Blog 5

Hello Bloggers,

             

   I watched several videos that explained and modeled how to build student’s comprehension with using several strategies and incorporating skills.  There’s one video called “Comprehension” that was posted on the Reading Rockets website.  These reading experts were sitting on a panel and giving out helpful information that any teacher could use in their room.  I loved how one of the experts gave an acronym that the educators at her school created to help them remember the strategies used for comprehension.  The acronym was “PICTURE” and it included several ways that you can help improve your students’ comprehension. 

P- Predict

I- Imagine (Visualize)

C- Clarify (make sense of the text)

T- Try to ask the 5W’s and H questions (who, what, when, where, why, and how)

U- Use what you know (Background Knowledge *schema*)

R- Review (summarize what you read)

E- Evaluate your text (try to make connections- self, text, or world)

  There was another video that I watched that had a teacher modeling how to use a program called Theme Scheme.  He used this program to help his students gain meaning from complicated stories.  I would love to learn more information about this program.  If anyone have heard about or used this program, I would love to learn more insights on how it is used.

   Reading chapter 7 and 8 had some creative ways you can help your students’ comprehension improve with fictional and informational texts.  Some of the strategies that I read about are already put in place inside of my classroom.  I would love to incorporate the ReQuest procedure in my class during whole group setting.  Having the students be able to ask me questions from our reading will definitely keep them engaged and excited.  There were several graphic organizers that was mentioned in both chapters.  I do use graphic organizers inside of my room.  But there’s one that I never used before with my students and it was the spider map.  I liked the set up for this graphic organizer on page 201 in our book.  Even though it was mentioned in the narrative chapter, I would love to incorporate it into my informational unit.  Last week, I started my informational unit with my class.  The students learned how they can tell the difference between a fiction and a non-fiction book.  This week we are going to learn all about pumpkins since Halloween is coming soon.  I am going to use the spider map this week as part of my reading lesson.

  I do want to mention what I’m working on for my inquiry project.  I want to learn more information on how I can improve my guided reading lessons to especially help my struggling readers.  I want to put into practice the research based strategies that I come across to help my students shine.  Also I want to gather viewpoints on why guided reading is so important to use inside of your classroom.  Being teachers our lives are definitely busy.  So I haven’t had much time to gather information for my project.  I am planning to get started this week on my project.  By the next time we blog again, I will have some tips that I can share with you.

Blog 4

Fluency and vocabulary are part of the major components of teaching a successful reading program. In First grade we have a common core standard for each area. In ELACC1RF4, the student will read with sufficient accuracy and fluency to support comprehension. In ELACC1L4, the student will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Reading Chapter 6 in our text reminded me of how important it is for our students to learn a wealth of vocabulary and also be able to read with accuracy, automaticity, and expression. While I was reading, I noticed the authors mentioned using a four-way response chart to help extend meanings within a text. I usually have my students complete a response sheet but it’s usually over one topic such as their favorite part, the plot of the story (B/M/E), or a connection they made within the story. The four-way response chart is when students divide their paper into four sections. Each section they have something different to write and/or illustrate about their text. In one panel they can write an important quote from the text. In the second panel they can draw a picture of an important character or scene. In the third panel they can write or draw a connection they made to the text. Finally in the last panel they can write about their favorite part of the text. I like this response chart because my students will have different ways that they could dissect their book without focusing on just one topic.

In my classroom especially during guided reading time my students have experiences with using choral reading and echo reading strategies. Also my students are in love with having a read aloud time inside of our classroom. It makes you feel good when the students clap at the end of the story and tell you the parts they loved in the story. Currently I am reading an extended text aloud called The Wizard of Oz by L. Frank Baum. This text is embedded in our common core ELA frameworks. During this time, my students can witness true reading fluency and also we discuss several unknown words and their meanings so they will be able to fully understand the story components.

When it comes to teaching vocabulary the word web is very common inside of my room. I would love to try the word cards that were mentioned in chapter 6. I need to create a way so that my students will be accountable for their learning when it comes to defining vocabulary. In my previous years, we’ve actually done things together in whole or small group. But this year I want to integrate the dictionary and the thesaurus into more of my lessons and let students define certain words or look for synonyms for a word they want to learn about. Instead of my dictionary and thesaurus collect dust on the book shelf, my students should be using them as much as possible.

I listened to several videos and podcasts but I love the one with Mr. Rasinski as he discussed the importance of teaching fluency to every student in your classroom. He had an acronym that he followed called “MAP”. The “M” stands for the teacher modeling how to read fluently using a read aloud. The “A” stands for assisted reading where a struggling student can have a more fluent reader for a partner such as the teacher, volunteer, or even a classmate who is reading well with fluency. Last but not least the “P” stands for PRACTICE. Students need to practice with their reading so they can become better readers. Teachers can have each student complete repeated readings with several texts they need to build their fluency in. Following the MAP with your class should help your students become better readers and also get them to the appropriate reading level.

Blog 3

Hello Fellow Bloggers!

I chose to listen to the “Class Act: Phonics through Shared Reading” podcast and “Connecting Skills to Text” video.  In the first podcast, she was explaining the 5 steps process for a shared reading using a poem.  First, the teacher will read the poem to the class.  The class will continue to practice reading the poem over and over again.  The teacher can come up with a variety of ways for the students to continue re-reading the poem without losing interest.  Once the class feels comfortable with reading the poem the next step comes into play.  The second step is when the teacher introduce a skill to the class.  For example, you can find a rhyming word pattern and have the students help you find the rhyming words throughout the poem.  The third step is when the students have an opportunity to work with the words.  Students can practice building the specific word patterns or create more words that can join the group.  The fourth step is when the class moves into writing time.  Students can write a connection or answer a specific topic question inside of their writing journals.  The last step is when the students get a chance to reread the poem.  The teacher can place the poem near the classroom library so students can have access to it during literacy stations.  During this time, students can build their reading fluency when they practice reading the poem(s). 

I made a connection but at the same time had an “Aha” moment while viewing my second video.  Mrs. Evans has some wonderful pointers that you could use inside of your classroom.  In my previous year, I had my students do several word wall chants to review our sight words.  For example, I would let several students choose a word from the wall and we would “snap” on the vowels and “clap” on the consonants while spelling the specific word.  Another chant the kids loved is when they pretend to be like cheerleaders.  A student would pick a word such as big.  The student would say “Give me a B” and the class would say B.  The student would continue with the rest of the letters and at the end he or she would ask the class “Now, what is the word?”  The class would say “BIG”.  My “Aha” moment was when her class played the Word Wall game show.  She had a cute microphone and she gave certain students an opportunity to speak in the microphone and tell the class the name of the word that she was holding.  Within this video, Mrs. Evans had several teaching strategies that a teacher could incorporate inside of their classroom.

Within the chapter readings, I was able to make connections with Chapter 4 since my grade level is still within the Emergent Literacy stage.  I currently teach phonics and phonemic awareness with my students each and every day.  I conduct read alouds and shared readings with my class.   During Literacy stations is when I try to conduct at least 1 guided reading group.  I wish I could have more guided reading groups in one day but time really don't permit it in my schedule.  Last year I did the name of the day activity with my students.  They really enjoyed it and during Writer’s workshop time they could look at the word wall and figure out how to spell their classmates’ names.  This year I just didn’t start off on the right foot but I am going to add some time in my instructional day to do it again this year.  I feel that activity is worthwhile and useful for the younger students. In chapter 5, the authors mentioned some activities that can be used inside of your classroom.  My students loved doing word sorts during literacy stations block.  This year I want to try and use flip charts in my stations when it comes to working with word families.  My students always constructed a word wheel for a specific family but we never created a flip chart.  This learning model helped me to reconnect with what I already do inside of my classroom.  But at the same time I was able to gather some new information that I could use in my classroom.

Blog 2

From our reading assignment, I made strong connections with chapter 3 in our textbook.  Being a first grade teacher, I was able to relate to the information presented in this chapter.  As of now, in my classroom we are focusing on letter recognition and letter sounds.  Every day, we discuss which letters are vowels and which letters are consonants.  As a class we practice saying each letter name and sound of the alphabet (even the long and short vowel sounds).  During the school year, my students learn how to find syllables, digraphs, blends, diphthongs in several words.  Last year my grade level used StoryTown for our phonics component and weekly spelling words lists.  This year in grades K-2 we will begin implementing Saxon Phonics with our students.  I had never heard or taught Saxon Phonics before in my teaching career.  Last week, we had an all day training on how to implement the program in our daily routine.  I'm actually excited about using this program and hope to see wonderful growth for my students.

I was looking at one video from the resource page called "Letters and Sounds".  The teacher had the students sitting on the carpet and they were about to practice with a specific letter sound.  The teacher picked up his stuffed lion and called him "Leo".  He was telling the students that Leo had a problem and he needed help with recognizing a letter sound.  I made a connection and realized the teacher was also using Saxon Phonics with his students as well.  Another video I watched was called "Parents as Partners".  I loved how the principal explained how important it was for parents to be a part of their child's education.  My school does a great job with trying to invite parents to our school for several occasions.  The problem is we only have a small amount of parents who will show up for anything.  I have 29 students in my class and I've only met 13 students' parents this year.  My goal/intention is to get in touch with all of my parents.  The challenge is when the phone numbers are cut off or an incorrect number is given.  I've learned to send home parent letters and newsletters to try to reach all of my parents.  I do believe that if we can have parental involvement at the school level every child can have the opportunity to reach success.

Blog 1

Hello Everyone!

I enjoyed reading chapter 1 in our text book.  I made several connections within this chapter since I teach reading to younger students each and everyday.  This year will be my 4th year teaching in my whole entire teaching career.  I've been in First grade the whole entire time. While reading the Reading ability components, I made connections with teaching my students on how to use strategies for word recognition, comprehension, and reading fluency.  Also teaching vocabulary is taught daily throughout the different content levels.  One thing I did learn more about was the component called critical reading (literacy).  At times, I will have a brief discussion about a book and we will discuss the author's purpose for writing the text.

In my classroom, we have Reader's and Writer's workshop combined within a  two hours block.  Since we are still at the beginning of the school year, I have been teaching the students the routines and procedures for both workshops.  This upcoming week will wrap up the lessons that are taught to implement these workshops.  I feel that my students are going to enjoy participating in both workshops this school year.

At my school, we do have a basal reading program that we use as a resource.  It's the Harcourt StoryTown Reading program.  Even though I'm following the Common Core ELA frameworks, I'll still use the level readers and the student editions books for my Guided Reading groups.  Also the students will use the books to place in their Independent Reading mini book bags.

I did watch the "Teaching Reading" podcast by Phyllis Hunter and she gave several viewpoints on how teachers should be teaching reading.  I like how she said "Teachers don't need to be teaching from the top of their head or from the side of their hip".  She implemented how teachers should use research based practices when teaching children how to read.   A vision came to my mind when I heard her say " We need to TEACH students how to read RIGHT the FIRST time around because Success breeds Success!"  It made me come to my senses that my job is to make sure my students learn how to read the correct way so they won't have a hard time later on in life.  I still consider myself as a new teacher and everyday I am learning new techniques/ strategies that can help my students become successful.

~Brittney