Learning Blog 8

As this chapter (8) details writing comes in many different forms. There is formal writing, informal writing, response writing, the writing process etc. I believe that it its important for students to understand each of these processes and use them when appropriately. The part that confused me was the section about writing as a process because I believe that even though we may not formally complete the writing process every single time we right, we do complete it in some form. For example, when writing an email, journal, or research paper there is some kind of brainstorming (getting your ideas together), drafting and then re-reading/editing before submitting or finalizing our "perfect" copy. All of these steps may not be written out but they do happen. I also believe that students need to understand determining the type of writing you are doing is part of the writing process as well. This step is part of the preparation phase of writing. You need to know who you are writing to, why you are writing, what type of writing you are completing and so-on.
One thing that I have seen lost in my classroom (I assist but am not the main teacher for literacy) is informal or response writings. Students do not have a chance just to write. Their are no journals being kept and most writing is for grades or at least critic. Feed back is extremely important but I feel like collecting everything our students write does not allow them to have any stress free expression where they can try new things, express themselves, and take risks. In todays world too much emphasis is on grades and tests, if a student has figured out one style or trick in writing will get him a good grade, and he does not have a grade free chance to write he will never change his ways.
Writing can be used as tool in each stage of PAR but also can be taught using PAR. Students need to prepare and reflect on their writing just as much as they write. I believe each step is equally important to raise complex writers.

You Can't Learn from Books You Can't Read

The article “You can’t learn from books you can’t read” has been really thought provoking for me. I am currently a 5^th grade long term substitute who started in the middle of the year. A lot of class resources were already in place and it was up to me to use them. One of these resources (for each subject) is the “one size fits all” textbook. One of the two classes I work with is inclusion. These textbooks are on level for about 5 students out of 22. I realized very quickly who those 5 students were because they were the only ones who really understood the material. The teacher whom I replaced would give readings for homework and take the review questions as quiz grades. These strategies left a lot of students behind to struggle. In 5^th grade I believe it is important for students to be able to independently read and walk away with meaning. To better fit this class I make different homework packets that have the same information but the reading is better leveled to fit the students needs. One time I believe having a full class textbook is a good tool is for whole group read aloud. If the teacher is reading the words and supporting the class through making meaning, a one size fits all textbook (as long as it is grade level appropriate) is an appropriate resource to use. If you would like students to work on inclass activities, achieve3000 is an online database perfect for this task. At the beginning of the program students take a placement test. As the teacher you may assign certain articles and subjects or students may search for them on their own. The pictures, titles, and subjects are the same for every student but the text is leveled to fit their specific needs. 5 students may sit next to each other and never know the difference between the articles. Harder vocabulary words have a dictionary option and sometimes may even read it to you. All in all, as teachers we need to be sensitive to our students reading levels when using reading in the content areas because the can’t learn from books they can’t read.

Diverse Learners

Growing up it has been instilled in me that every person is different. This becomes even more prevalent as a teacher. If every student acted and learned in exact same way our job would be sometimes easier and a lot more simple. All you would have to do is find one way that works and keep going. However, that is not the case. As an inclusion teacher this is even more challenging. Teaching literacy to those children with special needs has always been a challenge for me to identify because the literacy might be different. However even though the exact procedure might differ, we teach our diverse students the same as main stream students.
The first few weeks of school it is important to focus on behavior, expectations, and building relationships. If the students cannot follow rules, know the routine, and respect you as a teacher, they will not learn. The same goes for our diverse learners. If a child with special needs feels like you judge them and believe they are worthless, they will live to that standard. Unfortunately by the time inclusions students get to me (5th grade) someone has already taught them their limitations and that it is okay not to try. To reverse this, they have to trust that you can believe in them even if they don't believe in them. You also have to be patient with them. Don't be quick to read something for them, don't embarras them in front of everyone else, allow them to grow at their own rate. Most importantly learn your students. Don't push too much, understand when they need a break, understand what triggers their shut downs, and find things to relate with them on. These are great strategies for diverse learners but they are good strategies to use for all students. From at- risk, middle of the road, and IEP students everyone wants someone to believe they can succeed and help them get their. These strategies will help you reach your students in all content areas.

What do you think is the most important strategy to reach diverse learners?

PAR Lesson Plan

Par Lesson Plan – 5^th Grade Living systems

Written Purpose- Students will understand and be able to explain the differences in organisms and how to classify them using a dichotomous key.

Standards of Learning- 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include

b)   classification of organisms using physical characteristics, body structures, and behavior of the organism; and

c)   traits of organisms that allow them to survive in their environment.

Objectives - TSWBAT classify organisms in a dichotomous key using physical characteristics, body structures, and behavioral traits.

TSWBAT create a chart organizing organisms by survival behavioral traits.

Preparation –

Students will be given a graphic organizer jot chart with 3 columns. The  first column lists the vocabulary words ( dichotomous key, living systems, cells, organisms, physical characteristics, vertebrate, invertebrate, habitat, and adapatation). Students will list definition they think or remember in the second column.

The teacher will play the vocabulary podcast - http://www.flocabulary.com/cells-and-body-systems/ and ask students to jot down any definitions they learn.

The teacher will ask students to draw a WIKA chart in their notebooks. She will do a picture walk through the book “What is a Living Thing?” and ask students to fill in the “what I know” section of the chart.

Assistance-

The teacher will read aloud “What Is a Living Thing? (Science of Living Things)” to the students. The students will fill in definitions they have learned.

The students will fill in the “What I want to learn” section of the WIKA chart.

The teacher will discus physical characteristics of living things.

The student will turn to page 256 in textbook to show picture of dichotomous key.

Reflection

Students will fill in the “What I know now” and the “What I still want to know” section of the WIKA chart.

Cooperative learning - Students will work with their tables and be given 6 organism cards, chart paper, and markers. They have to create their own dichotomous key, switch with another group and solve. If problems arise students will work within their groups to fix their dichotomous key and find the problem. The students will then present their dichotomous keys

Students will use vocabulary jot chart to reflect and ask questions in group and to teacher about misconceptions or missed vocabulary.

Evaluation-

Students will work with a partner to complete a reflection guide.

Students will create self-generated questions on an exit slip. These questions are questions that you can use a dichotomous key to answer.

Reflection Guide Put an x beside each statement that is true about living things. _____1. Every living thing has a heartbeat. _____2. Living organisms consume nutrients, and produce waste _____3. All living things have a back bone _____4. All living things have at least one cell. _____5. All living things adapt to their habitat.

Exit Slip 2/24

One topic I would like to see on the mid-term is focus on finding and capitalizing on a students locus of control.

Lesson Plan Planning

Living Systems - 5th grade

Fact storming,
KWL
These strategies allow students to organize prior knowledge and begin finding gaps in which we need to focus.

Picture books, dichotomous keys

Objectives

TSWBAT classify organisms in a dichotomous key using physical characteristics, body structures, and behavioral traits.

TSWBAT create a chart organizing organisms by survival behavioral traits.

Written Purpose
Within life science students need to be able to use a dichotomous key to classify organisms.

2 instructional strategies for each stage of Par
Preparation - Word inventory,
Assistance - Jot Chart
Reflection -

Reading Materials -

Living Systems

5.5             The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include

b)   classification of organisms using physical characteristics, body structures, and behavior of the organism; and

c)   traits of organisms that allow them to survive in their environment.


Vocabulary strategy -
Word inventory, graphic organizer. Students need to address vocabulary in the beginning but the main focus of vocabulary for a science lesson should be during the assistance phase of a lesson.

*Not finished

#3 Stop after podcast Pages 183-190

Conscious reading is key to understanding vocabulary. A student must have strong meta-congition and note taking strategies to pick out and understand unknown vocabulary.
Word association activity - work in groups to clear up misconceptions
Different type of context clues( 1.Definitions 2.Signal Words 3. Direct Explanations 4. synonyms 5. antonyms 6. inferences)
Structural analysis- a basis of morphology can help students understand

Discover the words context
Isolate the prefix
Separate the suffix
Say the stem or root word
Examine the stem or root word
Check with someone
Try the dictions

Learning Blog 5

Vocabulary development is my second important component to teaching reading. Once decoding is mastered I believe the main focus needs to be on continual development of comprehension and vocabulary. As adults we will always encounter new vocabulary. Using context clues, glossaries, and dictionaries are skills that will never go to waste.

The strategy that I absolutely love for teaching vocabulary is the word inventory. I believe as adults we do this sub-consciously. When reading textbooks and article journals we quickly skim over the bolded or italicized vocabulary noting those that we are unfamiliar with. I remember in 4^th and 5^th grade we would have to do a “how many words are in your brain” test in the beginning of each chapter and unit.  We would use ratings (1-I don’t know it, 2-I’ve heard it, 3-I know it!) and anything under three had to go in our “learn it” section in our notebooks. This strategy helped me not only learn how to handle new vocabulary but also solid note taking skills as well.

The other section of this chapter that really intrigued me is the incidental vocabulary development. I believe that this is also a very important section of vocabulary development. As teachers we cannot possible teach every important word to a student, they have to assume some of the responsibility. We can assist by changing some of our conversation vocabulary to challenge our students but the text also points out that reading is the biggest tool for incidental vocabulary. Students don’t even need to read books but rhymes, poems; advertisements are all things that can foster vocabulary development. However with incidental vocab development teachers need to be sensitive to multi-use words when teaching intentional vocabulary. One thing I have experienced working in upper elementary is that pop-culture has shaped meaning of words that you have to very conscious to in order to keep school appropriate conversation in the classroom. One tool that helps me ensure this is to use urbandictionary.com or other slang sites to research words I think may have an inappropriate context. In these cases I don’t leave these words open to discussion but allow students to ask questions on exit slips if they need clarification.

Vocabulary is an extremely important concept of reading to focus on. Vocabulary is also universal throughout the reading process. Different vocabulary strategies can be used for pre-, during, and post- reading activities.

Learning Blog #4 Comprehension for mute learners

As a teacher making autonomous readers and teaching metacognition strategies is something I have always struggle with. These are things that really happen inside a child’s brain and every brain is different. One of my undergrad professors ended every class by saying “our job would be a cake walk if we could just open a student’s head and see what they missed.” Comprehension strategies are key to making an autonomous reader but we cant make them comprehend. I really love how this chapter breaks teaching comprehension strategies down to begin with communications skills. I never really thought about if a student cant communicate effectively it can hinder their reading comprehension. I am currently teaching a 5^th grade inclusion class and I have two students who are selectively mute. One student will whisper to any teacher when spoken to but the other student has not said a single word all year. This makes it even more difficult to understand where students are in their reading comprehension. The only way these students communicate is through written expression. Even though I believe that focusing on communication in general and about what they have read is a great step for my main stream students but I am wondering how skipping this step affects my mute students. One thing I really like about these reading strategies is that most if not all of them can be adapted to involve written expression. I believe as the teacher we need to verbally model these strategies but these strategies do not leave my mute students unable to participate.

            The most important things to remember when creating and using reflection activities is to; Be open-ended, provide multiple entry-points, deal with intellectually important content, and if you use partner or group projects provide clear evaluate criteria.  Do you believe that not being able to verbally communicate will hinder your comprehension skills?