Prezi: My experience on EDLI 635

This presentation includes some of the components and experiences in our class. I want to wish everyone a great break!  This was a great semester!

Weeks 12-14 Key Assignments

Thematic Unit

Click here for Thematic Unit

Worksheets:   (Lesson 1)  (Lesson 2)  (Lesson 3) (#CUBA –metacognitive markers)

Powerpointpresentation                    Argument Rubric                                      
 

 

ELL case study      Solom Matrix

 

Running records               Miscue Analysis/Reflection             Lesson Plan

Week 10: ELL stratedies for decoding and comprehension

Week 11: assignment 3: Graphic Organizers

 Graphic organizers provide students with visual information that complements the class

discussion or text in ways that really aid students’ comprehension of text. Organizers can be used in many forms and are a great way to get students to get students engaged. In 2007, a Northern Arizona University study suggested that graphic organizers can significantly improve student comprehension in a wide variety of students. However, their findings where very interesting. The authors suggest that teaching text structure awareness in the content areas, and training students in using organizers as they read, will increase their ability to identify text types, increase students’ ability to fill graphic organizer with appropriate information, summarizing, and aid in comprehension of text. As the authors point out:

“To this point we have argued that there is a strong set of research studies from L1 context to support the use of GOs to raise text structure awareness among students”.

This information is very interesting and certainly uses a good number of studies to support their conclusions. I find that this is something to keep in mind, and definitely a model to keep in mind. I can definitely see how it would be easy for me to implement such strategies in my particular content (I am a Social Studies teacher).

Here is more on the use of this type of organizer from the Reading Rockets site.

Here is an example unit plan (with 5 lessons) on teaching text types for elementary

 References:

[1] Jiang, Xiangying, and William Grabe. "Graphic Organizers in Reading Instruction: Research Findings and Issues." Reading in a Foreign Language. 1st ed. Vol. 19. N.p.: n.p., 2007. 34-55. Print.

[2] Akhondi, Masoumeh, Faramarz Aziz Malayeri, and Arshad Abd Samad. "How to Teach Expository  Text Structure to Facilitate Reading Comprehension." Reading Rockets. WETA, Oct. 2012. Web. 28 Nov. 2015.

 

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Week 7: Assignment 2 - Vocabulary

Explain the three levels of words and how you can use word levels to decide which words to teach.

I have studied this in my TESOL program as tier words, and the words were placed in 3 levels as well. As those, words on the first level are very basic, and do not need explaining or teaching alone. However, words on the second level are a bit more complex and occur in multiple contexts or domains. Those words usually occur in mature language situations. Finally, there are the level 3, very low frequency words that are complex, oftentimes require explanation, and are often found on specific subjects.

How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?

As described in the video, students can be taught to divide words and break them apart. This can be done by tearing the front and back, and leaving the middle. Work with the middle trying to associate the word and sounds. Then, students may blend the entire word and see if this helps with the reading of a complex word.

Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?

Well, Mr. Allington recommended things I already do in my classroom:  I use ward walls, to recognize words, as they are introduced/covered in our curriculum.

Also, when reading, we work on context clues to try to figure out the meaning of complex words. This strategy works well with the use of metacognitive markers as go along with out reading. I fin that the use of metacognitive markers as we read tends to produce more active readers and note takers. When we go back to check on the word, I find students have a better time recognizing and identifying new words.

Week 7: Assignment 2 - Fluency

1. How can you ensure that your struggling readers have access to texts they can easily read?

Maintain a class library with a good number of books that are appropriate (at reading level) for the students that.

2. How can you foster a learning environment in which students have many opportunities to practice reading?

Provide multiple opportunities for students to engage in reading and to interact with literacy that is on their level. Students should be engaged regularly in activities that offer opportunities to read with a good model, in groups, and even independently.

3. Describe ways in which you can model fluent reading in your classroom throughout the day.

As discussed in the video, the "non-interruptive strategy" for may help foster fluency in beginning or struggling readers (or even ALL readers).  The strategy is simple: let the student complete sentences when reading and teach them to self-monitor and self-correct. Students can benefit much from asking strategist when reading. Students can learn to ask questions like "does that sound right?”  

Another important and effective way is to get students reading more fluent is to model reading to students in an activity. By modeling successful reading and demonstrating the use of skills that effective readers use, the teacher is modeling what they should strive to accomplish.

Week 7: Assignment 1 - Chart and Pre-viewing questions

 

What texts and materials do teachers have in their classrooms that support students' development of fluent reading?

In the classroom one may find children's books, textbooks, magazines, as well as computers with particular programs that work to aid students with such needs.

How do they select vocabulary to teach in all areas of your curriculum?

This is usually a district-based priority, and teachers do receive a list of items which has been set aside by the curriculum instructor for the particular subject.

How much time do they allocate to word study? 

About 15 minutes per day. However, this may vary per student, as most programs currently are computer based.

What word study routines do they teach and encourage their students to use?

Word sounding, but specially word breaking is a continuous activity that students engage when encountering new and known vocabulary that is challenging.

How do they differentiate instruction and tasks based on their students' needs?

Students get assigned particular readings depending on their reading levels that are gathered every month from an online assessment. The data collected form the software helps the teacher allocate students into the appropriate lexile and thus readings.