I give homework to reinforce skills learned in class. Many of my students struggle with learning. They depend on me for much of what they learn throughout the day. When they work on anything independently they are given a chance to spread their wings. Problems solving skills are important as they reach adulthood. These skills can be built in the independent/homework process. Meaningful homework would be working on skills that were taught in class. Homework should not be anything that the student has not seen before.
If students do not complete all of their work in class, then it would be very helpful for them to finish it at home. So much work is assigned throughtout the day that some students need extra time at home. My homework objectives for my students is that they practice skills that we are working on in school. I also hope that parents will be availabe to help. It can be a great time to spend one on one with their children.
I provide feeback to students on papers they have turned in, and by graphing success. I have my strategic and intensive students practice their fluency at home every night. They graph the number, and watch their progress. it has really helped with motivation. Then I write in the planner to let the parents know how much I appreciate their support.
Spelling is one of the main subjects that my students have homework in. My district has decided that they do not want us practicing it in class. In order to make spelling more exciting I have them work on www.spellingcity.com . These really makes them enjoy homework more. We have a program called moodle that would be great for communication. It is a way for students to post assigments and talk to the teacher. All of our high school students use it and they really like it.
I feel like homework is an important part of education. It builds in the students the work ethic they need as they get into high school and as they get a job. Some of these same requirements could be part of a job that they eventually have as an adult..
Tuesday, February 22, 2011
Wednesday, February 16, 2011
Graphic Organizers
I looked into three different graphic organizers for 5th grade students. The first one is a story map for non-fiction text. The students are required to fill in the characters, setting, problem, and soultion for the map. Then I added a piece to my organizer. This week we are studying the story "Don Quixote", and the conept we are working on is understanding characters. I added a thoughts, action, words section to the graphic organizer so they can use all of this to decide understand the main character more. I can see ELL students struggling with character traits, so this would be something that we would have to work through together.
The non-fiction graphic organizer I chose is a venn diagram. We were studying a story about cougars. I used that to compare-contrast cougars and lions, another leveled reader from my curriculm. I noticed many students struggle with similarities so we work through this concept together. I have used venn diagarms often and they work very well. These have worked at all levels also,
For poetry, I chose a vocabulary organizer. 5th graders struggle with poetry, and a lot of this has to do with the hefty vocabulary and figurative language. This graphic organizer allows them to come up with synonyms and antonyns for the difficult word. They can also use the word in a sentence to relate it more to their life. Poetry would be a very difficult concept for ELL students. They have to have a vast background knowledge of the english language. Many english speakers struggle with these concepts also.
The non-fiction graphic organizer I chose is a venn diagram. We were studying a story about cougars. I used that to compare-contrast cougars and lions, another leveled reader from my curriculm. I noticed many students struggle with similarities so we work through this concept together. I have used venn diagarms often and they work very well. These have worked at all levels also,
For poetry, I chose a vocabulary organizer. 5th graders struggle with poetry, and a lot of this has to do with the hefty vocabulary and figurative language. This graphic organizer allows them to come up with synonyms and antonyns for the difficult word. They can also use the word in a sentence to relate it more to their life. Poetry would be a very difficult concept for ELL students. They have to have a vast background knowledge of the english language. Many english speakers struggle with these concepts also.
Wednesday, February 9, 2011
Sheltered Lesson
The teacher in this video has many strategies to promote comprehension.
Pre-reading: She makes connections to background knowledge, or has the student relate it to their own countries. Then she will preview vocabulary and provide the students with vocabulary cards. She uses questioning to get them thinking about the reading. She will provide synonyms for words that the students may not know. Then she may have the students provide vocabulary from their native language, or have them repeat something in the language that they are talking about.
The teacher makes sure to write everything down or provides examples for the students. She makes sure the directions are explicit verbally and visually. It is important that lessons are provided that is the same content that the other students are receiving just that is more accessible.
The students seem very comfortable with their teacher. One student even sings the birthday song to provide an example of something from their culture. Students use post it notes to write any questions down, or things they might be confused about. They do this before the lesson and after.
When the teacher reads aloud she slows down and emphasizes important vocabulary words. They have been working on inference up to this point so the teacher makes sure to let them know that their guess may not always be right. The teacher than has them visualize what is happening in the story. All of this is done with many repetitions and a lot of modeling. ELL students needs this to process information. The teacher has the students think about the text, in text-text and text-self, always relating it to their own background.
Students are encouraged to interact with each other, and even talk in their native language. They can then help each other to make connections in English and Spanish.
The whole lesson concludes with a review of key vocabulary and inferencing. The part I like the most was the post it notes. Students were able to put their thoughts about the story down and put it on the board. This way the teacher really understood what they got and did not get. It was a great interaction between teacher and student.
Pre-reading: She makes connections to background knowledge, or has the student relate it to their own countries. Then she will preview vocabulary and provide the students with vocabulary cards. She uses questioning to get them thinking about the reading. She will provide synonyms for words that the students may not know. Then she may have the students provide vocabulary from their native language, or have them repeat something in the language that they are talking about.
The teacher makes sure to write everything down or provides examples for the students. She makes sure the directions are explicit verbally and visually. It is important that lessons are provided that is the same content that the other students are receiving just that is more accessible.
The students seem very comfortable with their teacher. One student even sings the birthday song to provide an example of something from their culture. Students use post it notes to write any questions down, or things they might be confused about. They do this before the lesson and after.
When the teacher reads aloud she slows down and emphasizes important vocabulary words. They have been working on inference up to this point so the teacher makes sure to let them know that their guess may not always be right. The teacher than has them visualize what is happening in the story. All of this is done with many repetitions and a lot of modeling. ELL students needs this to process information. The teacher has the students think about the text, in text-text and text-self, always relating it to their own background.
Students are encouraged to interact with each other, and even talk in their native language. They can then help each other to make connections in English and Spanish.
The whole lesson concludes with a review of key vocabulary and inferencing. The part I like the most was the post it notes. Students were able to put their thoughts about the story down and put it on the board. This way the teacher really understood what they got and did not get. It was a great interaction between teacher and student.
Wednesday, February 2, 2011
Running Record Analysis
I conducted a running record on two Ell students, one that was Spanish and one that was French. Both students have been in the United States since kindergarten, so they are fairly proficient with the English language. They are both 5th graders at my school. Both students read from a book called Six Minute Solutions. It has different level passages that I use in my classroom for fluency. I have noticed that my struggling readers struggle with many of these passages, so I thought that I would use them on these two ELL students who are not in my class. Most of the mistakes the students made were leaving off suffixes or plurals. Both students skipped words and had several self corrections. One student even seemed to have trouble tracking while completing the record. I suggested the student use a ruler to track or maybe even their finger. They both struggled slightly with meaning do to the fact that they had skipped words. When asked to retell what they had read they were under 50% of the words retold. They also made grammar errors, such as wrong verb tense. I see this quite often with my struggling readers. I really did not see any errors that related to their first language. Both students read at what would be considered benchmark or 115 words per minute.
My teaching suggestions for these students would be that they continue reading high interest text. Books that contain pictures, or photographs that would help support meaning. These students would benefit from a content rich program where all of the curriculum builds upon their vocabulary and introduces them to new ideas. In Freeman's book they discuss how students can repeat what an adult is saying if they are struggling with a certain concept. This might really help these students become more aware of what they are missing. A phonice exercise about s making the s or z sound may also be beneficial. For these students it would not help them to continue on with their reading curriculum without having some direct instruction in what they are missing. It would be interesting to see what their spelling is like. I bet they have some of the same problems hearing those sounds and spelling them.
My teaching suggestions for these students would be that they continue reading high interest text. Books that contain pictures, or photographs that would help support meaning. These students would benefit from a content rich program where all of the curriculum builds upon their vocabulary and introduces them to new ideas. In Freeman's book they discuss how students can repeat what an adult is saying if they are struggling with a certain concept. This might really help these students become more aware of what they are missing. A phonice exercise about s making the s or z sound may also be beneficial. For these students it would not help them to continue on with their reading curriculum without having some direct instruction in what they are missing. It would be interesting to see what their spelling is like. I bet they have some of the same problems hearing those sounds and spelling them.
Wednesday, January 26, 2011
Learning VS. Acquisition
The students:Learning-Looking up words in the dictionary-shows intent of learning
Learning-Make a Venn Diagram to compare two stories-again student is intentianally breaking down the story.
Learning-Acquistion-Part of a phonics program-or part of just teaching yourself to read through practice
Acquisition-read in round robin fashion-students are not being given direct instruction, they are reading to experience reading.\
Acquisition-correct peers when they make a mistake during reading-I chose this because this natuarlly happens when reading either with adults or peers.
Learning-identify words on a big book page that starts with the same sound-Teachers are providing the phonics program from a curriculum, traditional classroom.
Learning-group cards with classmates names on them with a specific criterion- The teacher is looking for a specific skill to be taught. The ending sounds of a name for example.
Learning/Acquisition-rhyming poetry and then discuss different spellings for the rhymes-the rhyming part is acquisition and then learning comes in when they are taught the different spellings.
Acquisition-asking a teacher to spell a word they do not know-does not come from a spelling program this make it Acquisition.
Acquisition-create a language experience story they have created with the teacher-this is the group working together to build reading, without specifically being taught.
Acquistion/Learning: work in pairs to arrange words from a familiar chant into sentences-this is both because you can do this as part of a curriculm or you can experience through your individual reading.
Learning:Divide words into syllables-this is not an experience based concept.
Learning:on a worksheet, draw a line from each word to the picture that starts with the same sound-this is intentional learning-they want them to know phonics
Learning:make alphabet books on different topics-the point is learning the alphabet not through reading, but being taught this to learn to read.
The teacher:
Learning:Pre-teaches vocabulary-this is done with the intent of learning language-The language is meant to be processed.
Learning/Acquistion-shared reading with a big book-I chose both because from both perspectives reading is meant to be experienced. Sharing the book comes from the curriculum also which is learning.
Learning:Makes sure students read only things that fit their level-Learning becasue they are not able to ppick anything unless it is part of what needs to be learned.
Learning-have students segment words into phonmes-part of a phonics program
Acquisition-write words that students dictate for a story and then spell them together-again this is not a traditional way of teaching spelling by a list-you learn as you go.
Learning/Acquisition-ask students to look around the room for items that start with a certain letter-I chose both becasue this is a way for teachers and students to interact concepts, but it can also be part of teaching letter sounds to students.
Learning-uses decodable text-this is something on their level they can use-curriculm basesd
Acquisition:sets aside time for SSR-this supports the fact that students learn by reading-the more they read the better they will read.
Learning:Teaches Latin and Greek roots-knowledge of this will increase vocabulary and you only can do this by being taught the different roots.
Learning/Acquisition: Has students meet in literature-I chose this becasue both a traditional classrrom and regular classroom uses this.
Learning:conducts phonics drills-part of a structured program
Learning:choose predictable text-again, this can be used to teach a specifc skil by the teacher.
Learning/Acquisition-teaches students different comprehension skills-this can be done as text is read or part of a basal reader.
Learning/Acquisition:takes a picture walk of a new book-can be done in a traditional classroom or where language is just being used.
Learning:uses a variety of worksheets to teach different skills-Language is being taught or learned in a controlled manner.
Learning-Make a Venn Diagram to compare two stories-again student is intentianally breaking down the story.
Learning-Acquistion-Part of a phonics program-or part of just teaching yourself to read through practice
Acquisition-read in round robin fashion-students are not being given direct instruction, they are reading to experience reading.\
Acquisition-correct peers when they make a mistake during reading-I chose this because this natuarlly happens when reading either with adults or peers.
Learning-identify words on a big book page that starts with the same sound-Teachers are providing the phonics program from a curriculum, traditional classroom.
Learning-group cards with classmates names on them with a specific criterion- The teacher is looking for a specific skill to be taught. The ending sounds of a name for example.
Learning/Acquisition-rhyming poetry and then discuss different spellings for the rhymes-the rhyming part is acquisition and then learning comes in when they are taught the different spellings.
Acquisition-asking a teacher to spell a word they do not know-does not come from a spelling program this make it Acquisition.
Acquisition-create a language experience story they have created with the teacher-this is the group working together to build reading, without specifically being taught.
Acquistion/Learning: work in pairs to arrange words from a familiar chant into sentences-this is both because you can do this as part of a curriculm or you can experience through your individual reading.
Learning:Divide words into syllables-this is not an experience based concept.
Learning:on a worksheet, draw a line from each word to the picture that starts with the same sound-this is intentional learning-they want them to know phonics
Learning:make alphabet books on different topics-the point is learning the alphabet not through reading, but being taught this to learn to read.
The teacher:
Learning:Pre-teaches vocabulary-this is done with the intent of learning language-The language is meant to be processed.
Learning/Acquistion-shared reading with a big book-I chose both because from both perspectives reading is meant to be experienced. Sharing the book comes from the curriculum also which is learning.
Learning:Makes sure students read only things that fit their level-Learning becasue they are not able to ppick anything unless it is part of what needs to be learned.
Learning-have students segment words into phonmes-part of a phonics program
Acquisition-write words that students dictate for a story and then spell them together-again this is not a traditional way of teaching spelling by a list-you learn as you go.
Learning/Acquisition-ask students to look around the room for items that start with a certain letter-I chose both becasue this is a way for teachers and students to interact concepts, but it can also be part of teaching letter sounds to students.
Learning-uses decodable text-this is something on their level they can use-curriculm basesd
Acquisition:sets aside time for SSR-this supports the fact that students learn by reading-the more they read the better they will read.
Learning:Teaches Latin and Greek roots-knowledge of this will increase vocabulary and you only can do this by being taught the different roots.
Learning/Acquisition: Has students meet in literature-I chose this becasue both a traditional classrrom and regular classroom uses this.
Learning:conducts phonics drills-part of a structured program
Learning:choose predictable text-again, this can be used to teach a specifc skil by the teacher.
Learning/Acquisition-teaches students different comprehension skills-this can be done as text is read or part of a basal reader.
Learning/Acquisition:takes a picture walk of a new book-can be done in a traditional classroom or where language is just being used.
Learning:uses a variety of worksheets to teach different skills-Language is being taught or learned in a controlled manner.
Tuesday, January 18, 2011
We Were There Too by Phillip Hoose
I chose this because it is non-fiction text that is about the history of the United States. This would ber really difficult because they need to have some concept of the history of their own country to understand our history.
1.Vocabulry in this story is very difficult. Picture cards with the words so the students can visualize what these soldiers look like. Then a long discussion of why they dressed this way. The importance of what they wore.
2. The text is written in old english. Students can make a two column chart of what the soldiers say and what it means.
3.A discussion of what a hero means. Each of the characters are heroes in their own way. They are all very different ways. This could be difficult because the role of men and women are different throughout different cultures. It would be easy to role play the parts of the men and women. So they could see that women did not fight, but that men did. Women aided the men by providing supplies and support. Some cultures do not allow women to do anything.
4. Setting: This story takes place during the American Revolution. To help students understand you could study the important historical aspects of this time. Then have them make a Venn diagram comparing and contrasting our time to the American Revolution, provide a map so they can see where the fighting took place.
1.Vocabulry in this story is very difficult. Picture cards with the words so the students can visualize what these soldiers look like. Then a long discussion of why they dressed this way. The importance of what they wore.
2. The text is written in old english. Students can make a two column chart of what the soldiers say and what it means.
3.A discussion of what a hero means. Each of the characters are heroes in their own way. They are all very different ways. This could be difficult because the role of men and women are different throughout different cultures. It would be easy to role play the parts of the men and women. So they could see that women did not fight, but that men did. Women aided the men by providing supplies and support. Some cultures do not allow women to do anything.
4. Setting: This story takes place during the American Revolution. To help students understand you could study the important historical aspects of this time. Then have them make a Venn diagram comparing and contrasting our time to the American Revolution, provide a map so they can see where the fighting took place.
LAFFF by Lensey Namioka
The story LAFFF is about two Chinese families and their invention of a time machine. The topic not only deals with cultural differences,but also it is science fiction text, which can be hard to decipher for anyone. I chose this text because I was teaching it today and saw the difficulties it gave my struggling readers. Here is my list:
1. The kids talk about how important education is to Chinese parents . They do not have a choice but to do well in school. To help them with this they can make a Venn diagram comparing the similarities and differences between Chinese parents and their parents.
2. They talk about how the main characer is a nerd. He dresses in bright colored socks, and wears glasses. To some cultures that would not mean nerdy, but just part of their culture. ELL students could draw a picture with the teacher and discuss the vocabulary word "nerd".
3. The next topic would be that of time travel. This is not a term that can be visualized, so whatever is done must be very explicit. Cooperative groups would work well. With teacher and students explain what time travel would look like. Also, make it very clear that this is somthing that can't be done. My students really wanted to discuss this concept. They really wanted to believe that it could.
4.One of the characters, Angela decided to use the time machine to win a writing contest. This is a moral decision that effects the plot of the story. The importance of this may be hard for students to understand. Teachers can use a graphic organizer to discuss the difference between right and wrong. Why is cheating not the right thing to do? What does cheating mean?
1. The kids talk about how important education is to Chinese parents . They do not have a choice but to do well in school. To help them with this they can make a Venn diagram comparing the similarities and differences between Chinese parents and their parents.
2. They talk about how the main characer is a nerd. He dresses in bright colored socks, and wears glasses. To some cultures that would not mean nerdy, but just part of their culture. ELL students could draw a picture with the teacher and discuss the vocabulary word "nerd".
3. The next topic would be that of time travel. This is not a term that can be visualized, so whatever is done must be very explicit. Cooperative groups would work well. With teacher and students explain what time travel would look like. Also, make it very clear that this is somthing that can't be done. My students really wanted to discuss this concept. They really wanted to believe that it could.
4.One of the characters, Angela decided to use the time machine to win a writing contest. This is a moral decision that effects the plot of the story. The importance of this may be hard for students to understand. Teachers can use a graphic organizer to discuss the difference between right and wrong. Why is cheating not the right thing to do? What does cheating mean?
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