Chapter 3; Vocabulary
I really liked how the chapter used the phrase "one size fits all" referring to vocabulary instruction. I can say from tutoring a second grader all semester, vocabulary instruction can be tricky and must be assessed by each student. I really like the 3.1 figure on page 41, I can see myself using a chart like this in my future classroom to see where each of my students are at the beginning of the year.
I also liked the idea of "doing" a Word Wall in secondary English classes. I can see how it would be helpful for lower level students who struggle with vocabulary; it would give them a visual of the word and the auditory of going over the word(s) in class. I can definitely see myself using Word Walls if (and that's a BIG 'if') I ever teach secondary grades.
Since my endorsement is Science, I was very interested in reading the 'Vocabulary in Science' section. But I have to admit, I was not impressed. The only "strategy" that the book listed was doing a Word Sort. I can google 'vocabulary for science' and get more results than the book gave. Word Walls, journal writing, vocabulary cards, Venn diagrams, and even concept maps could work in secondary science classes. (Sorry to 'dis' our textbook, but I do have a point...) I wonder why they (writers of the book) didn't include any other vocabulary strategies for science...
One quote that stuck out to me was, "Confusion about words with multiple meanings can also confound English language learners" (p 45). This quote is quite simple, but so very true. I only speak English and sometimes have trouble with multiple meaning words; so I can see how ELL's would as well. I agree that with these type of words, instruction needs to use them in a variety of texts. I have found this to be true with tutoring my student at Oak Grove. He is an excellent reader, but cannot recall what he read. I honestly think one of the problems is because he does not have a good foundation of vocabulary. I have done different strategies with him for vocabulary, but I am unsure if he has improved. :(
Friday, November 18, 2011
Wednesday, October 19, 2011
Questions, Questions, Questions....Chapter 5
Chapter five jam-packed full of different types of questions- good and bad ones, different types, and how to use them in the classroom.
I was a bit confused when I was reading the beginning of the chapter. The first section talks about how IRE questions were over-used and a bad way of asking questions. I thought that it was saying that simply asking questions made a classroom a "passive learning environment" (p. 81). So when I read further in the chapter (2 to 3 pages later), it talked about how questions were part of a "teacher's arsenal" (p. 93). Obviously, I kept reading and thankfully, the book clarified it's self. There are different types of questions to use in a classroom.
The ReQuest technique is the one strategy that "spoke" to me the most or rather is the one that I liked the most. I can definitely see myself using this type of questioning in my classroom. I think it is a very cool way of building comprehension and understanding of a topic. When using this strategy, I could pair a low level student with an average level student; an average level student with a higher level student; or even a low level student with a higher level student together. The beauty of this technique is that I can see it being used in just about every subject and every grade; it's universal.
One thing that I did not like OR understand in Chapter 5 was the section about SQ3R, 4R, or SQRQ....It talked earlier in the chapter about how using (only) IRE questions can lead a student to simply rely on teacher modeling to understand something rather than reading and understanding. I suppose I would qualify as this type of student. BUT, I think if we did these in class, I would have an understanding of these strategies.
One quote that stuck out to me was at the very beginning of the chapter on page 80. "Traditionally, teachers use questioning more than any other method for developing comprehension." Even though I know that this is a fact, it makes me a little sad. Let me explain. There are so many ways to assess a student's comprehension besides questioning. Concept maps, venn diagrams, illustrations, journal writing, and labeling pictures are all ways that teachers can assess students if different subject areas.
One question that I have about Chapter 5 is about Blooms Taxonomy. In all of our education classes, professors have taught us about the 4 DOK levels; the MS Frameworks only list DOK levels 1-4. My question is why does the chapter list 6 levels? I reread that section twice and still am confused.
Comparing the chapters 5 implementation tips to the TED 5 suggestions is pretty simple. I like TED's 'use multimedia' and 'courage student intuition' suggestions, the rest don't make much sense to me. The 'ask the shortest question you can' contradicts this entire chapter. I know that the TED suggestions pertained to teaching Math, but I still do not agree with it. The implementations in the book are more realistic to the elementary classroom and I just like them better. Just being honest :)
I was a bit confused when I was reading the beginning of the chapter. The first section talks about how IRE questions were over-used and a bad way of asking questions. I thought that it was saying that simply asking questions made a classroom a "passive learning environment" (p. 81). So when I read further in the chapter (2 to 3 pages later), it talked about how questions were part of a "teacher's arsenal" (p. 93). Obviously, I kept reading and thankfully, the book clarified it's self. There are different types of questions to use in a classroom.
The ReQuest technique is the one strategy that "spoke" to me the most or rather is the one that I liked the most. I can definitely see myself using this type of questioning in my classroom. I think it is a very cool way of building comprehension and understanding of a topic. When using this strategy, I could pair a low level student with an average level student; an average level student with a higher level student; or even a low level student with a higher level student together. The beauty of this technique is that I can see it being used in just about every subject and every grade; it's universal.
One thing that I did not like OR understand in Chapter 5 was the section about SQ3R, 4R, or SQRQ....It talked earlier in the chapter about how using (only) IRE questions can lead a student to simply rely on teacher modeling to understand something rather than reading and understanding. I suppose I would qualify as this type of student. BUT, I think if we did these in class, I would have an understanding of these strategies.
One quote that stuck out to me was at the very beginning of the chapter on page 80. "Traditionally, teachers use questioning more than any other method for developing comprehension." Even though I know that this is a fact, it makes me a little sad. Let me explain. There are so many ways to assess a student's comprehension besides questioning. Concept maps, venn diagrams, illustrations, journal writing, and labeling pictures are all ways that teachers can assess students if different subject areas.
One question that I have about Chapter 5 is about Blooms Taxonomy. In all of our education classes, professors have taught us about the 4 DOK levels; the MS Frameworks only list DOK levels 1-4. My question is why does the chapter list 6 levels? I reread that section twice and still am confused.
Comparing the chapters 5 implementation tips to the TED 5 suggestions is pretty simple. I like TED's 'use multimedia' and 'courage student intuition' suggestions, the rest don't make much sense to me. The 'ask the shortest question you can' contradicts this entire chapter. I know that the TED suggestions pertained to teaching Math, but I still do not agree with it. The implementations in the book are more realistic to the elementary classroom and I just like them better. Just being honest :)
Sunday, October 2, 2011
Chapter 7 Critique
I can't remember ever being taught how to take notes, which is something that I used to struggle with. Now I can take clear and effective notes, but I think if I were taught how to, I would have done better in content area classes.
The way that I take notes is just by writing what the teacher says, rather paraphrasing what he/she says. I have tried taking notes using the split-page format, but I just don't like it. I end up using twice as much paper and still trying to write everything the teacher says. I have also used the outline or quadrant format for different classes. In my experience, it depends on the subject in using this format. I can see how it would be beneficial in a math class, but it could also be used in an English class while discussing the different parts of speech.
The way that I review/study my notes is either by rereading them and/or rewriting them. It's like the more I write the information, the better I retain the information. I have made index cards for certain subjects (mainly for important vocabulary or people), but I very rarely make/use them.
I liked how the text talked about teaching ELL's to note-take helps them understand and learn vocabulary. If you haven't noticed from my previous posts, I am a bit scared of having ELL's in my classroom. I'm not scared OF them, I'm just worried that having a language barrier between us will keep them from learning in my class. And as a teacher, that is my worst fear. So I can definitely say that I will teach my ELL's the importance of note-taking and the best way for them to take notes.
One question I have about teaching my students about note-taking: For ADHD students, is there a "preferred" way of note-taking that has been researched that works well? Also, what are some strategies that I could use to help my ADHD students to get focused on taking notes besides saying, "write this down" every five minutes?
The way that I take notes is just by writing what the teacher says, rather paraphrasing what he/she says. I have tried taking notes using the split-page format, but I just don't like it. I end up using twice as much paper and still trying to write everything the teacher says. I have also used the outline or quadrant format for different classes. In my experience, it depends on the subject in using this format. I can see how it would be beneficial in a math class, but it could also be used in an English class while discussing the different parts of speech.
The way that I review/study my notes is either by rereading them and/or rewriting them. It's like the more I write the information, the better I retain the information. I have made index cards for certain subjects (mainly for important vocabulary or people), but I very rarely make/use them.
I liked how the text talked about teaching ELL's to note-take helps them understand and learn vocabulary. If you haven't noticed from my previous posts, I am a bit scared of having ELL's in my classroom. I'm not scared OF them, I'm just worried that having a language barrier between us will keep them from learning in my class. And as a teacher, that is my worst fear. So I can definitely say that I will teach my ELL's the importance of note-taking and the best way for them to take notes.
One question I have about teaching my students about note-taking: For ADHD students, is there a "preferred" way of note-taking that has been researched that works well? Also, what are some strategies that I could use to help my ADHD students to get focused on taking notes besides saying, "write this down" every five minutes?
Wednesday, September 28, 2011
Chapter 6 Critique
Chapter six is all about graphic organizers. I have used and drawn numerous types of graphic organizers as a student. I can say that as a teacher, I will use organizers (discussed in this chapter) in my classroom.
I can remember drawing concept maps and venn diagrams when I was in elementary school, but that's it- I don't remember doing anything else with them. This is discussed in the chapter. After students complete an organizer, teachers should have them work with a partner and discuss their organizers, give a presentation about the information gathered using the organizer, or use as a study guide (p. 105).
One quote that stood out to me is found on page 103, "Graphic organizers are one way for teachers to ensure that students can show their abilities." I completely agree with this quote. Too often, teachers "teach to the test" and don't give students a chance to show their creative side. Creating different graphic organizers gives students a chance to do this AND learn. This quote was referencing ELL's as well, which I found very cool. I (probably) never would have thought about using organizers for ELL's, but now I know that they can be VERY useful.
I know that organizers can be used for prereading to "alert students to important ideas they will encounter during an upcoming reading" (p. 104), but if the students haven't read the story/chapter, how would they know if something were important? Yes, they could outline the chapter, but exactly how could they construct a concept map on something they know nothing about?
I can remember drawing concept maps and venn diagrams when I was in elementary school, but that's it- I don't remember doing anything else with them. This is discussed in the chapter. After students complete an organizer, teachers should have them work with a partner and discuss their organizers, give a presentation about the information gathered using the organizer, or use as a study guide (p. 105).
One quote that stood out to me is found on page 103, "Graphic organizers are one way for teachers to ensure that students can show their abilities." I completely agree with this quote. Too often, teachers "teach to the test" and don't give students a chance to show their creative side. Creating different graphic organizers gives students a chance to do this AND learn. This quote was referencing ELL's as well, which I found very cool. I (probably) never would have thought about using organizers for ELL's, but now I know that they can be VERY useful.
I know that organizers can be used for prereading to "alert students to important ideas they will encounter during an upcoming reading" (p. 104), but if the students haven't read the story/chapter, how would they know if something were important? Yes, they could outline the chapter, but exactly how could they construct a concept map on something they know nothing about?
Wednesday, September 21, 2011
Text Talk Article and Chapter 4 Critique
I enjoyed reading and got more information from chapter four. I have always enjoyed engaging students in read alouds and will continue to do these in my classrooms. I have participated in shared readings, but have never "conducted" a shared reading. I will also use this comprehension strategy in my classroom. I enjoyed doing this strategy in class Tuesday. Like I said in class, I comprehended and listened more closely BECAUSE I had the writing in front of me. I was one of those students that did not read fast, but still had to reread certain subject content repeatedly to comprehend the information. I know that is why I have never considered myself a "good reader". I only started to like (now love!) reading a few years ago when I took a class at USM that focused on children's literature (it used to be a required class, but isn't offered anymore). I fell in love with reading and with children's books because of that class. I do NOT want my students to start to love reading when they get in college, so I will do what ever it takes to make them feel comfortable and confident about reading. (Sorry about my soapbox moment...)
One part of the Text Talk components that I do not like (or particularly agree with) was the Pictures part; I do know that with a lot of books, I will have to read two pages and then show the pictures, but not showing the illustrations to the students until they answer questions does not seem logical. I know it depends on the grade level, class size, and class personality...but it seems to me that students would pay less attention to the story. Who knows, I could be misinterpreting the way to do it.
This article and chapter left me with many questions, but listed below are two:
1) How would you (or me) conduct a Text Talk with a class of 4th graders and keep them interested in the book?
2) I am STILL unsure of synthesizing...What exactly does that look like in a classroom?
1) How would you (or me) conduct a Text Talk with a class of 4th graders and keep them interested in the book?
2) I am STILL unsure of synthesizing...What exactly does that look like in a classroom?
Saturday, September 10, 2011
Writing to Learn Article and Chapter 8 Critique
Knipper and Duggan's article and Improving Adolescent Literacy's chapter eight discuss the same topic: writing to learn. Both readings give strategies for teachers to implement in their classroom as well as research findings.
The different strategies mentioned in both findings, I can say, will be used in my classroom. My favorite strategy mentioned in the article are biopoems, which we did in class. I enjoyed writing my biopoem because I wrote about one of my heros, Martin Luther King, Jr. Biopoems could be used in all content areas for different things. In social studies, students could write biopoems about the people they are studying or as an assignment during Black History Month or President's Day. In science, students could write about a famous scientist that they have been studying in class. In math, students can research a famous mathematician. Other ways students could use biopoems is to write about someone they admire, their parents or grandparents, or even themselves to read aloud at a Parent's Night at their school. Another strategy that I like was the framed paragraphs. This strategy would work very well for students who struggle with writing because it outlines a complete paragraph. This strategy would work well for ELL students as well since it gives cues to the students.
Chapter eight mentioned the use of "I am" poems as an example of writing models. This type of poem could be used the same way biopoems are as mentioned above. "I am" poems could be used as a way to improve a students' self-efficacy about writing since they would be writing about someone they "know". Also mentioned in Chapter eight is the writing prompt RAFT. This strategy, I think, is an excellent way of getting students to make students focus their writing; know what they are writing about.
One quote (from the article) that stuck out to me is, 'Good writing is not about length, but about careful though and precise word selection.' from Kneeshaw. I have had so many teachers and professors consider the length of a paper be more important that the content in the paper; which is something I never understood. I think that if I write a well written, content focused paper that the length should not be THAT important. I have written countless papers that were great, but ended up being "so so" papers because I filled it with nonsense to achieve the minimum length.
Two questions that come to mind after reading the article and chapter eight are: (1) Why don't content area teachers use more of these strategies in their classroom? I do not remember doing anything of the sort when I was in grade school. (2) Neither texts gave strategies to use for ELL's, I know SOME of these would work well with ELL students, but would all of these work?
If I were honest, I liked the content of the article better than I did the book. The article gave more strategy examples in an organized way where as the book just talked about a few. Don't get me wrong, the book gave me important information and I learned things from reading it, but I learned more from the article.
The different strategies mentioned in both findings, I can say, will be used in my classroom. My favorite strategy mentioned in the article are biopoems, which we did in class. I enjoyed writing my biopoem because I wrote about one of my heros, Martin Luther King, Jr. Biopoems could be used in all content areas for different things. In social studies, students could write biopoems about the people they are studying or as an assignment during Black History Month or President's Day. In science, students could write about a famous scientist that they have been studying in class. In math, students can research a famous mathematician. Other ways students could use biopoems is to write about someone they admire, their parents or grandparents, or even themselves to read aloud at a Parent's Night at their school. Another strategy that I like was the framed paragraphs. This strategy would work very well for students who struggle with writing because it outlines a complete paragraph. This strategy would work well for ELL students as well since it gives cues to the students.
Chapter eight mentioned the use of "I am" poems as an example of writing models. This type of poem could be used the same way biopoems are as mentioned above. "I am" poems could be used as a way to improve a students' self-efficacy about writing since they would be writing about someone they "know". Also mentioned in Chapter eight is the writing prompt RAFT. This strategy, I think, is an excellent way of getting students to make students focus their writing; know what they are writing about.
One quote (from the article) that stuck out to me is, 'Good writing is not about length, but about careful though and precise word selection.' from Kneeshaw. I have had so many teachers and professors consider the length of a paper be more important that the content in the paper; which is something I never understood. I think that if I write a well written, content focused paper that the length should not be THAT important. I have written countless papers that were great, but ended up being "so so" papers because I filled it with nonsense to achieve the minimum length.
Two questions that come to mind after reading the article and chapter eight are: (1) Why don't content area teachers use more of these strategies in their classroom? I do not remember doing anything of the sort when I was in grade school. (2) Neither texts gave strategies to use for ELL's, I know SOME of these would work well with ELL students, but would all of these work?
If I were honest, I liked the content of the article better than I did the book. The article gave more strategy examples in an organized way where as the book just talked about a few. Don't get me wrong, the book gave me important information and I learned things from reading it, but I learned more from the article.
Tuesday, September 6, 2011
Biopoem of a Great Man
Martin
Passionate, intelligent, strong, kind
Little brother of Christine and Alfred
Lover of equality, freedom, and Coretta
Who feels inspired, grateful, proud by those he meets
Who fights for laws to be changed, jobs to be available; freedom
Who fears not armed policemen, hateful insults, or mean faces; Martin doesn't scare easily
Who gives powerful words of love, encouragement, and peace. Who gives voices to the voiceless
Who dreams of the day that people of all races embrace each other's differences, white and black children hold hands; a nation of love and respect
Born in Atlanta, GA. Lived in Montgomery, AL. Died in Memphis, TN.
King, Jr.
I thoroughly enjoyed writing my biopoem. The book I chose is called March On! The Day My Brother Martin Changed The World by Christine King Farris. The way Farris tells the story of the days before and the day of the March is so vivid that without the pictures, a person could see the people marching, chanting and singing; believing that a change was coming.
I took my time writing my biopoem because I wanted it to be meaningful. Martin Luther King, Jr. is one of my hero's because of the love he had for people.
If I ever teach an upper elementary class, I will use this book and biopoem to tell my students about Martin Luther King, Jr. and the Civil Rights Movement.
Wednesday, August 31, 2011
Article Critique of Barbara Moss' Making a case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades
This article is a piece that I think all elementary educators should read. I really like how it stressed the importance of exposing lower grades to expository informational text. As a pre-service teacher with a science endorsement, I strongly agree with the content of this article.
I have started collecting children books from Scholastic book orders, yard sales, and as gifts. When I first started buying books, I just got books that I thought "looked" fun or cute. But since going through Intro and Intermediate Blocks at USM, my knowledge of books has grown tremendously. I have started looking more closely at what children's books say and how the author tells the story. When I look at informational books, I try to look at them from a child's point of view. Questions that come to mind are: "Can a child understand the content?", "Is the content in this book accurate and up-to-date?", and "Will a child learn something from this book?".
I have never thought about the phrase 'reading to learn'. I guess I just assumed that 'obviously, when a child reads a book about a subject that they would learn something'. Needless to say, after reading this article I am no longer THAT naive. The statistics and references that Moss provided in the article reinforced the importance of content area literacy.
When I am (finally) a teacher, no matter what grade(s) I teach, I can honestly say that my classroom library will be filled with expository informational texts BECAUSE of this article.
Two questions that come to mind after reading Moss' article are (1) Why isn't this a bigger issue? and (2) Why aren't teachers more concerned with content area literacy?
I have started collecting children books from Scholastic book orders, yard sales, and as gifts. When I first started buying books, I just got books that I thought "looked" fun or cute. But since going through Intro and Intermediate Blocks at USM, my knowledge of books has grown tremendously. I have started looking more closely at what children's books say and how the author tells the story. When I look at informational books, I try to look at them from a child's point of view. Questions that come to mind are: "Can a child understand the content?", "Is the content in this book accurate and up-to-date?", and "Will a child learn something from this book?".
I have never thought about the phrase 'reading to learn'. I guess I just assumed that 'obviously, when a child reads a book about a subject that they would learn something'. Needless to say, after reading this article I am no longer THAT naive. The statistics and references that Moss provided in the article reinforced the importance of content area literacy.
When I am (finally) a teacher, no matter what grade(s) I teach, I can honestly say that my classroom library will be filled with expository informational texts BECAUSE of this article.
Two questions that come to mind after reading Moss' article are (1) Why isn't this a bigger issue? and (2) Why aren't teachers more concerned with content area literacy?
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