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.