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??
According to the book, assessment is collecting and analyzing data to make decisions about how children are performing and growing.
4 steps of assessment:
Identify what to assess
Collect evidence
Analyze evidence
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?
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?
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?
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 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?
Creating Fluent Readers: 3 important dimensions of fluency:
1. Accuracy in word decoding- sounding out the words in a text.
2. Automatic processing- Using little effort to understand and read the words.
3. Prosodic Reading- Reading with expression, placing emphasis on certain words and punctuation.
Chapter 4:
Reader's Theater is a great way to focus on the dimension of prosodic reading when it comes to fluency.
You can order these online or find them at a teacher store.
I have personally worked with a first grade
classroom that used this and the children loved the activity! They were able to act like certain characters, which allowed them to give off a variety of expressions and tones.
Word walls are common in classrooms today. They allow high-frequency words to be on display for the children to see. When the children are writing, they are able to refer to the word wall for certain words so they can spell them correctly. These words will vary from class to
class but it is important to put words on this wall that will be used frequently in your particular classroom.
Main ideas and thoughts for:Classrooms That Work, Chapter 5 and What can I say besides "sound it out"?
Chapter 5: Classrooms That Work
This chapter was filled with activities that a teacher could use in a classroom for phonics. Some of the activities seemed too lengthy for the younger grades but may work in grades 4-6. One activity that I would use in the classroom was called Using Words You Know.
The teacher would introduces 3 to 5 words the children already know.In the book, the teacher used
ways of transportation. Bike, car, train, and van were the words used in this example. After the teacher placed them in their category, she introduced new words similar to the 4 already there. To the right, there is a picture of the 4 categories after several words have been added. This activity is great because children can make a phonemic connection between words they do know and words they don't know.
What I can say besides sound it out?
This article discussed how teachers "coach" children through words they come across that are unfamiliar. Several teachers and parents tell their children to "sound it out" when they come to a word. However, there are other strategies to help children when they are struggling with new words.
Here are some questions and statements that I found helpful from the article to replace "sound it out" :
Is there a chunk you know? (th, ch, pr, etc.)
Look and think what you need to do.
Can you take something off?
If it is a compound word, what is the first word? Second word?
What do you think that e sounds like?
QUESTION: Why do you think it is beneficial to the child to have us "coach" them through a word instead of saying "sound it out"?
Main Ideas and Thoughts:Letting Go of "Letter of The Week", Supporting phonemic awareness development in the classroom, and Learning to Read and Write: Developmentally Appropriate Practices for Young Children.
Letting Go of "Letter of The Week"
1. Literacy Dig: "Dig" for literacy in the world around you and you will notice that it is everywhere! Children come in to kindergarten believing that they cannot read when they have actually been reading for awhile. Discuss that symbols, road signs, traffic lights, etc are actually reading with the children on the first day of school and they will be amazed that they can already read.
2. Connecting words: This article discussed a great strategy for helping children to read and write. The author discussed that when a child came across an unfamiliar word, she would talk out loud with them and get them to relate words they already knew to the unfamiliar word. Example: Pedro came across the word water. He struggled to say the word out loud but the teacher asked who's name starts like that word? Pedro was able to connect a classmate's name to the word water and sounded it out.
Supporting phonemic awareness development in the classroom
This article listed several activities to develop phonemic awareness. One of the activities that I really enjoyed reading about was a spin off from the song "Clap, Clap, Clap Your Hands". Children often enjoy singing and this is a great way for them to use their energy and learn at the same time. I found a video on YouTube that is similar to the original version of this song.
Here are the lyrics: Here is the YouTube video:
Clap, clap, clap your hands,
Clap your hands together.
Clap, clap, clap your hands,
Clap your hands together.
Snap, Snap, snap your fingers,
Snap your fingers together.
Snap, Snap, snap your fingers,
Snap your fingers together.
Say, say, say these parts,
Say these parts together.
Teacher: moun (pause) tain (children respond, "mountain")
Teacher: love (pause) ly (children respond, "lovely")
Learning to Read and Write: Developmentally Appropriate Practices for Young Children:
Something about this article that I really liked was that it broke down strategies for literacy by different ages. Here are some key ideas for each age that I believe are valuable to use as a future teacher and parent.
1. Infants and Toddlers: Talk and sing to babies, read and share cardboard books, and maintain frequent eye contact.
2. Preschool years: Have nurturing and positive relationships with the children you are around so they learn to trust, engage in literacy play such as grocery lists, expose the children to a variety of vocabulary.
3. Kindergarten & Primary Grades: incorporate literacy in all aspects of the classroom, encourage formal and informal writing, and provide challenging curriculum that helps expand their knowledge.
Question: Do you think it will be hard to incorporate fun activities in the classroom while still accomplishing everything that is demanded of a teacher? If so, what are some ways you think you can do both?
Main Ideas & Thoughts for Chapter 3 (Classrooms that Work) & The Jones Family's Culture of Literacy
One of the best things about the Classrooms that Work book is how many ideas and activities it provides! I was able to highlight ideas and activities in the book that I will possibly use in a future classroom. Something that was discussed frequently in this chapter was phonemic awareness. The book defines phonemic awareness as the ability to recognize that words are made up of a discrete set of sound and to manipulate those sounds (pg. 32).
Activities I loved from chapter 3:
1. Provide a variety of things to write with and on in the classroom: I thought this was really cool because each child is different and they need to be able to have options. This makes writing fun and provides a variety in the classroom for the children. One way I have seen this done is by stamping the words!
2. Letter actions: Children are super active and contain a large amount of energy. This activity encourages their energy by having a letter of the alphabet paired with an action. For example, the children would hop when you picked the letter H.
3. Children as the alphabet: Each child would get a letter on a laminated card. They would then slowly line up in order as the class sang the alphabet song!
Main ideas from The Jones Family's Culture of Literacy:
Leaving a legacy for literacy is extremely important for the generations to come.
Teachers need to be aware of their children's background and how literacy is viewed in that child's home.
Using literacy in different ways can broaden a child's view of reading.
The eight ways the Jones family used literacy were international, instrumental, news-related, environmental, financial, spiritual, recreational, and education.
Questions for you!
1. Have you observed a "fun" way to integrate reading activities into the classroom? If so, what was special about the activity that captured the children's attention?
2. It was stated that there were eight observed ways that the Jones family used literacy. When you were young, were any of these eight ways also used in your home?
Main Ideas and Thoughts for Chapter 1&2 (Classrooms That Work)
First off, I am really enjoying this book by Cunningham and Allington! I have found some extremely valuable information and I have highlighted several key points. For this blog post, I will share some main points from chapters 1 and 2. Chapter 1:
1. Integrating reading and writing across content areas. (pg. 3 & 9)
This was brought up throughout several parts in chapter one.
It is clear that integrating reading and writing into other subjects is great for the children and helps with reading comprehension and writing skills. Reading and writing is really stressed in the lower elementary grades and often times science, social studies, and math get put to the side. When you are able to integrate these subjects into reading and writing, you are setting up an environment for a child to broaden their knowledge about the world around them.
2. High-level comprehension questions. (pg. 2, 5, & 9)
Something else that was brought to my attention throughout chapter one was the conversations you should have with children about their reading. Instead of asking yes or no questions such as, "Did Sally go to the store?", ask a more in depth questions such a, "Why did Sally need to go to the store?" This way children are thinking more about the text instead of just repeating it back to the teacher. 3. Environment is KEY! (pg 3, 4, & 10)
This point may be the most important thing I learned from this book so far. If you do not have good classroom management, then it is going to be hard to do just about anything. Since reading is critical, you must first have the classroom under control and working together in order to see student success. Once the classroom is well managed, a teacher is able to plan several different activities and proceed throughout the day.
Chapter 2:
1. Using self-report. (pg. 13&14)
One thing that is extremely critical to install in to a child is self report. Whether it is with a sport, a chore, or reading, checking yourself is important to make progress. This chapter had some fabulous ideas for self reports including a "Reading and Me" exercise. This activity included a piece of paper with some questions about reading. The teacher had the students fill this out at several different times during the year and then they were asked to write about their progress or other important news when it came to reading. How awesome is that!
2. Variety of reading materials (pg. 15-17)
In this chapter, I learned that having a variety of reading materials in the classroom can allow your students to get more excited about reading. Some children may enjoy reading fiction, others non-fiction. Some may enjoy children's magazines and some may like large chapter books. As a teacher, it is important to have these materials so each one of your children can find something they enjoy reading about. "Reading books you want to read motivates you to read more" (pg. 24).
3. Conferences with the children to talk about reading. (pg. 22 & 23)
I loved this idea! This allows for one on one time with the teacher and student to talk about their reading. In the book, it talked about how to prepare a student for a conference and then how to carry it out. It listed conversation starters for the teacher and then how the teacher could track what happened during the conferences. There are several things I like about this activity. First, children need attention and this is an awesome way to give each child one on one attention. Second, the children are learning how to be responsible with what they are reading. Third, it allows the teacher to see who needs more help. What an awesome activity!
<--- I thought this was helpful because it is a great way to organize each day and what still needs to be done. 
