https://drive.google.com/open?id=0B2wJAQ1XYjOlSVhNQW9Ha1lRYUsxdWM1UzlIQmZET3hncmVn
Story Retell:
Mini Lesson Plan:
Reflection:
Monday, March 27, 2017
Running Record Assignment
Miscue Analysis:
https://drive.google.com/open?id=0B2wJAQ1XYjOlSVhNQW9Ha1lRYUsxdWM1UzlIQmZET3hncmVn
Story Retell:
https://drive.google.com/open?id=0B2wJAQ1XYjOlSVhNQW9Ha1lRYUsxdWM1UzlIQmZET3hncmVn
Story Retell:
Thursday, March 9, 2017
Week 7 - Assignment 1: Fluency and Word Study
1. Classroom has a choice of many different books for different levels so that each child can pick a book that is on his reading level.
2. The teacher reads the class a few pages from a chapter book (Charlottes Web) each day. The book contains many new words that the children never heard of and the teacher stops to explain and teach them what the word means.
3. Word Study is something that is a very big focus in my classroom. The teacher is constantly talking about different words and seeing if the students remember what it means.
4. One activity that is done very often in my classroom that promotes word study is their weekly spelling tests. The teacher doesn't just hand out the words to the class to study, she goes through each word and talks about the meaning of it, why it's spelled that way, which vowel sound we hear in it... etc.
5. The classroom I work in includes children on all levels, some already reading fluently, and some children still struggle to get past one word. When the teacher explains the work, she does so very slowly and clearly so that ALL students can understand. If when she gives out the work some students still have a hard time completing it, the Teacher's Aid (thats me!:) takes them out and helps them do the work by assisting them in any way they need.
2. The teacher reads the class a few pages from a chapter book (Charlottes Web) each day. The book contains many new words that the children never heard of and the teacher stops to explain and teach them what the word means.
3. Word Study is something that is a very big focus in my classroom. The teacher is constantly talking about different words and seeing if the students remember what it means.
4. One activity that is done very often in my classroom that promotes word study is their weekly spelling tests. The teacher doesn't just hand out the words to the class to study, she goes through each word and talks about the meaning of it, why it's spelled that way, which vowel sound we hear in it... etc.
5. The classroom I work in includes children on all levels, some already reading fluently, and some children still struggle to get past one word. When the teacher explains the work, she does so very slowly and clearly so that ALL students can understand. If when she gives out the work some students still have a hard time completing it, the Teacher's Aid (thats me!:) takes them out and helps them do the work by assisting them in any way they need.
Wednesday, March 8, 2017
Week 7 - Assignment 3
1. Use a lot of vocabulary words within each lesson. When you get to a new word stop and have students help you figure out what the word could mean, this is what helps them develop a good vocabulary and fluency in reading.
Level 1: Familiar Words: Don't need to teach, very common words.
Level 2: Words that are a bit more challenging and appear often, needs to be taught.
Level 3: Highly technical words used in science, biology classes etc..
Need to focus on the second level of words, and help the class develop a strong vocabulary. Most of these words appear in books that the children read and that's how you can implement these new words in the lesson. Draw the words from the material that your reading them, no need for fluency lessons, just implement it in all other lessons by pointing out new words and explaining them.
2. Teach the child to tear off the beginning and end of the words and read the middle, once the child can pronounce it add on the beginning and then the end and have the child put the word back together and say it. Once the child gets a hang of it just of them cover the beginning and end with their fingers. Eventually the child shouldn't need to cover anything at all and read the word on their own without breaking it up.
3. I gained a lot of knowledge on instructional practiced for fluency from Professor Allington. One specific idea that I really like and want to implement in my own classroom is the whole idea of the importance of the teacher reading out loud to the class modeling what a fluent reader does. By reading with expression and excitement. I have seen teachers who read books to their students as if they are acting in a play! It makes the book so alive and real for the students and shows them how they should be feeling when they read a book on their own. I also like the idea of implementing a word wall in the classroom, by adding new words onto the wall so that the students can visualize all the new vocabulary words they learned.
I strongly agree that the best way to have our students become better and more fluent readers is for them to read, read, and read some more!!! Books are the best teachers!
Level 1: Familiar Words: Don't need to teach, very common words.
Level 2: Words that are a bit more challenging and appear often, needs to be taught.
Level 3: Highly technical words used in science, biology classes etc..
Need to focus on the second level of words, and help the class develop a strong vocabulary. Most of these words appear in books that the children read and that's how you can implement these new words in the lesson. Draw the words from the material that your reading them, no need for fluency lessons, just implement it in all other lessons by pointing out new words and explaining them.
2. Teach the child to tear off the beginning and end of the words and read the middle, once the child can pronounce it add on the beginning and then the end and have the child put the word back together and say it. Once the child gets a hang of it just of them cover the beginning and end with their fingers. Eventually the child shouldn't need to cover anything at all and read the word on their own without breaking it up.
3. I gained a lot of knowledge on instructional practiced for fluency from Professor Allington. One specific idea that I really like and want to implement in my own classroom is the whole idea of the importance of the teacher reading out loud to the class modeling what a fluent reader does. By reading with expression and excitement. I have seen teachers who read books to their students as if they are acting in a play! It makes the book so alive and real for the students and shows them how they should be feeling when they read a book on their own. I also like the idea of implementing a word wall in the classroom, by adding new words onto the wall so that the students can visualize all the new vocabulary words they learned.
I strongly agree that the best way to have our students become better and more fluent readers is for them to read, read, and read some more!!! Books are the best teachers!
Week 7 - Assignment 2
1. Just as Proffessor Alington suggests, teachers need to make sure there are appropriate books in their classroom for all level readers. The book needs to be just right for that specific child, we don't want it to be too easy or too hard. The classroom needs to have a rich supply of reading material.
2. Have a large selection of books in your classroom, set up by different genres. The more books the children are exposed to the better readers they will become after practicing their fluency in reading. I was amazed to see the huge selection of books that some of the classrooms had. The more exposed our students are to new and different types of books, the more fluent they will become.
3. Children need to learn how to self regulate their own reading without intervention after every word. Respond to them just like you respond to a good reader. Instead of correcting them after every word, wait until they finish the sentence so that they will realize on their own that what they read didn't make sense and needs correction. It is also very effective when the teacher reads out loud to the class with expressive reading. Model fluent reading to them. The goal of reading may be comprehension, but another goal that we as teachers want our students to receive is goosebumps, giggles, happiness, to actually feel the emotions of the book as they read it.
2. Have a large selection of books in your classroom, set up by different genres. The more books the children are exposed to the better readers they will become after practicing their fluency in reading. I was amazed to see the huge selection of books that some of the classrooms had. The more exposed our students are to new and different types of books, the more fluent they will become.
3. Children need to learn how to self regulate their own reading without intervention after every word. Respond to them just like you respond to a good reader. Instead of correcting them after every word, wait until they finish the sentence so that they will realize on their own that what they read didn't make sense and needs correction. It is also very effective when the teacher reads out loud to the class with expressive reading. Model fluent reading to them. The goal of reading may be comprehension, but another goal that we as teachers want our students to receive is goosebumps, giggles, happiness, to actually feel the emotions of the book as they read it.
Sunday, March 5, 2017
Saturday, March 4, 2017
Subscribe to:
Posts (Atom)