This is so new to me! That's why I want to use it. I believe instructors should learn new things like we want our students to. Step out of your comfort zone! This is where you will post your weekly reflective journal. There are examples of reflective journals in Course Documents. I look forward to hearing your pain and your joy!
First of all, I would like to thank you Ms. Gerri for posting the Reflection Log that I made during our Reading 501 class. I feel humbled and at the same time proud because among the many works that your students did, my work was the one you chose. For me it is really an accomplishment because I know that you will only choose the best. Again, thank you ma'am. The meeting that we had last January 26 was a huge success. I learned and enjoyed again the class with you Ms. Gerri. This is the reason why I only want to have a class with you. It took me a year to enroll in Reading 2 because I waited for you to open the class and be my teacher. A lot of my friends invited me to enroll in Reading at BCC, but I did not follow them. Finally, when the course was offered by Coppin through BTU, I immediately contacted you and Dr. Joseph on how to enroll in the course. Thank you also for helping me last December 22 when I was enrolling at Coppin. I almost did not make it to your class because I did not know that you will be at PDC. But because of your call and help, I am now in your class and I am so happy to be back. For our first meeting, I have so many reflections. First is on the lesson discussion about the five components of a balanced literacy program. I learned this during our last class, but I would like to focus on the vocabulary, comprehension and phoenemic awareness. After I attended the reading class last year, I have used the vocabulary and comprehension programs in my class. I find them very useful and effective in teaching Science concepts. My students learn best when I spell out the words and let them find the meaning and relate them to the lesson. In fact, I concentrate more on the vocabulary words in my lessons than on the skills because I observe that most of them lack knowledge on Science words. Science skills and understanding of the concepts are enhanced through the vocabulary words. This week, my students learned about 30 words and they were used to understand the concepts about forces, motion, skeletal and muscular systems, and atmosphere. Because of this, I make sure that building vocabulary words is included in my lesson plan. I also find reading the book through oral or silent means is also very effective. Most of my students now want to read and I assign one of them to read loud in class. I find it effective especially calling disruptive students to read in front of the class because learning takes place more. Also after reading, my students' comprehension skills have increased because they understand better when there is not much noise or disruption in class. In terms of the phoenomic awareness, I got the chance to review its meaning in class. I realized it could be the reason that some of my students could not read well when because they could not recognize letters that are tied together. I will try to focus on this in my next lessons and help students with this disability. My next reflection is on the discussion about which has the greatest impact on student achievement. When we were asked to choose and discuss them with our classmate, we both chose learning disability of the students.Honestly, I was surprised when you said that it is the teacher quality that made the greatest impact on the student. It made me think now how I am doing as teacher to my students. It made me think also why most of the teachers are laid off now. Could it be the only reason or one of the reasons or it is because of the budget problems? I know I am trying my very best to teach my students but still some of them could not learn best. I tried different strategies, differentiation and accommodations to reach their learning goals, but I feel I have not accomplished them. May be to some but not to all. Probably I still need to work more and I believe that there are more rooms to learn more strategies to accomplish these goals.I know through this class those empty rooms will be filled.My last reflection will be added in the discussion board.
My last reflection is on the activity that we did about the number on the table. When you were arranging the pens and asking us the number, I was so focused on what number will be formed by the pens. When I could not get it, and you were saying that we were dumb, I felt discouraged and afraid to answer. When you said that we should not look on the pen, I had the hint to look at your hand but since I was already confused, I did not do it. After realizing that by just looking at your hand that we will be able to know the number. I find this activity really an "awakening". Not only that I realize that I am "dumb" (just joking) when it comes to this kind of activity but most of all I am really a single-task learner. I want the procedure or steps explained well so I will be able to follow and get the right answer. I realize that though I have not tested my students whether they are single-task or holistic learners, most of my them are single-task and need to have the instructions well explained so they could get the right answers. The only thing I will not and have not done it yet in my class is to say words that would discourage them to accomplish that they need to achieve especially if I know that they can do it. I know Ms. Gerri you are just joking when you said it and it is part of the activity. I thank you for giving us that acitvity because it really made me think about my self and my students. I actually plan to do this in my class and connect it to my lessons. It's been a wonderful meeting and hoping to have another one when we see in March
Chadrick Shoales REED 501: Teaching Reading in the Content Areas I Reflective Journal Entry #1 02/06/10
Becoming a Teacher When I was younger, I always wanted to get a job that had something to do with art or music. I loved to play guitar and I loved listening to music. I knew I wasn’t good enough to start a band and live off of some music career and I also knew that becoming a disc jockey would not be for me. I had been told by my art teacher in high school I should consider teaching art or music. My parents are both teachers. My mom is a 3rd grade teacher and my father is a instrumental music teacher. He teaches jazz band, marching band, concert band, etc. I didn’t want to do exactly what my dad did, but I liked the idea of being a teacher. I chose being an art teacher because it fit my want to do something art related. I also knew that it would be a job that I would be good at performing. The job included time off, job stability, benefits, and also a comfortable lifestyle.
My Beliefs and Philosophy about Teaching The world of teaching is one of the most important professions. We are responsible for the future of the next few generations. Teachers must dedicate their lives to their job and be constantly devoted to creating meaningful and fun lessons for their students. Every lesson I create I relate my personal life to the material. When I travel, I take pictures just for my students. I let them know who I am and what my interests are. All the material I come up with in my class is interesting. I would never teach something I wouldn’t want to do at that age. When I was younger, I didn’t like to do any writing with my art and I only liked doing lessons that were new and innovative. I try to include reading and writing in all of my lessons but disguising it to seem like something fun. I do this by the use of altered text visual journals, creating lyrics, and lastly presenting PowerPoint’s with several visuals enhanced by texts which they read along with as I teach.
Growing Up in Two Different Worlds My students are being raised in Baltimore city; a city filled with crime, poverty, violence, etc. I was raised in a suburban small town area where everyone knows your name. I graduated with less than 40 kids in my senior class. There was no crime, violence, or poverty. I was not exposed to have the things I have seen outside of the small town I was raised in. My transition to Baltimore started when I moved out of that small town area and into Buffalo, NY. Over the past six years, I have been exposed to urban city settings. This exposure allowed me to be able to relate more with my students. I like the music they listen to and the styles they are familiar with. I impact my students because they give me a chance. I get that chance because they respect me and see I try to relate with them. The teachers that impacted me most as a child were the ones that motivated me to do my best, but also, the ones I had the most in common with. Those teachers were the arts teachers, music teachers, and gym teachers. There was also a history teacher that impacted me because he told such deep stories that made it more interesting to learn. In college, teachers that used visuals and PowerPoint’s impacted me most. I modeled myself after those teachers that had appositive influence on me. They set a good example of the model teacher I was to become. I try to project this model image onto my students so therefore they can someday set a good example themselves. My Transition to Baltimore I moved to Baltimore solely for a teaching job in the art classroom. I had a great substitute teaching job in Buffalo, but I wanted my own classroom. I went to a teacher recruitment fair in Buffalo and took the 2nd job offer that was given to me. The salary was most pleasing to me. I took the chance without ever seeing Baltimore before. I lucked out with a great situation. I love my principal, the students, and the staff I work with. The entire work environment is communicative, supportive, and fun to work with. The students love me and I love teaching them. I have no intention of leaving Baltimore city any time soon. I am an easy plane ride away to Buffalo, Syracuse, and Rochester whenever I want to see my friends and family. I have no family in Baltimore; however I have made several very close friends. I am currently in a wonderful relationship with my girlfriend. Everything is working for me currently from my living situation, to my job, to my personal life.
Becoming a Teacher Whenever I am asked what course I would like to pursue in College, I never thought of becoming a teacher. I always tell my friends that I wanted to be a nurse. But when it was time for me to choose the course that I have to take in College, I have no choice but to apply in Education to get the scholarship that my school was offering. My parents could not afford to pay the tuition fee for the course that I wanted then. It was hard for me to accept it but, eventually I learned to realize that I am destined to be a teacher or I believe that God had brought me to this career for His purpose. I found out that my father finished a course related to Education and I have relatives that are teachers too. When I was in College, I became involved in our Children's Ministry. I taught little kids about the bible and eventually became the Children's Ministry Head for our church. Being a teacher and Head of this ministry, I was able to apply the teaching principles and strategies that I am learning in College then. After graduating, I became more involved with our church activities and I taught not only our children but also the adults about the bible. I felt so good being a teacher in our church and because of this I eventually apply to one of the best schools in our country. I underwent series of tests. Because of my experience in the Children's Ministry and the confidence that I have built up in teaching, I finally got accepted in this school. This is a Catholic school and most of my students come from very rich families. I have students who are children of a politician or celebrity artists. I have experienced a lot of challenges in this school but thank God I was able to survive them. Some of them are student-related but not as hard compared to the one I have experienced here. I enjoyed teaching in this school and I stayed there for 18 years. In fact, I had dreams that I am still teaching in my former school. I really miss this school especially the friends that I left there. We are still communicating and some went here to visit me.
My Beliefs and Philosophies in Teaching In my entire teaching career in the Philippines, I never really followed one single teaching philosophy. We were taught of the different philosophies such as Perennialism, Idealism, Realism, Experimentalism and Existentialism in College. But when I taught in a Catholic school, the philosophy that we follow is based on the teachings in the bible and the school has its own educational philosophy. Our school's educational philosophy has incorporated some of these famous philosophies to accomplish the vision-mission of our school. Now that I am here now in Baltimore, my educational philosophy is centered on the idea that students can learn no matter what status he or she has in life and I should do everything to make my students learn.
Most of the teachers that I had were really good. They played an important role in molding me to become a better teacher. I like teachers who are open to communication, know the subject area they are teaching and do not threaten students. I work best if I feel confident about the teacher just like with Ms. Gerri Bohanan, my Reading teacher now. She models the kind of teacher that I would like to be.
I decided to teach in Baltimore because I wanted a change in the environment and experience new things in my career. I also decided to teach here because the School District offered us a better salary than what I have in the Philippines and the Health benefits are better. I never dreamed of becoming a teacher here, but when the offer came and I got accepted in the interview, I decided to accept it.
This is my third year teaching in Baltimore City and in the same school. I must say that so far everything is taking into its place. There are still challenges but I am getting there. My two years were really a challenge and adjustment to the new environment. My students, co-workers, and administrators are getting to know me better and I also get to know them more too. I learn to adjust to their needs and they learn to appreciate what I am doing for them. Each day is a learning process and everything that happens whether success or failure, I consider them as a link to the chain of life that I have now.
My husband is the only family that I have now. I have a sister in Canada and during Christmas holidays and summer , she visits me. I have an uncle in Washington, D.C. and we visit him also if we have the time. So far, my husband and I are still adjusting to the kind of life here. We find life here difficult because of too much work. For us not to be overwhelmed by this, we go out, shop, visit places and have get-together with other teachers here. We were able to go to California, Virginia, Pennsylvania, New York and Canada. For us not to miss our family so much, we call them every weekend and visit some of our relatives here.
I hope that through this blog, you were able to get to know me better. Posted by ditsmon at 1:04 PM 0 comments Labels: vacation
Becoming a Teacher When I was a child I wanted to be a gymnast. When I was in middle school I wanted to be some kind of artist. When I got to high school I had no clue what I was going to do with my life. I thought it would awesome to work for the National Geographic magazine. This is still a small dream of mine. I never thought about becoming a teacher. The only teacher in my family is my Aunt Lucy. She always lived with us, and had been a Baltimore City teacher prior to my birth. We never really discussed teaching, and I don’t feel as though her being a teacher had any impact on my decision to become a teacher. Now that I am a teacher every once in a while we will discuss the differences between my teaching experiences and hers. I guess it was my senior year of high school when I decided that I would go to college to become a teacher. I was always into art, and was at that time attending a vocational school for commercial art. I had a horrible art teacher, and I remember thinking to myself, “self…I could teach art better than this lady.” I then began looking for colleges that had good teaching programs. I knew that I would never be able to have a stable life making money off of my artwork and I was comfortable with showing others how to do things that I was competent in. Once I started classes, I decided that I had made the right choice. I was interested in the methodology behind teaching, and I found that I even enjoyed teaching the lower level arts to the younger students.
Beliefs and/or Philosophy about Teaching When I first graduated from college I had fairly concrete beliefs about teaching. I could tell you my philosophy about teaching with form and poise (interview style). Things are a bit different now. I am only in my 4th year of teaching, and I feel as though I am starting to settle down a little bit. I have yet to teach the same subject two years in a row, thus I am still struggling with finding a groove. It is good though. I am becoming very well rounded, and am rather grounded. I can’t say that I feel a spiritual connection to teaching, but I believe that art is very important in the education of our youth. Students today lack the ability to think creatively or to follow step-by-step directions. There is a disconnect between looking and seeing. I believe in teaching the youth to see and to take time to observe their surroundings. I feel as though we need to teach students to try new things even if they fear failure. I teach my students to recycle materials into artwork. They know that art can be made out of anything. I never teach a project that I am not willing to do myself. I create art with my students and show them everyday that I like my job and it makes me happy. I think students need to be shown that it is important for them to like their jobs and to be happy with the decisions that they make in life.
Relating to Students I can never say that I can completely relate to my students. My students are high-risk black children living in poverty. I will never understand what it is like to raise my sisters, brothers, nieces, nephews, cousins, and own children at the age of 14. I was born in Baltimore City and went to public school in the city until I was 10. I attended a school on the east side that was multicultural. We were not rich, not even middle class, but we never went without. My sisters and I were raised with morals. We were taught how to act in public and at home. We were raised to think about how what we do affects the world around us. At the age of 10 we moved to Pennsylvania. It was cheaper to own a home there, and my parents wanted us to go to a better school. While I was attending Baltimore City schools, I was in the GATE program. When I moved to PA my teachers lowered my classes to regular academic. They said that I was not smart enough and did not have enough background education to compete in their schools. I was crushed, but they were right. I would spend the rest of my schooling trying to catch up and reach that advanced academic status. I transferred high schools after my 10th grade year. I decided to go to a vocational school because I was bored. I hated school and just wanted to get out. I was working full time and was ready to move on with my life. I guess I do relate to that aspect of some of my students. They are ready to graduate and are working. They come to school tired and want to just work. I remember being like that. I hated that my teachers went to work and then went home. I went to school then work then home and repeat. It was difficult. I started to get into trouble around the age of 12, but I always knew that it was important for me to get good grades. No matter what I got into, I maintained good grades.
Coming Home to Baltimore So I was born in Baltimore, then I moved to Pennsylvania. I attended college at Millersville University in Pennsylvania. I was never content in PA. I am a city girl and I enjoy living in the city. I knew after graduation that I would end up returning to Maryland. I wasn’t sure where though. I was hired into Baltimore City. Many people questioned why I would take a job in such a dangerous city. I guess I never really felt threatened. During my first few years of teaching I stayed living in PA because it was so much cheaper than moving to Baltimore. Eventually I ended up moving to Canton, Maryland. Then I moved over to Federal Hill. I am now staying with my boyfriend in Towson. My parents, sisters, and aunt still live in PA. My grandparents live in Maryland. My boyfriend, dog and I go to see my parents every weekend.
For the record, this is Erin McCoy. Red Herring (or R.H.) is the pseudonym that I use on Blogger/Blogspot for any reflective writing concerning education. I haven't used the journal in a while, but this class will be a good excuse to begin anew. Feel free to follow my blog by clicking on my profile in the sidebar. (Please let me know if you would prefer cross-posted journal entries in the comments section of this blog, as well. Thank you!)
I have read all of the reflective journals. I'm impressed! Most of you were very detailed about your reasons for becoming a teacher. The age group that you teach, might like something like this. what do you think? You don't have to answer.
I found the activity with the pens very intructive.I realised how a student can feel when he does not understand what is being taught.I was standing there trying to read a number by the disposition of the pens.I was trying very hard to focus and comprehend what was going on. At one point I gave up. I accept the fact that I might be a "special needs" student.As an adult, I knew I only needs some more clarification to catch up. But for a child the feeling will be very different.His self- confidence ,and his attitude toward learning can be negatively affected.This activity has reminded me the importance of the line of work we are in.The way we teach and adress our students' needs goes behond a curriculum.It has an impact on their attitude toward learning and their personality.
Since I was a teacher, I knew teaching felt right for me. The satisfaction from helping students comprehend a difficult subject always inspired me. With over 7 years of experience in teaching (Taiwan 5 years and Maryland 2 years), I believe myself teaching is my career life and I love it. Over the four-year undergraduate program and two-year graduate program, I majored in English Literature in undergraduate program and majored in Education in graduate program in Taiwan, furthermore, I have another master degree finished at the end of 2007 in Strayer University. Through my teaching experience thus far, I have found the method of facilitating rather than dictating to be a highly beneficial style of teaching. I have learned that if students construct their own learning experiences they will not only retain information longer, but they will also become more confident in their learning. I love working with children and will continue to strive to be a positive influence in their lives.
Becoming a Teacher When I went off to college, I went not having a clue what I wanted to do. In high school my time and energy was devoted to sports as much as school. I went to SUNY Geneseo, a top rated NY State college, and quickly discovered that I would no longer be a top notch athlete, (I played only one year of basketball and track and field before realizing I wasn't that special athletically given the college level competition) so I knew I better figure something out. I always enjoyed history class, and always found learning about how things came to be very interesting. I became a history major, but then the question arose, what the heck does one do with a history degree? My simple answer was to become a teacher, a profession that Geneseo was great at sending into the workforce. After student teaching in California, I came back to Buffalo, NY where joining that workforce proved more difficult than I had imagined, especially as a history teacher, a particular subject that openings seem few and far between as opposed to science, math, and SPED. So, a city that there was a high need for any and all types of teachers was the answer, and I arrived in Baltimore city.
Early Teaching Experience When i came to Baltimore city to teach, I thought, "hey, how bad can it be? They're just kids right? I'm young, energetic, strong...I'll put any troublesome kids in their place". Holy shit was I wrong. I got placed at Highlandtown middle school. After one day I realized that this would be nothing like the suburban schools I had gotten experience in while substitute teaching. After 2 months, the children were regularly disrespectful and disinterested, and I was regularly frustrated and no longer energetic. I remember staying up late just to avoid waking up and the morning coming too soon. 2 months in, to my surprise came word that there would be a teacher shift, and that new teachers would be moved to other schools to accommodate the numbers. This seemed completely chaotic to me. 5 years and 5 schools later, it just seems normal, but it really shouldn't. But chaotic and backwards as it seemed, getting sent to Hamilton in the middle of the year gave me a fresh start, that sadly I needed after just 2 months. Now I knew what to truly expect, and was much better prepared to deal with teaching in the city, even after just 2 months.
Relating to Students The most important part of teaching a predominantly black population of middle school students as a pasty white guy has been relating to the students. I've found that when students can see that I am a real person and not just their teacher, respect can be gained as a person. Breaking through on this level in turn makes teaching and being respected as their teacher much easier. Being able to talk to students and be someone they can trust is extremely important, especially when dealing with kids that may have problems outside of school that I couldn't even imagine at their age. Its often that children in these situations quickly view some bad things going on around them outside of school as completely normal, and sometimes it takes a pasty white teacher to let them know that life doesn't have to be all about fighting, drug dealing, weed smoking, and baby making, and that it doesn't have to be normal, there is a better life out there for them.
After reviewing the textbook strategies, which ones will you try? I think that I will try the following strategies from the textbook: 1. Identify key characteristics of a word. 2. Provide print resources on numerous topics and at various reading levels. 3. Provide reflective journals with prompts or questions to help students connect their learning with their prior knowledge. 4. Create a purpose for students reading. 5. Provide opportunities for students to summarize key learning. 6. Allow students to talk and to write about their learning often. 7. Model the use of visuals and graphic organizers. 8. Use video clips that emphasize or demonstrate the key learning. 9. Provide chunks of reading from which the students can delete the unimportant, identify the important, summarize the key learning, and add details for support. 10. Provide advance questions that organize and focus student’s reading.
Why did you select them? I selected the above strategies to try to incorporate into my class because I felt as though they would be the best fit. I think that they are attainable for me as a non-reading content area teacher. I think that they would compliment the strategies that I already use, and I think that they would help improve and clarify information for students to understand.
I was surprised to see that I already use some of the strategies in my classroom such as: 1. Front load the vocabulary by sharing the words at the beginning of a new unit. 2. Provide multiple opportunities for students to read. 3. Use graphic organizers to help students make connections. 4. Ask questions after students read a section to help shape their thinking for the remainder of the reading. 5. Question students often throughout the reading, prompting them to evaluate their own understanding and support it with details and information. 6. Introduce activities (such as a scavenger hunt) to become familiar with the various parts of the book. 7. Have students practice using the dictionary or glossary of the text as well as the index. 8. Consider highlighting text to indicate main ideas.
Reviewing the Textbook Strategies: Reflection Blog #2 REED502 Chadrick Shoales
Strategies Available to Teachers There are several strategies available to teachers which help them approach and address student reading skills. The text, Reading Strategies for the Content Areas, by Sue Beers, lists a number of those strategies. Some of those strategies look appealing to me because they relate to my current position. I will try out some of these strategies in my classroom in order to improve reading skills. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading.
The Textbook Strategies The text, Reading Strategies for the Content Areas, by Sue Beers, offers eight independent reading strategies as well as suggestions of how students can use each strategy independently. Beers (2003) stated that “once we expect that students will read and process the material using reading strategies, we will no longer be frustrated by their reading ability, and they will gain independence in the content area” (p. 20). The goal of every teacher teaching reading is that student can be capable of reading and comprehending texts on their own. When this happens, teachers can be more flexible and creative with their lesson planning, rather than just preparing students how to read to have a chance at comprehending the MSA tests, specifically the benchmarks. Beers book mentions the following eight reading strategies: • Independent strategic readers have strategies to use when encountering new words. • Independent strategic readers connect new knowledge to existing knowledge to make personal meaning. • Independent strategic readers think ahead to what might be coming in the reading. • Independent strategic readers continually evaluate their own understanding of what they have read. • Independent strategic readers create images of what they are reading. • Independent strategic readers periodically summarize what they have read and learned. • Independent strategic readers use textual cues, visual, and text organization to increase their understanding. • Independent strategic readers have a plan for how to approach the reading task. (p. 20-25)
Once again, in addition to these reading strategies, suggestions of how students can use each strategy independently were also included in Beers book. Some strategies, suggestions, and ideas are more suitable to some teachers than others depending on the teacher, the teaching situation, and the students.
Strategies I Will Try and Why I Selected Them Of the eight strategies, I plan to try to have my independent strategic reading students create images of what they are reading, use textual cues, visuals, and text organization to increase their understanding, and to have a plan for how to approach the reading task. As an artist I prefer books with several images and I am a visual learner. My students are visual learners as well. Creating images of what are being read using text clues, visuals, and text organizers is something I can easily incorporate into my art classroom or my afterschool program. If my 1st graders are having trouble processing the sequence of events in a story, I can have them brainstorm what the events by drawing pictures. They can sequence those pictures in order of the way they think that they happened. I also could let my art students highlight keywords as I read an art article to them in class to increase understanding of the main points of the text. Boyer (2008) stated that a school used visual clues and “students quickly asserted their understanding of the text and were more willing to participate” (p. 22). My students can also look at the pictures in a story or text and find clues and ideas to what the story is about. Beers (2003) stated that students can “recognize that pictures in the text are there to help provide clues to the reading” (p. 25). By simply viewing works of art, and creating stories from them, this can also help students analyze pictures in the books that they read. Every reading task should include a plan. I would have students brainstorming not only what they are going to do in a piece of artwork in art class, but also brainstorming a plan to find an answer in a reading task. Part of that plan would begin with looking at the words in a text. Beers states that a teacher can “review vocabulary that is important to the content” (p. 25). If students underline the vocabulary words that they know in a reading, they can start decoding what the text is about. Once they have an idea of what the text is about, they can have a better chance of making sense of an article independently.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria: Association for Supervision and Curriculum Development. Boyer, S. (Spring 2008). Graphic Novels to the Rescue. Education Forum: Toronto, 34(2), 21-23. Retrieved February 21, 2010, from ProQuest Host Research Database.
Textbook Strategies After reading the textbook, I have discovered many wonderful strategies that I can use in my Science class. In fact, I plan to include them already in my lessons for this week. The strategies that I have chosen are the following:
1. Give the students clarity or purpose on what to read. 2. Select reading assignments that are appropriate for the age and ability of the students. 3. Provide opportunity for the students to develop meaning about the topic. 4. Allow students to deepen their understanding of the content and make connections between new and old learning 5. Provide multiple opportunities to read 6. Ensure classroom access to various types of print such as posted articles, magazines and Internet. 7. Encourage students to share their experiences and perceptions about their reading and the content. 8. Use brainstorming strategies and surveys to identify prior knowledge and interests and experiences 9. Encourage students to reread when they don’t understand and stopping to think how the reading relates to their own life and experiences. 10. Ask students to construct support for their predictions. 11. Allow students to talk and to write about their learning often. 12. Provide advance questions that organize and focus students’ reading. 13. Point out the structure and cues that can help students in the assigned reading
I have selected the strategies above because I believe they would be able to engage, motivate and encourage my students to read Science texts. A lot of Science readings are difficult to understand because of too many words that are not familiar to the students. I think by carefully selecting a strategy to each of my lesson will help them build their vocabulary and comprehension skills. The strategies that I have selected above would also increase the critical-thinking skills of my students and at the same time attack those that are lacking in reading skills. These strategies would also compliment the other strategies that I am already employing in class
. In fact, some of them are listed already in the textbook. They are:
1. Applying the meaning of prefixes, suffixes, and roots in understanding Science words. Last week, my students learned the meaning of the words troposphere, stratosphere, mesosphere and thermosphere by simply getting the meaning of their prefixes and suffixes. The prefix “tropo” means “turning” or “changing” and when they remember this they know that this layer has variable weather conditions. The prefix strato means ‘ stratum” which means layers, the prefix meso means “middle” so the mesosphere is the middle layer and the prefix thermo means “heat” so the this layer is the hottest. 2. Using graphic organizers to make students see the connections. I have used this strategy especially when I discuss the lessons about the classification of matter, changes in matter and types of energy. These lessons use a lot of words so I use graphic organizer to give students an overview of the broader topics. I also use this strategy to accommodate students with special needs. 3. Sharing of content-specific vocabulary at the beginning of the unit by giving them words to find meaning as their homework and by using the word-wall in the classroom. 4. Giving students opportunity to see how things are alike and different by using classifying and comparing activities. I used this strategy when I discussed classification of matter. 5. Asking students to generate and test hypothesis. I am using this strategy whenever I ask my students to investigate a particular event or phenomenon related to science concept in the laboratory.
6. Using models and charts. This particular strategy has been very useful to me because most of my students are visual learners. I use this strategy a lot. 7. Use of video clips that demonstrate key learning. I find this very useful also for my visual learners and I always use this to start my lessons. 8. Reminding students to “stop to think” often during their reading. I use this strategy whenever my students are reading very long texts. I provide questions for them to answer. 9. Using of graphs and charts has been a very useful strategy though some students do not know how to interpret graphs so sometimes I am having difficulty using their strategy. 10. Having students review vocabulary that is important to them. This strategy has been very useful to me and my students love doing this. 11. Highlighting text to indicate main ideas has been also very good strategy to me because my students love this and students are well engaged
The article that I have selected has presented some pretty significant points as a music teacher. Laura Woodall and Brenda Ziembroski both have beliefs that I have always stood by since I was in high school. “The successful acquisition of reading and writing in early childhood depends on a solid background in oral language skills.” Gaining a solid background in oral language skills can be easily and quickly learned through music. Many have tried to argue that music makes a child learn quicker; children that receive music lessons at an early age are smarter than children that have never received music lessons. These arguments can go on for days, however, the key point here is not necessarily what was state previously but that music provides a more interesting educational experience for children. A child can be taught how to play violin, piano, and flute but still acquire nothing extra in a class he was already failing. It’s not the elements of music, or the history of music that makes a child learn more ore make better connections. Studies have proven in an electroencephalogram (EEG) that music connects the functions of the right and left hemispheres of the brain so that they work together and make learning quick and easy. Take learning the alphabet as an example. If you ask any adult to quote the entire English alphabet, they will more than likely sing that favorite childhood song “ABCs.” Also look at the naming of the 50 United States. As a child I learned a tune titled “Fifty Nifty United States” that helped me to remember such names. I could not give all the states without singing that tune. Music grabs the attention of the non-attentive and makes learning a little bit more interesting. This can be argued all across the board, however most researchers say the average attention span of a child is about whatever his/her age is. If we take this into account, there is no way that any student on any level can stay in school all day and learn everything we have presented to him/her on that day. Putting words to music, or poems, or games makes reading seem more interesting to the child. They may have no idea that they are really reading until the end of the passage. According to the article, there are three things about music that can promote reading literacy: rhythm, repetition, and language in music/print. Rhythm improves memory skills and aural discrimination; language in music and print can improve vocabulary and knowledge of story structure (turning symbols into words); and repetition can improve the level of reading—children become more confident and more willing to read. This idea can be connected to a previous article review completed in class. The Match the Style of Instruction to the Style of Reading spoke about multiple intelligences. Each child learns differently. It seems that most educators and analysts are on the same page when we say that we must reach each child on his/her level. We can’t impose what we want to do on them. Using the way each child learns and attaching it to different strategies, motivation, and an excited teacher will give the children a boost they need. Although our children are failing drastically in the Baltimore City District, it won’t hurt to try and bring the arts back in the schools and give them the support they need. When we do this, the student body as a whole in Baltimore City will gain the boost they need to succeed.
As teachers, I constantly strive to reach each student and help develop his or her knowledge and skills. I know that my students do not contain the same set of skills or abilities and may not be reached by one set way of teaching. This is the reasoning behind using differentiated instruction in the classroom. Differentiated instruction is an approach whereas a teacher enters the classroom “with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity” (Tomlinson & Eidson, 2003, p. 3). After reading the textbook, there are many reading strategies to use it and learn a lot in the book. In my opinion, using Anchor Activities is a great way to apply differentiated instruction to activities that go beyond the normal mode of instruction. Anchor activities are additional activities that students can do that “are purposeful activities that extend and review skills. They also deepen student understanding of content and enrich the skills students need to acquire” (Sandy Valley Local Schools). These activities should coincide with the content area or thematic unit rather than activities that can just take up time or that are seen as “busy work”. Anchor activities aid in differentiation by creating choices for students depending on their skill level and interests. I learn from Anchor Activities as follows: 1. Giving students responsibility and a feeling of accomplishment 2. Harboring students’ interests in the subject matter 3. Students gain more detailed knowledge of the subject matter 4. Have student work at their own pace and abilities 5. Creates a better environment and use of time during transitions 6. Provides teacher with the ability to work one on one or with small groups 7. Reaches to the multiple intelligences
The goal for teaching reading is to get students to become Independent Strategic Readers. The textbook is set up nicely in chapter 4 giving what these types of readers are known to do, and also what a teacher can do in order to promote these particular behaviors.
1. Encountering New Words - I think focusing on context clues, encouraging students to try to figure out new words on their own is a good way to go after new vocabulary. 2. Connecting new Knowledge to Existing - In think using comparison charts works well to promote this because these charts can usually connect things with prior knowledge that students may not have seen before. 3. Thinking ahead - Creating a purpose for the reading is very important so that students focus on the important parts of reading, and then can make predictions and support them with the proper details. 4. Evaluating understanding - This one is difficult because it requires patience on the part of the student to stop and think whether he/she is comprehending reading. Questioning through out reading helps students to slow down and think. 5. Creating images - I always like to provide some sort of visual, whether we are looking at a picture or a video about what we have read because sometimes student's mental pictures of what they read are a little off. 6. Summarizing - Picking the important parts of a text and using a graphic organizer to support. 7. Textual Clues - I like to use the scavenger hunt at the beginning of the year to familiarize students with the textbook and illustrate how to find things quickly. 8. A Plan - Providing an organized plan for reading can help students be more effective and organized. Some do not need this, but others may need it badly in order to get something out of the reading.
I plan to implement a few of the strategies I read and wrote about, and I already do some of them as well. I think that providing a purpose for students reading and then providing them with questions throughout the reading, as well as creating some sort of visual are all very important.
According to Sue Beers, author of “Reading Strategies for the Content Areas,” there are 4 classifications of readers. First are the non-or poor readers are students who need assistance from a reading specialist. Second are the good readers or the students who are able to read the words on the page but don’t understand what they have read. The strategic readers and the independent strategic readers are able to comprehend the material and also connect it to their prior knowledge and experiences in the content area. The goal is for all students to become independent strategic readers. (p.19) The text provides strategies to help the independent reader 1) to use when encountering new words, 2) to connect new knowledge to existing knowledge to make personal meaning, 3) to think ahead to what might be coming in the reading, 4) to continually evaluate their own understanding of what they have read, 5) to create images of what they are reading, 6) to periodically summarize what they have read and learned, 7) to use textual cues, visuals, and text organization to increase their understanding, and 8) to have a plan for how to approach the reading task. These strategies are broken down into what the independent strategic reader can do and what the teacher can do.
After reviewing the textbook strategies, which ones will you try and why? I think that I will try the following teacher strategies from the textbook: 1. Provide reflective journals with prompts or questions to help students connect their learning with their prior knowledge. I already provide my students with sketchbooks in which they not only draw, but also write their vocabulary and lesson reviews. I think that it would be beneficial to provide students with questions that questions that would help them connect the new chapters with the prior ones. 2. Create a purpose for students reading. Many times my students read without knowing why they are reading. They know that they need to learn the information, but they may not always understand the relevancy in their lives. Creating a purpose may help them connect to the information. 3. Provide opportunities for students to summarize key learning. I think that it would help the students to take and retain the knowledge if they summarized what the key points were about what they learned. 4. Allow students to talk and to write about their learning often. This strategy goes with numbers 3 and 5. I think that it is beneficial to talk about what the students are learning. 5. Model the use of visuals and graphic organizers. I tried to use a mind map in my class last semester. It went really wrong. I asked the 10th grade English teacher what happened and she said to model how to use the organizer before I give it to them. I can’t just tell the students how to use it and hope that they figure it out. 6. Use video clips that emphasize or demonstrate the key learning. I hope to get the opportunity to use videos of demonstrations to show students how to create projects. I think that it would help to connect the project with the rest of the world. Sometimes students think that I am the only one who makes up these crazy art projects. It could help them to see that other people also make the projects. 7. Provide chunks of reading from which the students can delete the unimportant, identify the important, summarize the key learning, and add details for support. I have tried a similar technique when teaching student s to figure out small word problems. I teach them to eliminate any information that they don’t need before they try to figure out the problem. I think that it would be useful to do this in reading chapters and taking notes from the chapter. 8. Provide advance questions that organize and focus student’s reading. I think that I could do this by simply having the students read the questions from the lesson reviews before reading the chapter.
I was surprised to see that I already use some of the strategies in my classroom such as: 1. Front load the vocabulary by sharing the words at the beginning of a new unit. 2. Provide multiple opportunities for students to read. 3. Use graphic organizers to help students make connections. 4. Ask questions after students read a section to help shape their thinking for the remainder of the reading. 5. Question students often throughout the reading, prompting them to evaluate their own understanding and support it with details and information. 6. Introduce activities (such as a scavenger hunt) to become familiar with the various parts of the book. 7. Have students practice using the dictionary or glossary of the text as well as the index. 8. Consider highlighting text to indicate main ideas.
Reference: Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria: Association for Supervision and Curriculum Development. Boyer, S. (Spring 2008). Graphic Novels to the Rescue.
Reading Strategy Use: Reflection Blog #3 REED 502 Chadrick Shoales
Persuading Reading Strategies onto My Student Teacher Currently I am not teaching my students because I have a student teacher. However, I am persuading her to use reading strategies with the middle school students. The middle school team has informed me that they need help getting the students to develop those strategies. I want her to prepare the students for the MSA testing coming up. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). As stated in last week’s journal article, I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading. As a result, my student teacher is doing altered books with her students. They are doing several different mini lessons within their books. The students were given a basic book where they ripped out pages they didn’t like, taped pages together, and prepared their books for a major alteration. They then are ready to begin using the words in the story creatively to tell a new story. Students can highlight or emphasize key words in the book that they like by painting around those words, omitting the other disliked words with dark paint. The students add onto those words that they emphasized by adding visuals from magazines that they feel symbolically relate. Students then add more words from other texts and magazines. In the end, students merge original texts, with new texts and pictures, forming a new story.
The Good, Bad, and the Ugly Wynn (2008) stated that “we realize that success is not based on the actions of an individual, but rather a "team" that remembers where they have been and has a vision of where they want to go.” This applies to teachers that make cross curricular connections. We don’t want to keep teaching things students already know. Teachers should collaborate as a team and figure out where the art teacher can help in the aspect of reading. Implementing reading strategies into the art curriculum, when done correctly, can only be a positive for the students. When done incorrectly, it can frustrate the teacher, making more work for the teacher, and it can be frustrating for the students as well. My student teacher has no experience planning reading strategies into her curriculum. When it’s a new thing to a teacher to do this, it can be frustrating because it’s one more thing to think about when lesson planning. However, once the strategies are effective and the teacher understands how to successfully implement the strategies within the regular curriculum, the lesson becomes more authentic and worthwhile for the students. It is a learning experience for both the teacher and student.
These Same Strategies I Plan to Use Everything my student teacher is doing with her altered books relates to using textual cues, visual, and text organization to increase student understanding. I will continue to elaborate on this and point out to the students that they are making a cross curricular connection with language arts. Making cross curricular connections is a key to introducing reading to students. They are learning about reading within the art class and they enjoy art. I am connecting new knowledge to existing knowledge to make personal meaning. Things they have learned in English, they can apply to art class. When the students can relate personally to the subject matter, they are more motivated to learn. Anticipated Results I feel using textual cues, visuals, and text organization simultaneously while creating art is a great strategy to address struggling readers. Students may learn a new strategy from this art project which they may apply to a benchmark test writing assignment. There is no negative aspect to using this strategy. By connecting new knowledge to existing knowledge, students will be able to make more connections and be motivated. If the students are motivated, they are going to finish the project and get more out of the lesson. References Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria: Association for Supervision and Curriculum Development. Wynn, G. (February 2008). Avenues to Success. Developing a Thriving Technology Education Program. The Technology Teacher. Reston, 67(5), 29-33. Retrieved February 24, 2010, from ProQuest Host Research Database.
Of the 8 strategies I plan to use some, already use some, and a few might not work that well with my students in particular.
Strategies I use that work (Good) 1. Encountering New Words - Context Clues are the most useful because students need these skills for the state tests as well as in the real world. using resources like the dictionary or thesaurus can be good for class, but this is not always an option when outside of the class. 2. Connecting to existing knowledge - I often try to compare things in the reading of history to modern day life of a middle school student, and it often sparks conversation that creates a mental picture and better understanding for the students. Sometimes, having them draw these connections builds an even deeper understanding. 3. Making predictions - I always give a students some kind of sneak peak into what they are about to read. Whether it be as simple as having them write a main idea or describing a picture, this helps keep their focus on the important details of the reading. 4. Evalutating Understanding - It works to have students identify people, places, events with dates, while reading in social studies. 5. Creating images - On projects I usually have students create some kind of visual to go along with there research. Creating a drawing usually helps students remember a new word or what was read. 6. Summarizing - I've found that placing students in small groups to summarize different sections of the text and then presenting these main ideas to the class has worked. 7. Textual Cues - Giving students a partially filled out outline has worked in guiding students to understand text organization. 8. Plan - Pre reading focus questions.
Strategies that didn't work (Bad) Some strategies simply get tiresome to the students because they think they should be learning about history in social studies, not how to outline, summarize, define, and read. The key is to use these strategies to complement the curriculum. Sometimes having students create visuals does not work because they are not all confident in their drawing skills. Some then finish their pictures in no time, while others take their time to draw something elaborate. Maybe better as homework. I have had students present notes on sections of text before. Though it is nice for the students to present, writing on the board is not their forte. Getting the proper details and keeping it brief are difficult, and it ends up taking too much time. Planning the reading must be done briefly. 8th graders are not the most patient bunch, and would often just prefer to get on with it. They always want to know why they are doing what they are doing.
The reading strategies I used is to motivate students interest and build background knowledge on the topic of the text the students are to read. Students may have little or no knowledge of the text topic. Or they may have misconceptions about the topic that can be clarified during the pre-reading phrase. In this way, students are better prepared to read an assigned or self-selected text (Hawkes & Schell, 1987; Herber, 1978). And before pre-reading, students need to clarify their purpose for reading a particular text and I will explain why I selected this material and what I expect them to gain from it. That’s the way I use to teach.
Reading Strategies Plans: The Good, Bad and Ugly By: Ditas Flores
Strategies that I Plan to Use:
The strategies that I plan to use to increase my students’ comprehension and vocabulary words in Science are the same strategies that I have presented last week. Just to reiterate, they are the following: 1. Give the students clarity or purpose on what to read. 2. Select reading assignments that are appropriate for the age and ability of the students. 3. Provide opportunity for the students to develop meaning about the topic. 4. Allow students to deepen their understanding of the content and make connections between new and old learning 5. Provide multiple opportunities to read 6. Ensure classroom access to various types of print such as posted articles, magazines and Internet. 7. Encourage students to share their experiences and perceptions about their reading and the content. 8. Use brainstorming strategies and surveys to identify prior knowledge and interests and experiences 9. Encourage students to reread when they don’t understand and stopping to think how the reading relates to their own life and experiences. 10. Ask students to construct support for their predictions. 11. Allow students to talk and to write about their learning often. 12. Provide advance questions that organize and focus students’ reading. 13. Point out the structure and cues that can help students in the assigned reading.
But this week, I plan to be more specific by using the Pre-reading, during and post reading strategies presented in the textbook. They are the following.
Pre-reading Strategies 1. Do you Know Your Roots- This strategy is to identify the meaning of the root and provide examples from the subject area and from the real world. I plan to use this tool to help my students identify the meaning of the root words for continental, tropical and polar as we discuss the different types of air masses. This lesson is for the 6th grade 2. How Sure Are You? – This strategy is to connect students’ knowledge to make meaning and think ahead of what might be coming. I plan to use this strategy for the eight grade because I am introducing a new lesson which is energy today but this topic was learned or encountered by them when they were in 6th grade. This strategy will help them think about what they already know. 3. Random Connections- This strategy will give the students a chance to select vocabulary words that are important to reading and for them to review or look up the definitions of the vocabulary words. I plan to use this for my 7th grade class because I will be introducing a broad topic today which is Endocrine System.
1. Word Within a Word – this strategy is to identify the prefix, suffix or root word that is important to the curricular area or assigned reading. I plan to use this in all classes that I handled because the readings that we will have prefixes, suffixes and root words that are important to understand the Science concepts. 2. Working Together- This strategy is to prepare two set of vocabulary words. One set should come from the reading assignment and the other form another subject area students are currently studying. I plan to use this in 6th and 8th grade classes because my lessons for them this week have connections in Social Studies and Math.
Post Reading strategies:
1. Note Taking Using Both Sides of the Brain – This strategy enables the students to take brief notes on important ideas on one side of the column, on the other side they will draw a diagram, picture and they make a summary about their notes. This is a very good strategy that I can use in all my classes. 2. Pass the Paper – this strategy will help the students generate questions as they complete their reading and have the other students answer them by passing or rotating the sheet. This is a very good strategy because it promotes higher thinking skills and engages most of the students in doing the activity.
So far these are just some of the specific strategies that I plan to incorporate in my lessons this week. There are still so many strategies that I want to employ but I doubt if I can finish them due to lack of time and also depends on how my students respond to them. Also, I would like to try first if they will be really effective in increasing students’ comprehension and vocabulary skills
For this week, I did not use any of the Reading tools presented in the book. However, in the worksheets that I have gathered from the Teacher Resources that I am using now, there are already reading strategies that are incorporated. Most of the strategies are focused on understanding main ideas and building vocabulary words. There are concept-mapping and graphic organizers presented but different from the one presented in the book. The reading strategies that I used last week were simple and easily understood by my students. They were direct to the point but the problem is my students are not really engaged. They became so dependent on me in getting the meaning of the words because some are lazy. They read the book but some of them are not really focused on what they are reading. As a result, when we were already discussing the main concepts of what they read, some were not able to participate. It is frustrating because I did most of the talking rather than them. I hope that through the Reading tools that I will be using today, students will be able to fully engaged themselves on what they are reading.
Reflection Journal Blog Stephanie Montanarelli REED 502 March 2, 2010
Last week we were instructed to read about strategies that can be used to take non-or poor readers and make them independent readers (Beers, 2003). After reviewing the textbook strategies, I decided to use the following strategies in my classroom. I have ranked them by strategies that were successful, strategies that failed, and strategies that failed miserably. Successful Strategies 1. Provide advance questions that organize and focus student’s reading. I used this strategy with our current Native American Unit. Students were given an anticipation guide to fill out before they read the lesson. They were asked to predict answers given their prior knowledge. They then read to find out if they were correct or not. I think that this was successful in giving the students something to look for while they read. 2. Provide reflective journals with prompts or questions to help students connect their learning with their prior knowledge. I think that combining the anticipation guide with the lesson review helped students to connect their prior knowledge to the reading and then to reflect upon that knowledge. They were able to use their prior knowledge and newly acquired knowledge to complete the lesson review. 3. Provide opportunities for students to summarize key learning. This strategy goes with number 2. Students reflected on what they were learning and therefore made a connection that goes beyond memorization. 4. Create a purpose for students reading. I found a way to connect the project that the students are making to the reading assignment. The students were making coiled yarn bowls. They get excited when they see examples of finished projects and learn about the potential of their pieces. They wanted to learn about the artwork and to figure out how to create the new project.
Strategies that Failed 1. Allow students to talk and write about their learning often. This strategy worked out to some degree. In some classes my students were willing to tell me what they learned so long as there was a guided discussion. In other classes my students acted like they hadn’t a clue as to what we were talking about. 2. Model the use of visuals and graphic organizers. Even though I modeled how to use the graphic organizers, most of my students were yelling for me asking me individual questions about how they work. Many students still did it wrong.
Strategies that Failed Miserably 1. Use video clips that emphasize or demonstrate the key learning. This did not work at all. The technology in my school only works when it feels like it. The day that I decided to use video clips the Internet was down. 2. Provide chunks of reading from which the students can delete the unimportant, identify the important, summarize the key learning, and add details for support. I wanted the students to try to take notes from the lesson. I explained to them about how to use the visual cues in the text to create main ideas and subheadings. They just did not understand. They either didn’t do it, or didn’t take enough notes. It was a disaster. I ended up taking the notes and giving them a copy of the notes to add to the ones they already took.
References Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria: Association for Supervision and Curriculum Development. Wynn, G. (February 2008). Avenues to Success. Developing a Thriving Technology
As a reading strategy I use a KWL chart.I think it is important to know what the students alreday know about the subject.Once I have that information, I can guide them toward the goal that i have set for the lesson.Usually that goals has three aspects. I Consider the text itself, the basic information right there on the page.Next,i try to take the students to make their own interpretation, with questions like "what the author mean by ".Finaly we try to go beyond the text to see their creativity.The different thought that have occured as they combined their knowledge and experiences to the ideas in the reading.
Reflection Blog 3: Reading strategies: Plan, Used and Results Ditas Flores
Planning
For the week of March 8 – 12 , I planned to employ the following reading strategies in my lesson plan. They are
1. Make connections with students’ prior knowledge by telling stories or creating descriptions that explain the definition. 2. Use of pre-reading, during and post-reading tools 3. Insist that the students learn the meanings of prefixes, suffixes, and roots 4. Use of graphic organizers 5. Ensure classroom access to various types of print ( books, internet ) 6. Use of models and charts 7. Use of video clips that emphasize or demonstrate key learning 8. Use of graphs, charts, and maps to identify key information presented 9. Highlighting text to indicate main ideas.
The following are the strategies that I was able to use in my 3 classes.
1. Use of video clips.- I have used this strategy to introduce a concept. I used the brainpop.com website. I find it to be effective because it is short, contains a lot of visuals and most of the vocabulary words used are the ones given in the text or article. 2. Use of pre-reading, during and post-reading strategies - I have used two tools form the book for the pre-reading and during strategies for my 6th grade class lesson. The tools that I have used are How Sure Are You ?for the pre-reading and Bubble Chart to Identify Characteristics or Facts for during reading strategy. I did not have the chance to give post-reading strategy due to lack of time. The main topic for the two strategies is the Storm. I’m so happy with the answers of my students. For the How Sure Are You? strategy, I was able to find out that a lot of my students have questions and misconceptions about storms. Some of the questions they written are: why are there storms? Why do they occur? How do storms form? What causes them? Some of the misconceptions they have written are: earthquakes are storms, lightning is an atmospheric reaction and storms shock people. For the during-reading strategy, most of my students were able to read the article well and were able to gather a lot of good facts using the bubble chart. I made them write their answers on the board too. We were able to discuss their answers and they get to evaluate their responses. Some of the facts they have gathered are the following: storm is a violent disturbance, thunderstorms are heavy storms, lightning occurs when electricity jump within clouds or between clouds, and early on 1998, a series of powerful tornadoes roared through central Florida. I am so happy with my students responses and I plan to use a post-reading strategy this week before giving them a test about the topic.
3. For the use of prefixes, suffixes and roots, I was not able to really made an emphasis on this because of lack of time. The words that we have encountered are the cyclones, anticyclones, polar and continental. For cyclone, students learned that it came from the Greek word meaning “wheel”, anticyclone- anti means opposite, polar from the root word pole and continental from continents. 4. Use of graphic organizer – I have used this strategy to determine the cause and effect of a specific natural disaster. Students have identified the kind of damage these disasters can cause in the boxes on the right. I have used this strategy also for my lesson about the systems of the body for my 7th grade class. They have identified where each of the organ should be placed in the system of the body. I find this strategy in organizing the concepts and useful for my special education students. 5. Use of the internet – I have used this strategy to let the students research on the meaning of the following words: genetics, heredity, hybrid, purebred, allele, dominant, and recessive. I find this strategy good because students get to know a lot of information about the word not just their meaning and also they get to see pictures or visuals that make them know the concept easily. 6. Use of model and map – I used the map of the U.S. and weather symbols to help students understand the weather for a particular state and predict the weather next day. I find this very important strategy because it enhances critical thinking skills of the students. 7. Use of stories – I did not get the chance to do this because of lack of time. We had MSA last week and for this week too. 8. Highlighting text to indicate main ideas – I used this strategy for my 8th grade class. I gave them a packet about energy and they have read it silently. As they read they highlighted the key words and write their meaning on the worksheet I gave them. I find this strategy good too because it makes students become more focused on what they are reading.
Overall, I am happy with the results of the reading strategies that I employed with students. I plan to have more interesting, engaging and meaningful reading strategies for my students.
Chadrick Shoales REED 502: Teaching Reading in the Content Areas II Reflective Journal Entry #3 The Process of Getting Desired Results 03/27/10
Incorporating Reading into My Art Content Classroom. Within my strategy plan implementation, I have been using strategies 2, 3, and 7 for the past couple of weeks to incorporate reading into my art content classroom. Some aspects (the different things teachers can do) of the strategies were things I already have been doing, and saw it as a chance to incorporate that aspect even more. Other aspects were new to me and I had to come up with a plan to implement each individual aspect of each strategy. Below, I included the 3 strategies my group chose, what the teacher (myself) could do, and how I did it:
Strategy 2: Independent strategic readers connect new knowledge to existing knowledge to make personal meaning
• Provide multiple opportunities for students to read o I have done an anticipation guide with my students requiring them to take a test on their knowledge of Obama. After the test, the students were given a brief biography about Obama they were to read to find the answers to the test within the reading. Students are motivated by Obama and they enjoy learning about him. After the anticipation guide and article reading, I did a giant group mural of Obama.
• Ensure classroom access to various types of print (books, magazines, internet, CD’s) o 2 reading and writing areas are in my classroom that consists of writing activities as well as a library of art related books that students may use once finished with their project. o Projects have required the use of the internet and books because we have been creating altered books filled with collaged pages. o I did a fluency practice of a short story with the students. Students were given a book. I had a CD that would narrate the story as they would read along with the computer. Technology motivates my students. The story I chose related to the art lesson I was teaching.
• Use brainstorming and surveys to identify prior knowledge and interests or experiences o Students were creating personal chameleon snake designs. Before they could sketch, I made them brainstorm first all of their favorite hobbies. Once they did that, I told them to pick that hobby they liked best. Within those hobbies, they were to brainstorm all of the different things and details that go along with that hobby. My example was “teaching art”. Details that went along with that were symbolic images such as an apple to represent teaching or easily recognizable images that relate to art such as paint brushes, crayons, scissors, glue, painting palettes, etc…
• Share content specific vocabulary at the beginning of the unit
o Before every lesson, I point on to the students the new vocabulary word that I have placed on the Word wall. I have them spell the word, sound it out, then say it for me before I place it on the wall. Students can refer back to the wall and remember that new word. I also leave those words up there during art tests. They are more likely to pay attention to the words on the wall if it serves them purpose and they see that they will be able to get a better grade from paying attention.
• Give opportunities for students to see how things are alike and different (comparisons, classification, analogies, metaphors)
o I did several art lessons where we would compare and contrast artwork and the purpose for each work. Within each work I addressed classification, analogies, symbols, metaphors, and compared these English concepts to art. I also would make a connection for the students and tell them that reading artwork that tells a story is just like reading books that tells stories. Once they know how to read books they can compare and contrast those books just as they do the artwork in my class. We did a lesson on army uniforms and personal sneaker designs and then followed the lessons with a positive critique of the work.
Strategy 5: Independent strategic readers create images of what they are reading
• Model the use of visuals and graphic organizers o I use visual and graphic organizers daily by giving the students step by step PowerPoint handouts that include text. They can then see the process of every art lesson. I also write the days activities on the board numbers 1 through whatever number of activities I have planned. By doing it this way students will be able to visually organize the process of the days activities. For example: 1) read article 2) respond to questions 3) powerpoint 4) demonstration 5) begin sketching
• Use models and charts o Before students sketch, I make them brainstorm Word webs. Before students write about art in my class, I have them fill out a compare/contrast template. • Use video clips that emphasize or demonstrate the key learning o I go on YouTube and find videos that directly relate to my instruction so students can see a meaning to why were doing something, what were doing, and often times can see and end result of what were doing. Sometimes videos I show are strictly for motivational purposes only. Videos can motivate students about subject matter, reading, art projects, etc…
Strategy 7: Independent strategic readers use textual clues, visuals, and text organization to increase their understanding
• Introduce students to the text by providing a “talk aloud” that introduces the structure and clues provided by text features o When I give students time to research artists on the computer, I have them review the Table of contents, headings, photos, and captions within each site to make sure it has relevance to what they are searching for • Introduce activities (such as scavenger hunt) to become familiar with the various parts of the book o When students created altered books I had them hunt for their favorite letter in the book and circle it over and over. This is practice for students looking closer at details within the text. • Consider highlighting text to indicate main ideas o When students created altered books I had them hunt for words that related to their theme in the book and circle those words. This is practice for students looking closer at details within the text. It also has students altering a book to establish a more personal main idea. One student chose heavy metal music so they circled words like angry, heavy, repetitive, etc…
Anticipating and Planning Desired Results When planning the results of my strategies, I was thinking in terms of what would benefit my students the most to prepare them for the MSA tests. I began by looking at each grade levels reading ability and asked the teachers what the students reading and writing capabilities were. Once I was aware of this, I was able to align my instruction to each class and be very grade level specific for each individual class. I was able to plan reading connections with my content area and the student’s current reading levels. Knowing my students learning levels, abilities, and interests pointed me in a specific direction with each class. Beginning Process and Results after Initial Implementation Within my strategy plan implementation, I have been using strategies 2, 3, and 7 for the past couple of weeks to incorporate reading into my art content classroom. Some aspects (the different things teachers can do) of the strategies were things I already have been doing, and saw it as a chance to incorporate that aspect even more. Other aspects were new to me and I had to come up with a plan to implement each individual aspect of each strategy. With strategy 2, students seem to be taking advantage of opportunities to read in my art class, enjoy the art lessons that are inclusive to the various types of print, are able to organize their ideas better when sketching and brainstorming, are more aware of the learned vocabulary inside my classroom, and are able to see a connection with reading, comparing, and contrasting art with reading, comparing, and contrasting texts. With strategy 5 students understand process and order of operations better whether is the organization of my class, a lesson I’m teaching, the daily activities, or the organization of a book itself. Strategy 7 is making students more aware of text features and forming their own ideas and stories. Between the 3 strategies I have been using, students have become more creative. Overall, more activities with reading helps my self as a teacher fill each 1 hour class with options to make my instructional hour more meaningful. Making Necessary Revisions Teaching grades prek-8, each class is unique with different reading and motivational levels. Certain things work for some classes. Those same things don’t always work with other groups. This depends on age, maturity level, prior knowledge, etc… After implementation of the reading strategies, I took notes on what worked and what did not. I am going back and making the necessary changes to each individual class, revising my original plans. In the end, my overall goal is to help students become better readers and writers. I want these students to pass that MSA test and be able to read and write about art so that they can make more sense out of what I teach them. I will continue to find more strategies to improve my well rounded instruction filled with cross curricular connections. The more connections students make between one subject to the other, the more meaningful instruction becomes.
Reading Strategies Plan Results Stephanie Montanarelli REED 502 3/27/2010
My group decided to see the results of using reading strategies numbers 2,5,and 7. I quickly realized that I already use many strategies in my lessons without knowing it. I found it interesting to see how the strategies actually affected student learning. The following are the strategies that I used over the past two weeks during my most recent unit about the artwork and history of China and Japan.
Strategy #2: Independent strategic readers connect new knowledge to existing knowledge to make personal meaning. • Provide multiple opportunities for students to read. o At the beginning of the China and Japan Unit I had students read about the country and different periods in art history we were focusing on. Throughout the unit students read about different artists that made Ukiyo-e art. They also read about the history of origami. Students then read about Sadako Sasaki and 1000 cranes. At the end of the unit students read about how to use the critical process to critique their artwork. Students are also given a unit plan guide that they are to read in order to understand how each day of the unit will be planned. • Ensure classroom access to various types of print. o Students read from the text and also from online journal articles. Students were also given books about origami and articles from journals. Students had to use step-by-step directions. They also had to complete weekly homework assignments that gave them a vocabulary word to interpret and draw. • Use graphic organizers to help students make connections. o Students filled out KWL charts regarding what they knew about China and Japan. They used T-charts to compare and contrast the two countries. They also used guided brainstorming charts for their Ukiyo-e projects. • Use brainstorming and surveys to identify prior knowledge and interests or experiences. o Students were given a pre-assessment at the beginning of the year that included questions about China and Japan. I also include a questioning session at the beginning of the unit that had students explain what they knew about China, Japan, Origami, and Sadako Sasaki. • Share content-specific vocabulary at the beginning of the unit. o At the beginning of the unit students were required to define the associated vocabulary. They are also to read the vocabulary words off of the word wall.
Strategy #5: Independent strategic readers create images of what they are reading. • Provide models of graphic organizers. o Students are given an example of what a KWL chart and a T-Chart look like when they are filled out. • Model the use of visuals and graphic organizers. o At the end of the unit students had to fill out a BCR sheet about their own projects. Before they began their own I demonstrated how I would answer the same questions about my own artwork (the demo piece). • Use models and charts. o I created models of the origami crane and the Ukiyo-e in various stages. As the students complete each step of the project I also complete the project with them. I would show the students what their paper should look like after each fold of the crane.
Strategy #7: Independent strategic readers use textual cues, visuals, and text organization to increase their understanding. • Introduce activities to become familiar with the various parts of the book. o At the beginning of the year I have the students do a textbook scavenger hunt. They are looking answers in the index, the table of contents, throughout the lessons, the bold faced words, the vocabulary sections, the lesson and chapter reviews, the timelines, and also in the captions for the pictures. • Assist students in turning headings and subheadings into questions that can focus their reading. o Many times I have students take notes from the chapters in the notes. We discuss how to use the bold faced words, the chapter titles, the large section headings and the italicized words to create effective notes. For the China and Japan unit I supplied the students with the notes and then they created questions off of those notes to look for within the text. • Have students practice using the dictionary or glossary of the text as well as the index. o Students used the glossary of the text to look up definitions to the unit vocabulary. They also used the index to find where to locate specific information about their homework assignments. • Consider highlighting text to indicate main ideas. o Since I supplied the students with the notes from the China and Japan unit, it was imperative that they understood them and where to find the main ideas and key words. We read through the chapter and also through the notes with pen s and highlighters. Students circled vocabulary words, highlighted main ideas and starred key words.
I really felt as though my students reached greater success by using the reading strategies. It was necessary for me to demonstrate and model every different organizer and device that I used. All of my students passed the vocabulary quiz given at the end of the first week, however many of the students still failed the unit test given at the end of the second week. It was very frustrating to see them not reach success the first time. I felt as though the students didn’t study and did not feel as though passing an art exam was really that important. I spent the next four days reviewing information and the recent test. Students found answers to questions that the missed. I also told them what failing the test did to their grades. I gave an optional re-test the day before spring break. All of the students who took the re-test did infinitely better.
Reflection on Reading Strategies: Plans and Results
For this week (March 22-23), I planned and used the following Reading Strategies:
1. Independent strategic readers have strategies to use when encountering new words.
• To identify the prior knowledge of the students about the origin of the Universe: Big Bang Theory and Galaxies, I asked the students to complete the Reading tool entitled “ Ready-Set-Go-Whoa”. In this tool, my students answered the questions: What do I already know about this topic?, What do I think I will Learn? Some of my students were able to answer the questions well but the others did not answer the questions because they were not able to study this lesson in 5th grade. • Students identified key characteristics of the word by using the dictionary.
2. Independent strategic readers connect new knowledge to existing knowledge to make personal meaning.
• To make the connections, my students used the graphic organizers. My students compared and contrasted the three types of galaxies. My 6th grade students also did brainstorming and surveys among themselves about galaxies to identify prior knowledge and interests and experiences.
3. Independent strategic readers create images of what they are reading.
• I used models and charts to show the types of galaxies. Students drew also the figures of the types of galaxies after reading the text. • I used the video clips to introduce the concept about the Big Bang theory
4. Independent strategic readers use textual cues, visuals, and text organization to increase their understanding
• I used the “talk aloud” to introduce the structure and clues provided by text features. I used it to emphasize important words in the text. • My students now are very familiar with the use of the glossary to find the meaning of the key words in the text.
5. Independent strategic readers have a plan for how to approach the reading task.
• I constantly review vocabulary words with my students for them to easily understand the meaning of the text.
Reflection:
I have observed that most of my students are now becoming motivated to read through the reading guides or tools that I have used from the textbook. They started to become more focused now and are able to answer the analysis questions that are given to them after reading. But despite these, there are problems that I encountered in using these strategies. Some students still not able to complete the reading tools because they are still not motivated and they find the questions in the activity sheets hard. So I plan to modify some questions before giving them to the students. Another problem is that it takes too much time to complete the activity sheets. And because of this, I am not able to accomplish all the objectives that I planned for a particular lesson. I plan to simplify the reading guide so that my students will be able to complete all the tasks assign to them.
This is so new to me! That's why I want to use it. I believe instructors should learn new things like we want our students to. Step out of your comfort zone!
ReplyDeleteThis is where you will post your weekly reflective journal. There are examples of reflective journals in Course Documents. I look forward to hearing your pain and your joy!
First of all, I would like to thank you Ms. Gerri for posting the Reflection Log that I made during our Reading 501 class. I feel humbled and at the same time proud because among the many works that your students did, my work was the one you chose. For me it is really an accomplishment because I know that you will only choose the best. Again, thank you ma'am.
ReplyDeleteThe meeting that we had last January 26 was a huge success. I learned and enjoyed again the class with you Ms. Gerri. This is the reason why I only want to have a class with you. It took me a year to enroll in Reading 2 because I waited for you to open the class and be my teacher. A lot of my friends invited me to enroll in Reading at BCC, but I did not follow them. Finally, when the course was offered by Coppin through BTU, I immediately contacted you and Dr. Joseph on how to enroll in the course. Thank you also for helping me last December 22 when I was enrolling at Coppin. I almost did not make it to your class because I did not know that you will be at PDC. But because of your call and help, I am now in your class and I am so happy to be back.
For our first meeting, I have so many reflections. First is on the lesson discussion about the five components of a balanced literacy program. I learned this during our last class, but I would like to focus on the vocabulary, comprehension and phoenemic awareness. After I attended the reading class last year, I have used the vocabulary and comprehension programs in my class. I find them very useful and effective in teaching Science concepts. My students learn best when I spell out the words and let them find the meaning and relate them to the lesson. In fact, I concentrate more on the vocabulary words in my lessons than on the skills because I observe that most of them lack knowledge on Science words. Science skills and understanding of the concepts are enhanced through the vocabulary words. This week, my students learned about 30 words and they were used to understand the concepts about forces, motion, skeletal and muscular systems, and atmosphere. Because of this, I make sure that building vocabulary words is included in my lesson plan. I also find reading the book through oral or silent means is also very effective. Most of my students now want to read and I assign one of them to read loud in class. I find it effective especially calling disruptive students to read in front of the class because learning takes place more. Also after reading, my students' comprehension skills have increased because they understand better when there is not much noise or disruption in class. In terms of the phoenomic awareness, I got the chance to review its meaning in class. I realized it could be the reason that some of my students could not read well when because they could not recognize letters that are tied together. I will try to focus on this in my next lessons and help students with this disability.
My next reflection is on the discussion about which has the greatest impact on student achievement. When we were asked to choose and discuss them with our classmate, we both chose learning disability of the students.Honestly, I was surprised when you said that it is the teacher quality that made the greatest impact on the student. It made me think now how I am doing as teacher to my students. It made me think also why most of the teachers are laid off now. Could it be the only reason or one of the reasons or it is because of the budget problems? I know I am trying my very best to teach my students but still some of them could not learn best. I tried different strategies, differentiation and accommodations to reach their learning goals, but I feel I have not accomplished them. May be to some but not to all. Probably I still need to work more and I believe that there are more rooms to learn more strategies to accomplish these goals.I know through this class those empty rooms will be filled.My last reflection will be added in the discussion board.
My last reflection is on the activity that we did about the number on the table. When you were arranging the pens and asking us the number, I was so focused on what number will be formed by the pens. When I could not get it, and you were saying that we were dumb, I felt discouraged and afraid to answer. When you said that we should not look on the pen, I had the hint to look at your hand but since I was already confused, I did not do it. After realizing that by just looking at your hand that we will be able to know the number. I find this activity really an "awakening". Not only that I realize that I am "dumb" (just joking) when it comes to this kind of activity but most of all I am really a single-task learner. I want the procedure or steps explained well so I will be able to follow and get the right answer. I realize that though I have not tested my students whether they are single-task or holistic learners, most of my them are single-task and need to have the instructions well explained so they could get the right answers. The only thing I will not and have not done it yet in my class is to say words that would discourage them to accomplish that they need to achieve especially if I know that they can do it. I know Ms. Gerri you are just joking when you said it and it is part of the activity. I thank you for giving us that acitvity because it really made me think about my self and my students. I actually plan to do this in my class and connect it to my lessons.
ReplyDeleteIt's been a wonderful meeting and hoping to have another one when we see in March
I love you too Mrs. Ditas!
ReplyDeleteThanks Ms. Gerri.. I just did my blog and I hope you can find it ma'am..
ReplyDeleteChadrick Shoales
ReplyDeleteREED 501: Teaching Reading in the Content Areas I
Reflective Journal Entry #1
02/06/10
Becoming a Teacher
When I was younger, I always wanted to get a job that had something to do with art or music. I loved to play guitar and I loved listening to music. I knew I wasn’t good enough to start a band and live off of some music career and I also knew that becoming a disc jockey would not be for me. I had been told by my art teacher in high school I should consider teaching art or music. My parents are both teachers. My mom is a 3rd grade teacher and my father is a instrumental music teacher. He teaches jazz band, marching band, concert band, etc. I didn’t want to do exactly what my dad did, but I liked the idea of being a teacher. I chose being an art teacher because it fit my want to do something art related. I also knew that it would be a job that I would be good at performing. The job included time off, job stability, benefits, and also a comfortable lifestyle.
My Beliefs and Philosophy about Teaching
ReplyDeleteThe world of teaching is one of the most important professions. We are responsible for the future of the next few generations. Teachers must dedicate their lives to their job and be constantly devoted to creating meaningful and fun lessons for their students. Every lesson I create I relate my personal life to the material. When I travel, I take pictures just for my students. I let them know who I am and what my interests are. All the material I come up with in my class is interesting. I would never teach something I wouldn’t want to do at that age. When I was younger, I didn’t like to do any writing with my art and I only liked doing lessons that were new and innovative. I try to include reading and writing in all of my lessons but disguising it to seem like something fun. I do this by the use of altered text visual journals, creating lyrics, and lastly presenting PowerPoint’s with several visuals enhanced by texts which they read along with as I teach.
Growing Up in Two Different Worlds
ReplyDeleteMy students are being raised in Baltimore city; a city filled with crime, poverty, violence, etc. I was raised in a suburban small town area where everyone knows your name. I graduated with less than 40 kids in my senior class. There was no crime, violence, or poverty. I was not exposed to have the things I have seen outside of the small town I was raised in. My transition to Baltimore started when I moved out of that small town area and into Buffalo, NY. Over the past six years, I have been exposed to urban city settings. This exposure allowed me to be able to relate more with my students. I like the music they listen to and the styles they are familiar with. I impact my students because they give me a chance. I get that chance because they respect me and see I try to relate with them. The teachers that impacted me most as a child were the ones that motivated me to do my best, but also, the ones I had the most in common with. Those teachers were the arts teachers, music teachers, and gym teachers. There was also a history teacher that impacted me because he told such deep stories that made it more interesting to learn. In college, teachers that used visuals and PowerPoint’s impacted me most. I modeled myself after those teachers that had appositive influence on me. They set a good example of the model teacher I was to become. I try to project this model image onto my students so therefore they can someday set a good example themselves.
My Transition to Baltimore
I moved to Baltimore solely for a teaching job in the art classroom. I had a great substitute teaching job in Buffalo, but I wanted my own classroom. I went to a teacher recruitment fair in Buffalo and took the 2nd job offer that was given to me. The salary was most pleasing to me. I took the chance without ever seeing Baltimore before. I lucked out with a great situation. I love my principal, the students, and the staff I work with. The entire work environment is communicative, supportive, and fun to work with. The students love me and I love teaching them. I have no intention of leaving Baltimore city any time soon. I am an easy plane ride away to Buffalo, Syracuse, and Rochester whenever I want to see my friends and family. I have no family in Baltimore; however I have made several very close friends. I am currently in a wonderful relationship with my girlfriend. Everything is working for me currently from my living situation, to my job, to my personal life.
Becoming a Teacher
ReplyDeleteWhenever I am asked what course I would like to pursue in College, I never thought of becoming a teacher. I always tell my friends that I wanted to be a nurse. But when it was time for me to choose the course that I have to take in College, I have no choice but to apply in Education to get the scholarship that my school was offering. My parents could not afford to pay the tuition fee for the course that I wanted then. It was hard for me to accept it but, eventually I learned to realize that I am destined to be a teacher or I believe that God had brought me to this career for His purpose. I found out that my father finished a course related to Education and I have relatives that are teachers too. When I was in College, I became involved in our Children's Ministry. I taught little kids about the bible and eventually became the Children's Ministry Head for our church. Being a teacher and Head of this ministry, I was able to apply the teaching principles and strategies that I am learning in College then. After graduating, I became more involved with our church activities and I taught not only our children but also the adults about the bible. I felt so good being a teacher in our church and because of this I eventually apply to one of the best schools in our country. I underwent series of tests. Because of my experience in the Children's Ministry and the confidence that I have built up in teaching, I finally got accepted in this school. This is a Catholic school and most of my students come from very rich families. I have students who are children of a politician or celebrity artists. I have experienced a lot of challenges in this school but thank God I was able to survive them. Some of them are student-related but not as hard compared to the one I have experienced here. I enjoyed teaching in this school and I stayed there for 18 years. In fact, I had dreams that I am still teaching in my former school. I really miss this school especially the friends that I left there. We are still communicating and some went here to visit me.
My Beliefs and Philosophies in Teaching
ReplyDeleteIn my entire teaching career in the Philippines, I never really followed one single teaching philosophy. We were taught of the different philosophies such as Perennialism, Idealism, Realism, Experimentalism and Existentialism in College. But when I taught in a Catholic school, the philosophy that we follow is based on the teachings in the bible and the school has its own educational philosophy. Our school's educational philosophy has incorporated some of these famous philosophies to accomplish the vision-mission of our school. Now that I am here now in Baltimore, my educational philosophy is centered on the idea that students can learn no matter what status he or she has in life and I should do everything to make my students learn.
Teachers that I like and My Family
ReplyDeleteMost of the teachers that I had were really good. They played an important role in molding me to become a better teacher. I like teachers who are open to communication, know the subject area they are teaching and do not threaten students. I work best if I feel confident about the teacher just like with Ms. Gerri Bohanan, my Reading teacher now. She models the kind of teacher that I would like to be.
I decided to teach in Baltimore because I wanted a change in the environment and experience new things in my career. I also decided to teach here because the School District offered us a better salary than what I have in the Philippines and the Health benefits are better. I never dreamed of becoming a teacher here, but when the offer came and I got accepted in the interview, I decided to accept it.
This is my third year teaching in Baltimore City and in the same school. I must say that so far everything is taking into its place. There are still challenges but I am getting there. My two years were really a challenge and adjustment to the new environment. My students, co-workers, and administrators are getting to know me better and I also get to know them more too. I learn to adjust to their needs and they learn to appreciate what I am doing for them. Each day is a learning process and everything that happens whether success or failure, I consider them as a link to the chain of life that I have now.
My husband is the only family that I have now. I have a sister in Canada and during Christmas holidays and summer , she visits me. I have an uncle in Washington, D.C. and we visit him also if we have the time. So far, my husband and I are still adjusting to the kind of life here. We find life here difficult because of too much work. For us not to be overwhelmed by this, we go out, shop, visit places and have get-together with other teachers here. We were able to go to California, Virginia, Pennsylvania, New York and Canada. For us not to miss our family so much, we call them every weekend and visit some of our relatives here.
I hope that through this blog, you were able to get to know me better.
Posted by ditsmon at 1:04 PM 0 comments
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Because I'm now following you, perhaps you can follow my blog as well. Please leave a comment! http://veronikahayesreed502.blogspot.com/
ReplyDeleteHello Ms. Veronica..how did you get your website?
ReplyDeleteFirst Journal Entry
ReplyDeleteBecoming a Teacher
When I was a child I wanted to be a gymnast. When I was in middle school I wanted to be some kind of artist. When I got to high school I had no clue what I was going to do with my life. I thought it would awesome to work for the National Geographic magazine. This is still a small dream of mine. I never thought about becoming a teacher. The only teacher in my family is my Aunt Lucy. She always lived with us, and had been a Baltimore City teacher prior to my birth. We never really discussed teaching, and I don’t feel as though her being a teacher had any impact on my decision to become a teacher. Now that I am a teacher every once in a while we will discuss the differences between my teaching experiences and hers. I guess it was my senior year of high school when I decided that I would go to college to become a teacher. I was always into art, and was at that time attending a vocational school for commercial art. I had a horrible art teacher, and I remember thinking to myself, “self…I could teach art better than this lady.” I then began looking for colleges that had good teaching programs. I knew that I would never be able to have a stable life making money off of my artwork and I was comfortable with showing others how to do things that I was competent in. Once I started classes, I decided that I had made the right choice. I was interested in the methodology behind teaching, and I found that I even enjoyed teaching the lower level arts to the younger students.
Beliefs and/or Philosophy about Teaching
ReplyDeleteWhen I first graduated from college I had fairly concrete beliefs about teaching. I could tell you my philosophy about teaching with form and poise (interview style). Things are a bit different now. I am only in my 4th year of teaching, and I feel as though I am starting to settle down a little bit. I have yet to teach the same subject two years in a row, thus I am still struggling with finding a groove. It is good though. I am becoming very well rounded, and am rather grounded. I can’t say that I feel a spiritual connection to teaching, but I believe that art is very important in the education of our youth. Students today lack the ability to think creatively or to follow step-by-step directions. There is a disconnect between looking and seeing. I believe in teaching the youth to see and to take time to observe their surroundings. I feel as though we need to teach students to try new things even if they fear failure. I teach my students to recycle materials into artwork. They know that art can be made out of anything. I never teach a project that I am not willing to do myself. I create art with my students and show them everyday that I like my job and it makes me happy. I think students need to be shown that it is important for them to like their jobs and to be happy with the decisions that they make in life.
Relating to Students
ReplyDeleteI can never say that I can completely relate to my students. My students are high-risk black children living in poverty. I will never understand what it is like to raise my sisters, brothers, nieces, nephews, cousins, and own children at the age of 14. I was born in Baltimore City and went to public school in the city until I was 10. I attended a school on the east side that was multicultural. We were not rich, not even middle class, but we never went without. My sisters and I were raised with morals. We were taught how to act in public and at home. We were raised to think about how what we do affects the world around us. At the age of 10 we moved to Pennsylvania. It was cheaper to own a home there, and my parents wanted us to go to a better school. While I was attending Baltimore City schools, I was in the GATE program. When I moved to PA my teachers lowered my classes to regular academic. They said that I was not smart enough and did not have enough background education to compete in their schools. I was crushed, but they were right. I would spend the rest of my schooling trying to catch up and reach that advanced academic status. I transferred high schools after my 10th grade year. I decided to go to a vocational school because I was bored. I hated school and just wanted to get out. I was working full time and was ready to move on with my life. I guess I do relate to that aspect of some of my students. They are ready to graduate and are working. They come to school tired and want to just work. I remember being like that. I hated that my teachers went to work and then went home. I went to school then work then home and repeat. It was difficult. I started to get into trouble around the age of 12, but I always knew that it was important for me to get good grades. No matter what I got into, I maintained good grades.
Coming Home to Baltimore
ReplyDeleteSo I was born in Baltimore, then I moved to Pennsylvania. I attended college at Millersville University in Pennsylvania. I was never content in PA. I am a city girl and I enjoy living in the city. I knew after graduation that I would end up returning to Maryland. I wasn’t sure where though. I was hired into Baltimore City. Many people questioned why I would take a job in such a dangerous city. I guess I never really felt threatened. During my first few years of teaching I stayed living in PA because it was so much cheaper than moving to Baltimore. Eventually I ended up moving to Canton, Maryland. Then I moved over to Federal Hill. I am now staying with my boyfriend in Towson. My parents, sisters, and aunt still live in PA. My grandparents live in Maryland. My boyfriend, dog and I go to see my parents every weekend.
For the record, this is Erin McCoy. Red Herring (or R.H.) is the pseudonym that I use on Blogger/Blogspot for any reflective writing concerning education. I haven't used the journal in a while, but this class will be a good excuse to begin anew. Feel free to follow my blog by clicking on my profile in the sidebar. (Please let me know if you would prefer cross-posted journal entries in the comments section of this blog, as well. Thank you!)
ReplyDeletecan I post a comment?
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI have read all of the reflective journals. I'm impressed! Most of you were very detailed about your reasons for becoming a teacher. The age group that you teach, might like something like this. what do you think? You don't have to answer.
ReplyDeleteMy link is up! You can click here, or on the link in my profile.
ReplyDeleteJournal Reflection/Assignment #1
I found the activity with the pens very intructive.I realised how a student can feel when he does not understand what is being taught.I was standing there trying to read a number by the disposition of the pens.I was trying very hard to focus and comprehend what was going on. At one point I gave up. I accept the fact that I might be a "special needs" student.As an adult, I knew I only needs some more clarification to catch up. But for a child the feeling will be very different.His self- confidence ,and his attitude toward learning can be negatively affected.This activity has reminded me the importance of the line of work we are in.The way we teach and adress our students' needs goes behond a curriculum.It has an impact on their attitude toward learning and their personality.
ReplyDeleteSince I was a teacher, I knew teaching felt right for me. The satisfaction from helping students comprehend a difficult subject always inspired me. With over 7 years of experience in teaching (Taiwan 5 years and Maryland 2 years), I believe myself teaching is my career life and I love it. Over the four-year undergraduate program and two-year graduate program, I majored in English Literature in undergraduate program and majored in Education in graduate program in Taiwan, furthermore, I have another master degree finished at the end of 2007 in Strayer University.
ReplyDeleteThrough my teaching experience thus far, I have found the method of facilitating rather than dictating to be a highly beneficial style of teaching. I have learned that if students construct their own learning experiences they will not only retain information longer, but they will also become more confident in their learning. I love working with children and will continue to strive to be a positive influence in their lives.
Becoming a Teacher
ReplyDeleteWhen I went off to college, I went not having a clue what I wanted to do. In high school my time and energy was devoted to sports as much as school. I went to SUNY Geneseo, a top rated NY State college, and quickly discovered that I would no longer be a top notch athlete, (I played only one year of basketball and track and field before realizing I wasn't that special athletically given the college level competition) so I knew I better figure something out. I always enjoyed history class, and always found learning about how things came to be very interesting. I became a history major, but then the question arose, what the heck does one do with a history degree? My simple answer was to become a teacher, a profession that Geneseo was great at sending into the workforce. After student teaching in California, I came back to Buffalo, NY where joining that workforce proved more difficult than I had imagined, especially as a history teacher, a particular subject that openings seem few and far between as opposed to science, math, and SPED. So, a city that there was a high need for any and all types of teachers was the answer, and I arrived in Baltimore city.
Early Teaching Experience
ReplyDeleteWhen i came to Baltimore city to teach, I thought, "hey, how bad can it be? They're just kids right? I'm young, energetic, strong...I'll put any troublesome kids in their place". Holy shit was I wrong. I got placed at Highlandtown middle school. After one day I realized that this would be nothing like the suburban schools I had gotten experience in while substitute teaching. After 2 months, the children were regularly disrespectful and disinterested, and I was regularly frustrated and no longer energetic. I remember staying up late just to avoid waking up and the morning coming too soon. 2 months in, to my surprise came word that there would be a teacher shift, and that new teachers would be moved to other schools to accommodate the numbers. This seemed completely chaotic to me. 5 years and 5 schools later, it just seems normal, but it really shouldn't. But chaotic and backwards as it seemed, getting sent to Hamilton in the middle of the year gave me a fresh start, that sadly I needed after just 2 months. Now I knew what to truly expect, and was much better prepared to deal with teaching in the city, even after just 2 months.
Relating to Students
ReplyDeleteThe most important part of teaching a predominantly black population of middle school students as a pasty white guy has been relating to the students. I've found that when students can see that I am a real person and not just their teacher, respect can be gained as a person. Breaking through on this level in turn makes teaching and being respected as their teacher much easier. Being able to talk to students and be someone they can trust is extremely important, especially when dealing with kids that may have problems outside of school that I couldn't even imagine at their age. Its often that children in these situations quickly view some bad things going on around them outside of school as completely normal, and sometimes it takes a pasty white teacher to let them know that life doesn't have to be all about fighting, drug dealing, weed smoking, and baby making, and that it doesn't have to be normal, there is a better life out there for them.
My link is up. I forgot to plug it in when I set it up. It is http://garrethhayereed502.blogspot.com/ Drop a line.
ReplyDeleteReflection Blog
ReplyDeleteAfter reviewing the textbook strategies, which ones will you try?
I think that I will try the following strategies from the textbook:
1. Identify key characteristics of a word.
2. Provide print resources on numerous topics and at various reading levels.
3. Provide reflective journals with prompts or questions to help students connect their learning with their prior knowledge.
4. Create a purpose for students reading.
5. Provide opportunities for students to summarize key learning.
6. Allow students to talk and to write about their learning often.
7. Model the use of visuals and graphic organizers.
8. Use video clips that emphasize or demonstrate the key learning.
9. Provide chunks of reading from which the students can delete the unimportant, identify the important, summarize the key learning, and add details for support.
10. Provide advance questions that organize and focus student’s reading.
Why did you select them?
I selected the above strategies to try to incorporate into my class because I felt as though they would be the best fit. I think that they are attainable for me as a non-reading content area teacher. I think that they would compliment the strategies that I already use, and I think that they would help improve and clarify information for students to understand.
I was surprised to see that I already use some of the strategies in my classroom such as:
1. Front load the vocabulary by sharing the words at the beginning of a new unit.
2. Provide multiple opportunities for students to read.
3. Use graphic organizers to help students make connections.
4. Ask questions after students read a section to help shape their thinking for the remainder of the reading.
5. Question students often throughout the reading, prompting them to evaluate their own understanding and support it with details and information.
6. Introduce activities (such as a scavenger hunt) to become familiar with the various parts of the book.
7. Have students practice using the dictionary or glossary of the text as well as the index.
8. Consider highlighting text to indicate main ideas.
In case you haven't checked it out yet, my blog is http://smkarma360.blogspot.com/
ReplyDeleteReviewing the Textbook Strategies: Reflection Blog #2
ReplyDeleteREED502
Chadrick Shoales
Strategies Available to Teachers
There are several strategies available to teachers which help them approach and address student reading skills. The text, Reading Strategies for the Content Areas, by Sue Beers, lists a number of those strategies. Some of those strategies look appealing to me because they relate to my current position. I will try out some of these strategies in my classroom in order to improve reading skills. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading.
The Textbook Strategies
ReplyDeleteThe text, Reading Strategies for the Content Areas, by Sue Beers, offers eight independent reading strategies as well as suggestions of how students can use each strategy independently. Beers (2003) stated that “once we expect that students will read and process the material using reading strategies, we will no longer be frustrated by their reading ability, and they will gain independence in the content area” (p. 20). The goal of every teacher teaching reading is that student can be capable of reading and comprehending texts on their own. When this happens, teachers can be more flexible and creative with their lesson planning, rather than just preparing students how to read to have a chance at comprehending the MSA tests, specifically the benchmarks. Beers book mentions the following eight reading strategies:
• Independent strategic readers have strategies to use when encountering new words.
• Independent strategic readers connect new knowledge to existing knowledge to make personal meaning.
• Independent strategic readers think ahead to what might be coming in the reading.
• Independent strategic readers continually evaluate their own understanding of what they have read.
• Independent strategic readers create images of what they are reading.
• Independent strategic readers periodically summarize what they have read and learned.
• Independent strategic readers use textual cues, visual, and text organization to increase their understanding.
• Independent strategic readers have a plan for how to approach the reading task. (p. 20-25)
Once again, in addition to these reading strategies, suggestions of how students can use each strategy independently were also included in Beers book. Some strategies, suggestions, and ideas are more suitable to some teachers than others depending on the teacher, the teaching situation, and the students.
Strategies I Will Try and Why I Selected Them
ReplyDeleteOf the eight strategies, I plan to try to have my independent strategic reading students create images of what they are reading, use textual cues, visuals, and text organization to increase their understanding, and to have a plan for how to approach the reading task. As an artist I prefer books with several images and I am a visual learner. My students are visual learners as well. Creating images of what are being read using text clues, visuals, and text organizers is something I can easily incorporate into my art classroom or my afterschool program. If my 1st graders are having trouble processing the sequence of events in a story, I can have them brainstorm what the events by drawing pictures. They can sequence those pictures in order of the way they think that they happened. I also could let my art students highlight keywords as I read an art article to them in class to increase understanding of the main points of the text. Boyer (2008) stated that a school used visual clues and “students quickly asserted their understanding of the text and were more willing to participate” (p. 22). My students can also look at the pictures in a story or text and find clues and ideas to what the story is about. Beers (2003) stated that students can “recognize that pictures in the text are there to help provide clues to the reading” (p. 25). By simply viewing works of art, and creating stories from them, this can also help students analyze pictures in the books that they read. Every reading task should include a plan. I would have students brainstorming not only what they are going to do in a piece of artwork in art class, but also brainstorming a plan to find an answer in a reading task. Part of that plan would begin with looking at the words in a text. Beers states that a teacher can “review vocabulary that is important to the content” (p. 25). If students underline the vocabulary words that they know in a reading, they can start decoding what the text is about. Once they have an idea of what the text is about, they can have a better chance of making sense of an article independently.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Boyer, S. (Spring 2008). Graphic Novels to the Rescue. Education Forum: Toronto,
34(2), 21-23. Retrieved February 21, 2010, from ProQuest Host Research Database.
Textbook Strategies
ReplyDeleteAfter reading the textbook, I have discovered many wonderful strategies that I can use in my Science class. In fact, I plan to include them already in my lessons for this week. The strategies that I have chosen are the following:
1. Give the students clarity or purpose on what to read.
2. Select reading assignments that are appropriate for the age and ability of the students.
3. Provide opportunity for the students to develop meaning about the topic.
4. Allow students to deepen their understanding of the content and make connections between new and old learning
5. Provide multiple opportunities to read
6. Ensure classroom access to various types of print such as posted articles, magazines and Internet.
7. Encourage students to share their experiences and perceptions about their reading and the content.
8. Use brainstorming strategies and surveys to identify prior knowledge and interests and experiences
9. Encourage students to reread when they don’t understand and stopping to think how the reading relates to their own life and experiences.
10. Ask students to construct support for their predictions.
11. Allow students to talk and to write about their learning often.
12. Provide advance questions that organize and focus students’ reading.
13. Point out the structure and cues that can help students in the assigned reading
Reasons for Selecting them
ReplyDeleteI have selected the strategies above because I believe they would be able to engage, motivate and encourage my students to read Science texts. A lot of Science readings are difficult to understand because of too many words that are not familiar to the students. I think by carefully selecting a strategy to each of my lesson will help them build their vocabulary and comprehension skills. The strategies that I have selected above would also increase the critical-thinking skills of my students and at the same time attack those that are lacking in reading skills. These strategies would also compliment the other strategies that I am already employing in class
. In fact, some of them are listed already in the textbook. They are:
ReplyDelete1. Applying the meaning of prefixes, suffixes, and roots in understanding Science words. Last week, my students learned the meaning of the words troposphere, stratosphere, mesosphere and thermosphere by simply getting the meaning of their prefixes and suffixes. The prefix “tropo” means “turning” or “changing” and when they remember this they know that this layer has variable weather conditions. The prefix strato means ‘ stratum” which means layers, the prefix meso means “middle” so the mesosphere is the middle layer and the prefix thermo means “heat” so the this layer is the hottest.
2. Using graphic organizers to make students see the connections. I have used this strategy especially when I discuss the lessons about the classification of matter, changes in matter and types of energy. These lessons use a lot of words so I use graphic organizer to give students an overview of the broader topics. I also use this strategy to accommodate students with special needs.
3. Sharing of content-specific vocabulary at the beginning of the unit by giving them words to find meaning as their homework and by using the word-wall in the classroom.
4. Giving students opportunity to see how things are alike and different by using classifying and comparing activities. I used this strategy when I discussed classification of matter.
5. Asking students to generate and test hypothesis. I am using this strategy whenever I ask my students to investigate a particular event or phenomenon related to science concept in the laboratory.
6. Using models and charts. This particular strategy has been very useful to me because most of my students are visual learners. I use this strategy a lot.
ReplyDelete7. Use of video clips that demonstrate key learning. I find this very useful also for my visual learners and I always use this to start my lessons.
8. Reminding students to “stop to think” often during their reading. I use this strategy whenever my students are reading very long texts. I provide questions for them to answer.
9. Using of graphs and charts has been a very useful strategy though some students do not know how to interpret graphs so sometimes I am having difficulty using their strategy.
10. Having students review vocabulary that is important to them. This strategy has been very useful to me and my students love doing this.
11. Highlighting text to indicate main ideas has been also very good strategy to me because my students love this and students are well engaged
Please view my blog Ms. Bohanan. It is under L8-tDJay. Full page: http://L8-tDJay.blogspot.com
ReplyDeleteI cannot seemm to find the Turnitin link so I have posted my article review below, and I've also emailed it.
ReplyDeleteArticle Review #2:
ReplyDeletePromoting Literacy Through Music
The article that I have selected has presented some pretty significant points as a music teacher. Laura Woodall and Brenda Ziembroski both have beliefs that I have always stood by since I was in high school. “The successful acquisition of reading and writing in early childhood depends on a solid background in oral language skills.” Gaining a solid background in oral language skills can be easily and quickly learned through music. Many have tried to argue that music makes a child learn quicker; children that receive music lessons at an early age are smarter than children that have never received music lessons. These arguments can go on for days, however, the key point here is not necessarily what was state previously but that music provides a more interesting educational experience for children.
A child can be taught how to play violin, piano, and flute but still acquire nothing extra in a class he was already failing. It’s not the elements of music, or the history of music that makes a child learn more ore make better connections. Studies have proven in an electroencephalogram (EEG) that music connects the functions of the right and left hemispheres of the brain so that they work together and make learning quick and easy. Take learning the alphabet as an example. If you ask any adult to quote the entire English alphabet, they will more than likely sing that favorite childhood song “ABCs.” Also look at the naming of the 50 United States. As a child I learned a tune titled “Fifty Nifty United States” that helped me to remember such names. I could not give all the states without singing that tune. Music grabs the attention of the non-attentive and makes learning a little bit more interesting. This can be argued all across the board, however most researchers say the average attention span of a child is about whatever his/her age is. If we take this into account, there is no way that any student on any level can stay in school all day and learn everything we have presented to him/her on that day. Putting words to music, or poems, or games makes reading seem more interesting to the child. They may have no idea that they are really reading until the end of the passage.
According to the article, there are three things about music that can promote reading literacy: rhythm, repetition, and language in music/print. Rhythm improves memory skills and aural discrimination; language in music and print can improve vocabulary and knowledge of story structure (turning symbols into words); and repetition can improve the level of reading—children become more confident and more willing to read. This idea can be connected to a previous article review completed in class. The Match the Style of Instruction to the Style of Reading spoke about multiple intelligences. Each child learns differently. It seems that most educators and analysts are on the same page when we say that we must reach each child on his/her level. We can’t impose what we want to do on them. Using the way each child learns and attaching it to different strategies, motivation, and an excited teacher will give the children a boost they need. Although our children are failing drastically in the Baltimore City District, it won’t hurt to try and bring the arts back in the schools and give them the support they need. When we do this, the student body as a whole in Baltimore City will gain the boost they need to succeed.
As teachers, I constantly strive to reach each student and help develop his or her knowledge and skills. I know that my students do not contain the same set of skills or abilities and may not be reached by one set way of teaching. This is the reasoning behind using differentiated instruction in the classroom. Differentiated instruction is an approach whereas a teacher enters the classroom “with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity” (Tomlinson & Eidson, 2003, p. 3).
ReplyDeleteAfter reading the textbook, there are many reading strategies to use it and learn a lot in the book. In my opinion, using Anchor Activities is a great way to apply differentiated instruction to activities that go beyond the normal mode of instruction. Anchor activities are additional activities that students can do that “are purposeful activities that extend and review skills. They also deepen student understanding of content and enrich the skills students need to acquire” (Sandy Valley Local Schools). These activities should coincide with the content area or thematic unit rather than activities that can just take up time or that are seen as “busy work”. Anchor activities aid in differentiation by creating choices for students depending on their skill level and interests.
I learn from Anchor Activities as follows:
1. Giving students responsibility and a feeling of accomplishment
2. Harboring students’ interests in the subject matter
3. Students gain more detailed knowledge of the subject matter
4. Have student work at their own pace and abilities
5. Creates a better environment and use of time during transitions
6. Provides teacher with the ability to work one on one or with small groups
7. Reaches to the multiple intelligences
Strategies from Textbook to try in Class
ReplyDeleteThe goal for teaching reading is to get students to become Independent Strategic Readers. The textbook is set up nicely in chapter 4 giving what these types of readers are known to do, and also what a teacher can do in order to promote these particular behaviors.
1. Encountering New Words - I think focusing on context clues, encouraging students to try to figure out new words on their own is a good way to go after new vocabulary.
2. Connecting new Knowledge to Existing - In think using comparison charts works well to promote this because these charts can usually connect things with prior knowledge that students may not have seen before.
3. Thinking ahead - Creating a purpose for the reading is very important so that students focus on the important parts of reading, and then can make predictions and support them with the proper details.
4. Evaluating understanding - This one is difficult because it requires patience on the part of the student to stop and think whether he/she is comprehending reading. Questioning through out reading helps students to slow down and think.
5. Creating images - I always like to provide some sort of visual, whether we are looking at a picture or a video about what we have read because sometimes student's mental pictures of what they read are a little off.
6. Summarizing - Picking the important parts of a text and using a graphic organizer to support.
7. Textual Clues - I like to use the scavenger hunt at the beginning of the year to familiarize students with the textbook and illustrate how to find things quickly.
8. A Plan - Providing an organized plan for reading can help students be more effective and organized. Some do not need this, but others may need it badly in order to get something out of the reading.
I plan to implement a few of the strategies I read and wrote about, and I already do some of them as well. I think that providing a purpose for students reading and then providing them with questions throughout the reading, as well as creating some sort of visual are all very important.
Roommate's computer - That (Goose) WAS ME!!
ReplyDeleteREPOST
ReplyDeleteStrategies I Will Try In My Classroom and Why.
According to Sue Beers, author of “Reading Strategies for the Content Areas,” there are 4 classifications of readers. First are the non-or poor readers are students who need assistance from a reading specialist. Second are the good readers or the students who are able to read the words on the page but don’t understand what they have read. The strategic readers and the independent strategic readers are able to comprehend the material and also connect it to their prior knowledge and experiences in the content area. The goal is for all students to become independent strategic readers. (p.19) The text provides strategies to help the independent reader 1) to use when encountering new words, 2) to connect new knowledge to existing knowledge to make personal meaning, 3) to think ahead to what might be coming in the reading, 4) to continually evaluate their own understanding of what they have read, 5) to create images of what they are reading, 6) to periodically summarize what they have read and learned, 7) to use textual cues, visuals, and text organization to increase their understanding, and 8) to have a plan for how to approach the reading task. These strategies are broken down into what the independent strategic reader can do and what the teacher can do.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAfter reviewing the textbook strategies, which ones will you try and why?
ReplyDeleteI think that I will try the following teacher strategies from the textbook:
1. Provide reflective journals with prompts or questions to help students connect their learning with their prior knowledge. I already provide my students with sketchbooks in which they not only draw, but also write their vocabulary and lesson reviews. I think that it would be beneficial to provide students with questions that questions that would help them connect the new chapters with the prior ones.
2. Create a purpose for students reading. Many times my students read without knowing why they are reading. They know that they need to learn the information, but they may not always understand the relevancy in their lives. Creating a purpose may help them connect to the information.
3. Provide opportunities for students to summarize key learning. I think that it would help the students to take and retain the knowledge if they summarized what the key points were about what they learned.
4. Allow students to talk and to write about their learning often. This strategy goes with numbers 3 and 5. I think that it is beneficial to talk about what the students are learning.
5. Model the use of visuals and graphic organizers. I tried to use a mind map in my class last semester. It went really wrong. I asked the 10th grade English teacher what happened and she said to model how to use the organizer before I give it to them. I can’t just tell the students how to use it and hope that they figure it out.
6. Use video clips that emphasize or demonstrate the key learning. I hope to get the opportunity to use videos of demonstrations to show students how to create projects. I think that it would help to connect the project with the rest of the world. Sometimes students think that I am the only one who makes up these crazy art projects. It could help them to see that other people also make the projects.
7. Provide chunks of reading from which the students can delete the unimportant, identify the important, summarize the key learning, and add details for support. I have tried a similar technique when teaching student s to figure out small word problems. I teach them to eliminate any information that they don’t need before they try to figure out the problem. I think that it would be useful to do this in reading chapters and taking notes from the chapter.
8. Provide advance questions that organize and focus student’s reading. I think that I could do this by simply having the students read the questions from the lesson reviews before reading the chapter.
I was surprised to see that I already use some of the strategies in my classroom such as:
ReplyDelete1. Front load the vocabulary by sharing the words at the beginning of a new unit.
2. Provide multiple opportunities for students to read.
3. Use graphic organizers to help students make connections.
4. Ask questions after students read a section to help shape their thinking for the remainder of the reading.
5. Question students often throughout the reading, prompting them to evaluate their own understanding and support it with details and information.
6. Introduce activities (such as a scavenger hunt) to become familiar with the various parts of the book.
7. Have students practice using the dictionary or glossary of the text as well as the index.
8. Consider highlighting text to indicate main ideas.
Reference:
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Boyer, S. (Spring 2008). Graphic Novels to the Rescue.
Reading Strategy Use: Reflection Blog #3
ReplyDeleteREED 502
Chadrick Shoales
Persuading Reading Strategies onto My Student Teacher
Currently I am not teaching my students because I have a student teacher. However, I am persuading her to use reading strategies with the middle school students. The middle school team has informed me that they need help getting the students to develop those strategies. I want her to prepare the students for the MSA testing coming up. Beers (2003) stated that “when you provide students with a clear understanding of the strategies and the opportunity to use the reading tools that support them, you will be successful in helping good readers become independent strategic readers” (p. 26). As stated in last week’s journal article, I want to select the strategies and reading tools which help students to be able to have a better chance with MSA testing in regards to strategic reading. As a result, my student teacher is doing altered books with her students. They are doing several different mini lessons within their books. The students were given a basic book where they ripped out pages they didn’t like, taped pages together, and prepared their books for a major alteration. They then are ready to begin using the words in the story creatively to tell a new story. Students can highlight or emphasize key words in the book that they like by painting around those words, omitting the other disliked words with dark paint. The students add onto those words that they emphasized by adding visuals from magazines that they feel symbolically relate. Students then add more words from other texts and magazines. In the end, students merge original texts, with new texts and pictures, forming a new story.
The Good, Bad, and the Ugly
ReplyDeleteWynn (2008) stated that “we realize that success is not based on the actions of an individual, but rather a "team" that remembers where they have been and has a vision of where they want to go.” This applies to teachers that make cross curricular connections. We don’t want to keep teaching things students already know. Teachers should collaborate as a team and figure out where the art teacher can help in the aspect of reading. Implementing reading strategies into the art curriculum, when done correctly, can only be a positive for the students. When done incorrectly, it can frustrate the teacher, making more work for the teacher, and it can be frustrating for the students as well. My student teacher has no experience planning reading strategies into her curriculum. When it’s a new thing to a teacher to do this, it can be frustrating because it’s one more thing to think about when lesson planning. However, once the strategies are effective and the teacher understands how to successfully implement the strategies within the regular curriculum, the lesson becomes more authentic and worthwhile for the students. It is a learning experience for both the teacher and student.
These Same Strategies I Plan to Use
ReplyDeleteEverything my student teacher is doing with her altered books relates to using textual cues, visual, and text organization to increase student understanding. I will continue to elaborate on this and point out to the students that they are making a cross curricular connection with language arts. Making cross curricular connections is a key to introducing reading to students. They are learning about reading within the art class and they enjoy art. I am connecting new knowledge to existing knowledge to make personal meaning. Things they have learned in English, they can apply to art class. When the students can relate personally to the subject matter, they are more motivated to learn.
Anticipated Results
I feel using textual cues, visuals, and text organization simultaneously while creating art is a great strategy to address struggling readers. Students may learn a new strategy from this art project which they may apply to a benchmark test writing assignment. There is no negative aspect to using this strategy. By connecting new knowledge to existing knowledge, students will be able to make more connections and be motivated. If the students are motivated, they are going to finish the project and get more out of the lesson.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development.
Wynn, G. (February 2008). Avenues to Success. Developing a Thriving Technology Education
Program. The Technology Teacher. Reston, 67(5), 29-33. Retrieved February 24, 2010, from ProQuest Host Research Database.
Of the 8 strategies I plan to use some, already use some, and a few might not work that well with my students in particular.
ReplyDeleteStrategies I use that work (Good)
1. Encountering New Words - Context Clues are the most useful because students need these skills for the state tests as well as in the real world. using resources like the dictionary or thesaurus can be good for class, but this is not always an option when outside of the class.
2. Connecting to existing knowledge - I often try to compare things in the reading of history to modern day life of a middle school student, and it often sparks conversation that creates a mental picture and better understanding for the students. Sometimes, having them draw these connections builds an even deeper understanding.
3. Making predictions - I always give a students some kind of sneak peak into what they are about to read. Whether it be as simple as having them write a main idea or describing a picture, this helps keep their focus on the important details of the reading.
4. Evalutating Understanding - It works to have students identify people, places, events with dates, while reading in social studies.
5. Creating images - On projects I usually have students create some kind of visual to go along with there research. Creating a drawing usually helps students remember a new word or what was read.
6. Summarizing - I've found that placing students in small groups to summarize different sections of the text and then presenting these main ideas to the class has worked.
7. Textual Cues - Giving students a partially filled out outline has worked in guiding students to understand text organization.
8. Plan - Pre reading focus questions.
Strategies that didn't work (Bad)
Some strategies simply get tiresome to the students because they think they should be learning about history in social studies, not how to outline, summarize, define, and read. The key is to use these strategies to complement the curriculum.
Sometimes having students create visuals does not work because they are not all confident in their drawing skills. Some then finish their pictures in no time, while others take their time to draw something elaborate. Maybe better as homework.
I have had students present notes on sections of text before. Though it is nice for the students to present, writing on the board is not their forte. Getting the proper details and keeping it brief are difficult, and it ends up taking too much time.
Planning the reading must be done briefly. 8th graders are not the most patient bunch, and would often just prefer to get on with it. They always want to know why they are doing what they are doing.
The reading strategies I used is to motivate students interest and build background knowledge on the topic of the text the students are to read. Students may have little or no knowledge of the text topic. Or they may have misconceptions about the topic that can be clarified during the pre-reading phrase. In this way, students are better prepared to read an assigned or self-selected text (Hawkes & Schell, 1987; Herber, 1978). And before pre-reading, students need to clarify their purpose for reading a particular text and I will explain why I selected this material and what I expect them to gain from it. That’s the way I use to teach.
ReplyDeleteReading Strategies Plans: The Good, Bad and Ugly
ReplyDeleteBy: Ditas Flores
Strategies that I Plan to Use:
The strategies that I plan to use to increase my students’ comprehension and vocabulary words in Science are the same strategies that I have presented last week. Just to reiterate, they are the following:
1. Give the students clarity or purpose on what to read.
2. Select reading assignments that are appropriate for the age and ability of the students.
3. Provide opportunity for the students to develop meaning about the topic.
4. Allow students to deepen their understanding of the content and make connections between new and old learning
5. Provide multiple opportunities to read
6. Ensure classroom access to various types of print such as posted articles, magazines and Internet.
7. Encourage students to share their experiences and perceptions about their reading and the content.
8. Use brainstorming strategies and surveys to identify prior knowledge and interests and experiences
9. Encourage students to reread when they don’t understand and stopping to think how the reading relates to their own life and experiences.
10. Ask students to construct support for their predictions.
11. Allow students to talk and to write about their learning often.
12. Provide advance questions that organize and focus students’ reading.
13. Point out the structure and cues that can help students in the assigned reading.
But this week, I plan to be more specific by using the Pre-reading, during and post reading strategies presented in the textbook. They are the following.
ReplyDeletePre-reading Strategies
1. Do you Know Your Roots- This strategy is to identify the meaning of the root and provide examples from the subject area and from the real world. I plan to use this tool to help my students identify the meaning of the root words for continental, tropical and polar as we discuss the different types of air masses. This lesson is for the 6th grade
2. How Sure Are You? – This strategy is to connect students’ knowledge to make meaning and think ahead of what might be coming. I plan to use this strategy for the eight grade because I am introducing a new lesson which is energy today but this topic was learned or encountered by them when they were in 6th grade. This strategy will help them think about what they already know.
3. Random Connections- This strategy will give the students a chance to select vocabulary words that are important to reading and for them to review or look up the definitions of the vocabulary words. I plan to use this for my 7th grade class because I will be introducing a broad topic today which is Endocrine System.
During Reading:
ReplyDelete1. Word Within a Word – this strategy is to identify the prefix, suffix or root word that is important to the curricular area or assigned reading. I plan to use this in all classes that I handled because the readings that we will have prefixes, suffixes and root words that are important to understand the Science concepts.
2. Working Together- This strategy is to prepare two set of vocabulary words. One set should come from the reading assignment and the other form another subject area students are currently studying. I plan to use this in 6th and 8th grade classes because my lessons for them this week have connections in Social Studies and Math.
Post Reading strategies:
1. Note Taking Using Both Sides of the Brain – This strategy enables the students to take brief notes on important ideas on one side of the column, on the other side they will draw a diagram, picture and they make a summary about their notes. This is a very good strategy that I can use in all my classes.
2. Pass the Paper – this strategy will help the students generate questions as they complete their reading and have the other students answer them by passing or rotating the sheet. This is a very good strategy because it promotes higher thinking skills and engages most of the students in doing the activity.
So far these are just some of the specific strategies that I plan to incorporate in my lessons this week. There are still so many strategies that I want to employ but I doubt if I can finish them due to lack of time and also depends on how my students respond to them. Also, I would like to try first if they will be really effective in increasing students’ comprehension and vocabulary skills
The Good, Bad and Ugly
ReplyDeleteFor this week, I did not use any of the Reading tools presented in the book. However, in the worksheets that I have gathered from the Teacher Resources that I am using now, there are already reading strategies that are incorporated. Most of the strategies are focused on understanding main ideas and building vocabulary words. There are concept-mapping and graphic organizers presented but different from the one presented in the book. The reading strategies that I used last week were simple and easily understood by my students. They were direct to the point but the problem is my students are not really engaged. They became so dependent on me in getting the meaning of the words because some are lazy. They read the book but some of them are not really focused on what they are reading. As a result, when we were already discussing the main concepts of what they read, some were not able to participate. It is frustrating because I did most of the talking rather than them. I hope that through the Reading tools that I will be using today, students will be able to fully engaged themselves on what they are reading.
Please view my blog for the Good, Bad, Ugly posting.
ReplyDeleteReflection Journal Blog
ReplyDeleteStephanie Montanarelli
REED 502
March 2, 2010
Last week we were instructed to read about strategies that can be used to take non-or poor readers and make them independent readers (Beers, 2003). After reviewing the textbook strategies, I decided to use the following strategies in my classroom. I have ranked them by strategies that were successful, strategies that failed, and strategies that failed miserably.
Successful Strategies
1. Provide advance questions that organize and focus student’s reading. I used this strategy with our current Native American Unit. Students were given an anticipation guide to fill out before they read the lesson. They were asked to predict answers given their prior knowledge. They then read to find out if they were correct or not. I think that this was successful in giving the students something to look for while they read.
2. Provide reflective journals with prompts or questions to help students connect their learning with their prior knowledge. I think that combining the anticipation guide with the lesson review helped students to connect their prior knowledge to the reading and then to reflect upon that knowledge. They were able to use their prior knowledge and newly acquired knowledge to complete the lesson review.
3. Provide opportunities for students to summarize key learning. This strategy goes with number 2. Students reflected on what they were learning and therefore made a connection that goes beyond memorization.
4. Create a purpose for students reading. I found a way to connect the project that the students are making to the reading assignment. The students were making coiled yarn bowls. They get excited when they see examples of finished projects and learn about the potential of their pieces. They wanted to learn about the artwork and to figure out how to create the new project.
Strategies that Failed
1. Allow students to talk and write about their learning often. This strategy worked out to some degree. In some classes my students were willing to tell me what they learned so long as there was a guided discussion. In other classes my students acted like they hadn’t a clue as to what we were talking about.
2. Model the use of visuals and graphic organizers. Even though I modeled how to use the graphic organizers, most of my students were yelling for me asking me individual questions about how they work. Many students still did it wrong.
Strategies that Failed Miserably
1. Use video clips that emphasize or demonstrate the key learning. This did not work at all. The technology in my school only works when it feels like it. The day that I decided to use video clips the Internet was down.
2. Provide chunks of reading from which the students can delete the unimportant, identify the important, summarize the key learning, and add details for support. I wanted the students to try to take notes from the lesson. I explained to them about how to use the visual cues in the text to create main ideas and subheadings. They just did not understand. They either didn’t do it, or didn’t take enough notes. It was a disaster. I ended up taking the notes and giving them a copy of the notes to add to the ones they already took.
References
Beers, S., Howell, L. (2003). Reading Strategies for the Content Areas. Alexandria:
Association for Supervision and Curriculum Development. Wynn, G. (February 2008). Avenues to Success. Developing a Thriving Technology
As a reading strategy I use a KWL chart.I think it is important to know what the students alreday know about the subject.Once I have that information, I can guide them toward the goal that i have set for the lesson.Usually that goals has three aspects.
ReplyDeleteI Consider the text itself, the basic information right there on the page.Next,i try to take the students to make their own interpretation, with questions like "what the author mean by ".Finaly we try to go beyond the text to see their creativity.The different thought that have occured as they combined their knowledge and experiences to the ideas in the reading.
Read my blog: Assignment #1
ReplyDeleteReflection Blog 3: Reading strategies: Plan, Used and Results
ReplyDeleteDitas Flores
Planning
For the week of March 8 – 12 , I planned to employ the following reading strategies in my lesson plan. They are
1. Make connections with students’ prior knowledge by telling stories or creating descriptions that explain the definition.
2. Use of pre-reading, during and post-reading tools
3. Insist that the students learn the meanings of prefixes, suffixes, and roots
4. Use of graphic organizers
5. Ensure classroom access to various types of print ( books, internet )
6. Use of models and charts
7. Use of video clips that emphasize or demonstrate key learning
8. Use of graphs, charts, and maps to identify key information presented
9. Highlighting text to indicate main ideas.
Strategies used and results
ReplyDeleteThe following are the strategies that I was able to use in my 3 classes.
1. Use of video clips.- I have used this strategy to introduce a concept. I used the brainpop.com website. I find it to be effective because it is short, contains a lot of visuals and most of the vocabulary words used are the ones given in the text or article.
2. Use of pre-reading, during and post-reading strategies - I have used two tools form the book for the pre-reading and during strategies for my 6th grade class lesson. The tools that I have used are How Sure Are You ?for the pre-reading and Bubble Chart to Identify Characteristics or Facts for during reading strategy. I did not have the chance to give post-reading strategy due to lack of time. The main topic for the two strategies is the Storm. I’m so happy with the answers of my students. For the How Sure Are You? strategy, I was able to find out that a lot of my students have questions and misconceptions about storms. Some of the questions they written are: why are there storms? Why do they occur? How do storms form? What causes them? Some of the misconceptions they have written are: earthquakes are storms, lightning is an atmospheric reaction and storms shock people. For the during-reading strategy, most of my students were able to read the article well and were able to gather a lot of good facts using the bubble chart. I made them write their answers on the board too. We were able to discuss their answers and they get to evaluate their responses. Some of the facts they have gathered are the following: storm is a violent disturbance, thunderstorms are heavy storms, lightning occurs when electricity jump within clouds or between clouds, and early on 1998, a series of powerful tornadoes roared through central Florida. I am so happy with my students responses and I plan to use a post-reading strategy this week before giving them a test about the topic.
3. For the use of prefixes, suffixes and roots, I was not able to really made an emphasis on this because of lack of time. The words that we have encountered are the cyclones, anticyclones, polar and continental. For cyclone, students learned that it came from the Greek word meaning “wheel”, anticyclone- anti means opposite, polar from the root word pole and continental from continents.
ReplyDelete4. Use of graphic organizer – I have used this strategy to determine the cause and effect of a specific natural disaster. Students have identified the kind of damage these disasters can cause in the boxes on the right. I have used this strategy also for my lesson about the systems of the body for my 7th grade class. They have identified where each of the organ should be placed in the system of the body. I find this strategy in organizing the concepts and useful for my special education students.
5. Use of the internet – I have used this strategy to let the students research on the meaning of the following words: genetics, heredity, hybrid, purebred, allele, dominant, and recessive. I find this strategy good because students get to know a lot of information about the word not just their meaning and also they get to see pictures or visuals that make them know the concept easily.
6. Use of model and map – I used the map of the U.S. and weather symbols to help students understand the weather for a particular state and predict the weather next day. I find this very important strategy because it enhances critical thinking skills of the students.
7. Use of stories – I did not get the chance to do this because of lack of time. We had MSA last week and for this week too.
8. Highlighting text to indicate main ideas – I used this strategy for my 8th grade class. I gave them a packet about energy and they have read it silently. As they read they highlighted the key words and write their meaning on the worksheet I gave them. I find this strategy good too because it makes students become more focused on what they are reading.
Overall, I am happy with the results of the reading strategies that I employed with students. I plan to have more interesting, engaging and meaningful reading strategies for my students.
Chadrick Shoales
ReplyDeleteREED 502: Teaching Reading in the Content Areas II
Reflective Journal Entry #3
The Process of Getting Desired Results
03/27/10
Incorporating Reading into My Art Content Classroom.
Within my strategy plan implementation, I have been using strategies 2, 3, and 7 for the past couple of weeks to incorporate reading into my art content classroom. Some aspects (the different things teachers can do) of the strategies were things I already have been doing, and saw it as a chance to incorporate that aspect even more. Other aspects were new to me and I had to come up with a plan to implement each individual aspect of each strategy. Below, I included the 3 strategies my group chose, what the teacher (myself) could do, and how I did it:
Strategy 2: Independent strategic readers connect new knowledge to existing knowledge to make personal meaning
• Provide multiple opportunities for students to read
o I have done an anticipation guide with my students requiring them to take a test on their knowledge of Obama. After the test, the students were given a brief biography about Obama they were to read to find the answers to the test within the reading. Students are motivated by Obama and they enjoy learning about him. After the anticipation guide and article reading, I did a giant group mural of Obama.
• Ensure classroom access to various types of print (books, magazines, internet, CD’s)
o 2 reading and writing areas are in my classroom that consists of writing activities as well as a library of art related books that students may use once finished with their project.
o Projects have required the use of the internet and books because we have been creating altered books filled with collaged pages.
o I did a fluency practice of a short story with the students. Students were given a book. I had a CD that would narrate the story as they would read along with the computer. Technology motivates my students. The story I chose related to the art lesson I was teaching.
• Use brainstorming and surveys to identify prior knowledge and interests or experiences
o Students were creating personal chameleon snake designs. Before they could sketch, I made them brainstorm first all of their favorite hobbies. Once they did that, I told them to pick that hobby they liked best. Within those hobbies, they were to brainstorm all of the different things and details that go along with that hobby. My example was “teaching art”. Details that went along with that were symbolic images such as an apple to represent teaching or easily recognizable images that relate to art such as paint brushes, crayons, scissors, glue, painting palettes, etc…
• Share content specific vocabulary at the beginning of the unit
o Before every lesson, I point on to the students the new vocabulary word that I have placed on the Word wall. I have them spell the word, sound it out, then say it for me before I place it on the wall. Students can refer back to the wall and remember that new word. I also leave those words up there during art tests. They are more likely to pay attention to the words on the wall if it serves them purpose and they see that they will be able to get a better grade from paying attention.
• Give opportunities for students to see how things are alike and different (comparisons, classification, analogies, metaphors)
o I did several art lessons where we would compare and contrast artwork and the purpose for each work. Within each work I addressed classification, analogies, symbols, metaphors, and compared these English concepts to art. I also would make a connection for the students and tell them that reading artwork that tells a story is just like reading books that tells stories. Once they know how to read books they can compare and contrast those books just as they do the artwork in my class. We did a lesson on army uniforms and personal sneaker designs and then followed the lessons with a positive critique of the work.
Strategy 5: Independent strategic readers create images of what they are reading
ReplyDelete• Model the use of visuals and graphic organizers
o I use visual and graphic organizers daily by giving the students step by step PowerPoint handouts that include text. They can then see the process of every art lesson. I also write the days activities on the board numbers 1 through whatever number of activities I have planned. By doing it this way students will be able to visually organize the process of the days activities. For example:
1) read article
2) respond to questions
3) powerpoint
4) demonstration
5) begin sketching
• Use models and charts
o Before students sketch, I make them brainstorm Word webs. Before students write about art in my class, I have them fill out a compare/contrast template.
• Use video clips that emphasize or demonstrate the key learning
o I go on YouTube and find videos that directly relate to my instruction so students can see a meaning to why were doing something, what were doing, and often times can see and end result of what were doing. Sometimes videos I show are strictly for motivational purposes only. Videos can motivate students about subject matter, reading, art projects, etc…
Strategy 7: Independent strategic readers use textual clues, visuals, and text organization to increase their understanding
• Introduce students to the text by providing a “talk aloud” that introduces the structure and clues provided by text features
o When I give students time to research artists on the computer, I have them review the Table of contents, headings, photos, and captions within each site to make sure it has relevance to what they are searching for
• Introduce activities (such as scavenger hunt) to become familiar with the various parts of the book
o When students created altered books I had them hunt for their favorite letter in the book and circle it over and over. This is practice for students looking closer at details within the text.
• Consider highlighting text to indicate main ideas
o When students created altered books I had them hunt for words that related to their theme in the book and circle those words. This is practice for students looking closer at details within the text. It also has students altering a book to establish a more personal main idea. One student chose heavy metal music so they circled words like angry, heavy, repetitive, etc…
Anticipating and Planning Desired Results
ReplyDeleteWhen planning the results of my strategies, I was thinking in terms of what would benefit my students the most to prepare them for the MSA tests. I began by looking at each grade levels reading ability and asked the teachers what the students reading and writing capabilities were. Once I was aware of this, I was able to align my instruction to each class and be very grade level specific for each individual class. I was able to plan reading connections with my content area and the student’s current reading levels. Knowing my students learning levels, abilities, and interests pointed me in a specific direction with each class.
Beginning Process and Results after Initial Implementation
Within my strategy plan implementation, I have been using strategies 2, 3, and 7 for the past couple of weeks to incorporate reading into my art content classroom. Some aspects (the different things teachers can do) of the strategies were things I already have been doing, and saw it as a chance to incorporate that aspect even more. Other aspects were new to me and I had to come up with a plan to implement each individual aspect of each strategy. With strategy 2, students seem to be taking advantage of opportunities to read in my art class, enjoy the art lessons that are inclusive to the various types of print, are able to organize their ideas better when sketching and brainstorming, are more aware of the learned vocabulary inside my classroom, and are able to see a connection with reading, comparing, and contrasting art with reading, comparing, and contrasting texts. With strategy 5 students understand process and order of operations better whether is the organization of my class, a lesson I’m teaching, the daily activities, or the organization of a book itself. Strategy 7 is making students more aware of text features and forming their own ideas and stories. Between the 3 strategies I have been using, students have become more creative. Overall, more activities with reading helps my self as a teacher fill each 1 hour class with options to make my instructional hour more meaningful.
Making Necessary Revisions
Teaching grades prek-8, each class is unique with different reading and motivational levels. Certain things work for some classes. Those same things don’t always work with other groups. This depends on age, maturity level, prior knowledge, etc… After implementation of the reading strategies, I took notes on what worked and what did not. I am going back and making the necessary changes to each individual class, revising my original plans. In the end, my overall goal is to help students become better readers and writers. I want these students to pass that MSA test and be able to read and write about art so that they can make more sense out of what I teach them. I will continue to find more strategies to improve my well rounded instruction filled with cross curricular connections. The more connections students make between one subject to the other, the more meaningful instruction becomes.
Reading Strategies Plan Results
ReplyDeleteStephanie Montanarelli
REED 502
3/27/2010
My group decided to see the results of using reading strategies numbers 2,5,and 7. I quickly realized that I already use many strategies in my lessons without knowing it. I found it interesting to see how the strategies actually affected student learning. The following are the strategies that I used over the past two weeks during my most recent unit about the artwork and history of China and Japan.
Strategy #2: Independent strategic readers connect new knowledge to existing knowledge to make personal meaning.
• Provide multiple opportunities for students to read.
o At the beginning of the China and Japan Unit I had students read about the country and different periods in art history we were focusing on. Throughout the unit students read about different artists that made Ukiyo-e art. They also read about the history of origami. Students then read about Sadako Sasaki and 1000 cranes. At the end of the unit students read about how to use the critical process to critique their artwork. Students are also given a unit plan guide that they are to read in order to understand how each day of the unit will be planned.
• Ensure classroom access to various types of print.
o Students read from the text and also from online journal articles. Students were also given books about origami and articles from journals. Students had to use step-by-step directions. They also had to complete weekly homework assignments that gave them a vocabulary word to interpret and draw.
• Use graphic organizers to help students make connections.
o Students filled out KWL charts regarding what they knew about China and Japan. They used T-charts to compare and contrast the two countries. They also used guided brainstorming charts for their Ukiyo-e projects.
• Use brainstorming and surveys to identify prior knowledge and interests or experiences.
o Students were given a pre-assessment at the beginning of the year that included questions about China and Japan. I also include a questioning session at the beginning of the unit that had students explain what they knew about China, Japan, Origami, and Sadako Sasaki.
• Share content-specific vocabulary at the beginning of the unit.
o At the beginning of the unit students were required to define the associated vocabulary. They are also to read the vocabulary words off of the word wall.
Strategy #5: Independent strategic readers create images of what they are reading.
ReplyDelete• Provide models of graphic organizers.
o Students are given an example of what a KWL chart and a T-Chart look like when they are filled out.
• Model the use of visuals and graphic organizers.
o At the end of the unit students had to fill out a BCR sheet about their own projects. Before they began their own I demonstrated how I would answer the same questions about my own artwork (the demo piece).
• Use models and charts.
o I created models of the origami crane and the Ukiyo-e in various stages. As the students complete each step of the project I also complete the project with them. I would show the students what their paper should look like after each fold of the crane.
Strategy #7: Independent strategic readers use textual cues, visuals, and text organization to increase their understanding.
• Introduce activities to become familiar with the various parts of the book.
o At the beginning of the year I have the students do a textbook scavenger hunt. They are looking answers in the index, the table of contents, throughout the lessons, the bold faced words, the vocabulary sections, the lesson and chapter reviews, the timelines, and also in the captions for the pictures.
• Assist students in turning headings and subheadings into questions that can focus their reading.
o Many times I have students take notes from the chapters in the notes. We discuss how to use the bold faced words, the chapter titles, the large section headings and the italicized words to create effective notes. For the China and Japan unit I supplied the students with the notes and then they created questions off of those notes to look for within the text.
• Have students practice using the dictionary or glossary of the text as well as the index.
o Students used the glossary of the text to look up definitions to the unit vocabulary. They also used the index to find where to locate specific information about their homework assignments.
• Consider highlighting text to indicate main ideas.
o Since I supplied the students with the notes from the China and Japan unit, it was imperative that they understood them and where to find the main ideas and key words. We read through the chapter and also through the notes with pen s and highlighters. Students circled vocabulary words, highlighted main ideas and starred key words.
I really felt as though my students reached greater success by using the reading strategies. It was necessary for me to demonstrate and model every different organizer and device that I used. All of my students passed the vocabulary quiz given at the end of the first week, however many of the students still failed the unit test given at the end of the second week. It was very frustrating to see them not reach success the first time. I felt as though the students didn’t study and did not feel as though passing an art exam was really that important. I spent the next four days reviewing information and the recent test. Students found answers to questions that the missed. I also told them what failing the test did to their grades. I gave an optional re-test the day before spring break. All of the students who took the re-test did infinitely better.
Reflection Blog 4 ( March 28, 2009 )
ReplyDeleteDitas Flores
Reflection on Reading Strategies: Plans and Results
For this week (March 22-23), I planned and used the following Reading Strategies:
1. Independent strategic readers have strategies to use when encountering new words.
• To identify the prior knowledge of the students about the origin of the Universe: Big Bang Theory and Galaxies, I asked the students to complete the Reading tool entitled “ Ready-Set-Go-Whoa”. In this tool, my students answered the questions: What do I already know about this topic?, What do I think I will Learn? Some of my students were able to answer the questions well but the others did not answer the questions because they were not able to study this lesson in 5th grade.
• Students identified key characteristics of the word by using the dictionary.
2. Independent strategic readers connect new knowledge to existing knowledge to make personal meaning.
• To make the connections, my students used the graphic organizers. My students compared and contrasted the three types of galaxies. My 6th grade students also did brainstorming and surveys among themselves about galaxies to identify prior knowledge and interests and experiences.
3. Independent strategic readers create images of what they are reading.
• I used models and charts to show the types of galaxies. Students drew also the figures of the types of galaxies after reading the text.
• I used the video clips to introduce the concept about the Big Bang theory
4. Independent strategic readers use textual cues, visuals, and text organization to increase their understanding
• I used the “talk aloud” to introduce the structure and clues provided by text features. I used it to emphasize important words in the text.
• My students now are very familiar with the use of the glossary to find the meaning of the key words in the text.
5. Independent strategic readers have a plan for how to approach the reading task.
ReplyDelete• I constantly review vocabulary words with my students for them to easily understand the meaning of the text.
Reflection:
I have observed that most of my students are now becoming motivated to read through the reading guides or tools that I have used from the textbook. They started to become more focused now and are able to answer the analysis questions that are given to them after reading. But despite these, there are problems that I encountered in using these strategies. Some students still not able to complete the reading tools because they are still not motivated and they find the questions in the activity sheets hard. So I plan to modify some questions before giving them to the students. Another problem is that it takes too much time to complete the activity sheets. And because of this, I am not able to accomplish all the objectives that I planned for a particular lesson. I plan to simplify the reading guide so that my students will be able to complete all the tasks assign to them.