Week 15 - Reflections of EDLI 635

http://prezi.com/b6wtce2hpoyi/?utm_campaign=share&utm_medium=copy&rc=ex0share

Week 13 - Keystone Assignment

Thematic Unit Lesson Plan

Assessment Rubric

The Three Versions of Cinderella

Info and Activity Sheet

Venn Diagram

Vocabulary Word Organizer

Week 11 - Assignment 2

Out of the seven literacy strategies that are mentioned in the article, I choose graphic organizers. Graphic organizers can be used in the classroom in many ways. It cab be used in all subject areas such as Reading, Writing, Math etc. I can be used to organize information and make the content easier to understand. Students can sort through the information and learn the most important parts. It can serve as a visual aid to give students a better understanding of how concepts are related. Graphic organizers help students capture information and become better learners. The article,” Graphic Organizers: Guiding Principles and Effective Practices,” mentions that in order for graphic organizers to be effective in the classroom, some steps must be followed. First, graphic organizers should be clear and easy to understand. Then, teachers must show students how to use the graphic organizers to make it an effective tool. Lastly, graphic organizers should be used frequently to help students learn the organizational skills necessary to make the most of this fundamental tool.

Scholarly article on graphic organizer

Lesson Plan with graphic organizer

Week 11 - Assignment 1

Video

3- One thing I learned from the video is that it’s important to discuss possible audiences with the students to help them get started in the writing process. Another thing I learned is that it’s important to show students that real writers also face some similar situations during the writing process. The last thing I learned is that doing culminating projects reinforces what the students have learned throughout the year.

2 – One of things I can use in the classroom are incorporating different content areas into the writing segments. I like that some of the teachers used Math, Science and Social Studies content as part of their writing topics. This is good way to assess if the students have understood the content that has been discussed. Another thing I learned that I could also use in the classroom is to let the students choose their own topic, purpose and audience.

1- One thing I still need to learn is how to incorporate multi-genre projects in the classroom. I want to learn how to balance all areas of project to ensure the students are assessed properly. I want to know the various parts of a culminating project and create something for my students to do.

Article

3 – One thing I learned from the article is that every student doesn’t have to read the same book at the same time. Another thing I learned is that it’s important to use trade books and textbooks to help support student learning. Since many textbooks are not updated, it’s important to have trade book to introduce topics and help develop ideas. One more thing I learned is that trade books can be used to do read-aloud in the classroom to help expose students to texts that are too difficult for them to read but has valuable learning aspects.

2 – One thing I learned that I can use in the classroom is to use magazine and newspaper articles for read-aloud. This can help students with listening comprehension. Another I can use in the classroom is use nonfiction trade book for independent, group or guided reading. This can provide students with extra reading comprehension and expand their knowledge.

1 – One thing I still need to learn is how much time should be allocated to trade books per week. Also I want to know how to assess students for understanding without simply asking them to summarize. I want to learn to teach students to make connections to their everyday life.

ELL Case Study

ELL Case Study (Sarah-Gr3)

Sarah's Running Record

Sarah's Written Work

Week 10 - Assignment 2

Click here for the narrated Jing video

Week 9 - Assignment 3

Assignment 3 - Diary of a Fly

Diary of a Fly

Venn Diagram 

Running Record Assessment & Report

Running Record Miscue Analysis

Running Record Reflection

Lesson Plan

Please let me know if you can view these documents. Thank you.

Week 8 - Assignment 3

Both videos were very informative in terms of how the reading groups and discussions should be. This semester, I observed the teacher following strategies similar to the ones in the video. A couple of times, throughout the week, children were in the groups discussing what they read and understood. I think having the teacher be a part of the discussion group is important because students can often digress from the main topic of the discussion and having the teacher their helps the structure of the discussion. What I learned from the videos mostly is that the point of the group discussions is to allow students to express their thoughts and ideas about what they are reading. It’s also important to understand that the students all have different comprehension levels and sometimes these discussions can help clarify misunderstanding and misinterpretation from the text. I especially liked the sense of community the reading groups built in the classroom. It gave students a way to connect with their peers.

Week 8 - Assignment 2

Schema Theory

A schema is the amount of structured knowledge a person has about a particular topic. Schemas can be very broad or specific. Having a schema on a topic allows students the reader to retrieve information previously acquired elsewhere. Its helps them make connections and gain a better understanding of the text they are reading. Prior knowledge is key when it comes to extracting meaning from certain texts and combining it with new information that is acquired.

Situational Model Theory

The situational model theory also aids in reading comprehension. It consists of three layers, surface code, propositional textbase, and the situation model. The surface code is made up of the words and syntax. These are the words students read in the text to know what is being said. The textbase contains the ideas being conveyed in the text. This helps readers create mental images about the text. In the mental model students combine prior knowledge and textbase to comprehend the text. Student who read the same passage may have similar textbase but they would have different mental model since the students’ prior knowledge and experience would vary greatly. Good readers constantly check their textbase and mental model to make sure what they already know about the topic corresponds with what they are reading.

Role of reasoning

Reasoning and background knowledge are interconnected. Students are encouraged use reasoning to evaluate what they are reading and match it to their prior knowledge. Making inferences while reading is an important part of reasoning. It allows children make a connection with what they are reading. Using reasoning while reading is connected to better comprehension and retention in students. Students who have a wide range of background knowledge tend to have higher comprehension rate.

Role of attention

Attention is a crucial part of comprehension. Students must learn to read efficiently by paying attention to the text and extracting meaning from it. As students read, they have to be attentive and distinguish between the main idea and details of the text effectively. Students who have difficulty focusing their attention do not get as much understanding from the text due to the lack of attention in reading. Some students need to have the right environment in order to be attentive readers. They need a place with minimal noise and distractions to be able to focus on the words and understand its meaning.

Role of Surface Features 

Surface features such as vocabulary and sentence structure are crucial for reading comprehension. Students who have a broad vocabulary are better readers and have better understanding. Having limited vocabulary hinders students understanding because they cannot make connections with the text. Much of the reading time is spent of understating the meanings of words, which leaves little room for making connections among the words.