. Students will work with a partner and together create a visual Art. This can be done through drawing, a poem, song or skit. Students will create a visual of how they interpreted the text. Students will present their Art to the class.

Instructional resources and materials used to engage students in learning. A copy of the book “And If the Moon Can Talk” By Kate Banks. Posters Markers Scissors Glue Variety of art materials

Reflection I think my Lesson plan helps all types of students learn and we use different multiple intelligences during instruction. I also teaching students how to use visuals when reading a text will help learners that are struggling with comprehension or making connections with the text.

Dr. Hui-Yin Hsu Spring 2014

Week 7 - Assignment 3

There are three levels of words. The first is words that are commonly used and students already know. These words do not need to be taught since students know these words well and use the in context correctly. The second level is words that students do not yet know but they will come up frequently throughout student’s future lives. These words will be part of their society. A teacher should focus on teaching these words and encourage students to use them in their dialogue and writings. The third level is words that will not be used in everyday speech and are considered high vocabulary words. These words are used within specific topics. Teachers should not focus on such words, however if they are subject related the teacher shall explain them.

When a student comes across a unfamiliar word a great stradegy to help them decode it is called chunking. Chunking is when you take a word and break it up into as many parts as needed. A student can divide the word into beginning middle and end decoding it slowly in segments. You can show your students how to chunk the words using their pointer finger as a blocker to the surrounding letters.  Students can chunk two letters as a time and decode the letters. With time the student will be able to put the entire word together reading it accurately.

Based on professor Aliington’s comments and classroom examples I would teach students how to use context clues to figure out the meaning of words they don’t know yet. By modeling to the students you can show them how to figure out new words by using context clues.