Classroom Structure

Class Schedule 

7:45  CARE                                                                     8:00  Reading Groups & Reading Workstations 9:30  Bathroom Break  9:40  Whole Group Reading 10:10  Grammar 10:30  Writing & Science/Social Studies 11:00  Encore 11:57  Lunch 12:27  Recess 12:50  Bathroom Break  1:00  Math & Math Stations  2:40  Dismissal ~This is a class schedule I got from my teacher when I did my service learning project. It shows what they do as a class each day and at what time.  Something that is extremely important to have as a teacher is classroom management. This means having control of your classroom while also having great organizational strategies. For the most part, if a classroom is managed well, it will succeed. Classrooms that are messy and teachers that let their children talk out loud all the time tend to not work as well because children need structure.   <--- I thought this was helpful because it is a great way to organize each day and what still needs to be done. This curtain in a corner --->   makes reading seem more cozy and could easily be done in a classroom! *** What are some more ways to make sure you have great classroom management??

Assessment

Chapter 10 from Classrooms That Work

What is Assessment?

According to the book, assessment is collecting and analyzing data to make decisions about how children are performing and growing.

4 steps of assessment:

1. Identify what to assess
2. Collect evidence 
3. Analyze evidence 
4. Make a decision and act on it, future goals 

Other important points from chapter 11: 
- There are several different ways to assess a child and it is important to find something that fits you, the grade level, and children.
- Usually, the teacher has the child read a small passage aloud and then asks for a small summary after the reading is over to determine their reading level.

**WISE WORDS: Reading assessment is important for several reasons but especially for the child's future. As the teacher, we need to assess in order to help each child grow and advance through the reading process.


 
I like the picture to the right because it seems like a great way to keep a lot of information for on child in one area.






QUESTION: How do you feel about assessment and what do you think are some important parts of assessing?

Group Presentation for Guided Reading

What is guided reading?

• Interactions between students and teachers and students and other students
• Widens reading ability 
• Involves observations and interactions
• Traditionally seen in groups or circle

What is the main purpose?

• To increase vocabulary, fluency, and comprehension
• Allows for interactions between peers and teachers 
• Allow for differences in reading skills         
  

How can guided reading be helpful for students?

• Talk out loud about a book
• Create new thoughts about literacy

What does it look like? 

• Diagrams
• Teacher participation 

QUESTION: What is a concrete definition for Guided Reading? What are some ways to check for student participation without calling them out?

By:  Tracy, Erica, Casey, and Beth

Guided Reading

For the topic of Guided Reading, I chose to read an article by Robert Schwartz titled Decisions, decisions: Responding to primary students during guided reading. 

Here are some key points from this article:

1. The texts that are used for guided reading are level books.         (Example of leveled reading chart)

There are different systems for leveling books and every school does not use the same system. The easiest leveled texts would include a single sentence pattern with high levels of meaning in the pictures. The more advanced in levels you get, the less pictures and harder the text.

2. Teaching children to self monitor is key. This means they would monitor their reading and know when they made mistakes. I have inserted a chart that was in this article that I find helpful. There are questions that would promote children to self monitor.







3. Guided reading is important because it allows the teacher to have one on one time with students. Most of the time, children are in groups but teachers will allow for each child to read aloud. It is important to make mental notes of the student and record them after the reading session. Then, the teacher will know how to respond based on the child's progress.

WORDS OF WISDOM: Guided reading appears to be a great time in the day for the teacher to get to know the children on a deeper level for literacy. The teacher has an opportunity to help the child progress not only at their oral skills but also in vocabulary, questioning, and responses when reading a text. As always, it is important to remember that each child is different and as teachers, we must help them develop skills that work best for them.

                                            Great video of a 2nd grade class during reading

QUESTION: What are some key points you learned from your articles this week?

 

Vocabulary

Main ideas from chapter 6: Classrooms That Work

Everyone has a vocabulary size and no one's is the exact same. Each of us have been exposed to a variety of experiences during our life, which allows us to all be different when it comes to vocabulary. The thing I remember most about growing up when it comes to vocabulary, was having to write down definitions for new words. This chapter looks at alternative ways to enhance vocabulary other than definitions.


1. Media and technology: Most all classrooms today have technology that would allow the teachers and students to explore the web. A way to use it for vocabulary instruction would be to show the children images of an object or person that you are teaching about. Some children may have never been to the beach. With technology, it is easy to pull up a picture or video to talk about this place.

2. Enthusiasm about new words: Children will catch on to how the teacher is feeling in a heart beat. If you act excited about something, they will also be excited. One suggestion in this chapter discussed that teachers should be excited about new words and the children will want to look for more. Enthusiasm is contagious!

3. Vocabulary & read-aloud: As teachers, we can also use the time we are doing read-aloud to also discuss vocabulary. We may know every word in the book but the children probably do not. When we come to a word that may have multiple meanings or be a new word for the children, it is our duty to explain to the children what this word means. This way, they are being exposed to new words through literacy.
                                                     

The lily pads to the left: Vocabulary words are on the lily pads, the same rules for musical chairs apply except when you stop the music, the child says the word and gives a definition. This is great for vocabulary and allowing children to move around.

The ice cream cones to the right: These cones represent words that have multiple meanings. The scoops then represent the different meanings.





*** We should always remember that children come from a variety of  backgrounds, especially when it comes to vocabulary. Some children will be exposed to a large amount of words before they enter kindergarten because of their parents and surrounds. Other children may not have been exposed to anything besides what is in their home or backyard. It is our duty as a teacher to understand this and encourage each child in a way that fits best for them.

Question: What are some more vocabulary activities that you participated in as a child or have seen work for children?

Comprehension Part 2

Main ideas from: The Comprehension Matrix: A Tool for Designing Comprehension Instruction

Comprehension Matrix                                                               

1. Prereading: Ask the students questions about what they      
already know on the topic such as, "Have you ever been to
the beach?" if you are introducing a text about the beach.
Also encourage the children to make a prediction about
what might happen in the book.
2. During-Reading: Encourage students to make predictions throughout the book and ask them if their predictions were correct after reading a certain section.
3. Postreading: Set up time for children to create something new from what they have read. Activities such as creating a timelime, writing a letter, Venn diagrams, or graphic organizers are just a few that could be completed after reading. This way, children are reflecting back on what they read.

*As teachers, we should go in to a lesson having a goal of what we want the kids to take away from the lesson. Do they need to know new information, new strategies, have an interest in the topic, or what concepts do they need to know before I introduce the topic? If we have a goal going in to the lesson, it will be more successful for the children.

Main ideas from: Kindergarteners Can Do IT, Too! Comprehension Strategies for Early Readers
Two things that I really liked from this article was the Velcro Theory and the visualization activity.
1. Velcro Theory: Since kindergarten is a big year for the alphabet, I like that the teacher used the alphabet to tie in words such as connection and visualization. When she was reading, they would raise their hand in the shape of a C or V to represent connection and visualization. Then, they would explain their reasons.
2. Visualization: When a good reader is reading, they visualize what is going on in their head. I like that the teacher talked about this and allowed for the kids to draw what the teacher read.

 Here are some great books to use for a drawing activity.



QUESTION: It appears that comprehension is not really explained to children in the classroom at a young age. How can we make sure these children understand the meaning of comprehension and the purpose behind it?

Comprehension

"What is it all about?!"

Comprehension is a key factor in determining reading skills throughout all grade levels. However, it is often expected and not expressed. Bassically, we often think it comes automatically (which it does a little) and overlook how to teach comprehension to children. In chapter 7 of Classrooms That Work, comprehension is expressed in detail and several methods of how to teach it are listed.

1. Think-Alouds: A way of modeling or publicly speaking about the thinking going on in your head when you are reading.                                                          

Here are some examples of what we could say to our students as we are reading to them:
- I wonder what will happen next
- I know she must be feeling...
- Mmmm I can smell the....
*The poster to the right could hang up in the classroom as the class is reading.


2. KWL: What we know, what we want to know, and what we learned posters are a great way to track comprehension in informational texts. This allows the children to ask questions and discover answers as they are reading. These can be used for a variety of grade levels but most often used in 3rd-5th grade. Here is a print off!




Other ideas for comprehension that I found on Pinterest include a thinking bubble for the children when they are reading, sticky notes that mean different thoughts throughout their reading, and a reading comprehension chart to place in the classroom!

Thinking
Bubble: --->






"Think Marks":                                              Helpful Poster:

Question: What are some other ideas you have for your future classroom when it comes to reading comprehension?