Tuesday, October 4, 2016
Word Recognition
It is difficult for me to nail down one of the ten strategies listed in the text as the keystone to for struggling readers to advance in word recognition and reading levels. I am torn between high-frequency words, teaching common syllables, and instructional texts. I feel it is important for the students to understand these high-frequency words, as well as the common syllables, to better focus on the larger words and not struggle from the start of the text. Armed with the knowledge of one these two strategies the student code better decode the words they are struggling with. With the instructional text strategy, it is an attractive method for its ability to slow down and meet the student on their level of reading; no rush as they would surely be passed by. I noticed with all three the common theme is better independence for the reader through these strategies. That to me is the most important part; let the student run with it.
Tuesday, September 27, 2016
Fluency
Fluency is important to the content area of Mathematics by allowing student to easily read, breakdown, and identify the number of components and operations needed to solve the a word problem. A student lacking in fluency will have difficulty understanding what the problem is asking of them, the quantification of items, and what operations to apply. This will add to the student's anxiety, cause them to rush or guess at the problem, and shut them down before being able to write the equation needed to problem solve.
Using word study, ever changing word walls, and reading problems aloud would be the strategies employed to help the students with fluency within my Math class. Word study would start at the beginning of a unit to help students prepare for what is to come. Word walls would be built out of the the word studies with words, examples in the math, and definitions. Lastly, the read alouds what help read the problem aloud from start to finish, then a re-read with a brief stop at the words that clue in quantifications, operations, etc.
Using word study, ever changing word walls, and reading problems aloud would be the strategies employed to help the students with fluency within my Math class. Word study would start at the beginning of a unit to help students prepare for what is to come. Word walls would be built out of the the word studies with words, examples in the math, and definitions. Lastly, the read alouds what help read the problem aloud from start to finish, then a re-read with a brief stop at the words that clue in quantifications, operations, etc.
Tuesday, September 20, 2016
20 September "During Reading Strategies"
I am definitely a re-reader when it comes to what strategy I use from the list of options discussed tonight. the text gave many examples of dependent readers in Chapter 7,and feel connect to quite a few of the examples: mind wondering, but the eyes are moving over the words, and the pretending to read example in class as well. That was me for sure. I do find myself trying to re-read and make sense of the content I am reading these days, but there are times I find that I have read a page or more and couldn't retell any of what I read. Luckily I am strong enough to force myself to go back and read it again. It's frustrating, but necessary to try and break out of the old reader mold I am stuck in.
For my students, re-reading word problems in Math is important to better understand the content, but I feel the say something, think aloud strategies would help the students get the information from the reading and apply the problem solving skills needed to complete the task.
For my students, re-reading word problems in Math is important to better understand the content, but I feel the say something, think aloud strategies would help the students get the information from the reading and apply the problem solving skills needed to complete the task.
Tuesday, September 13, 2016
13 September - Inferring Activity
The bag.
The bag strategy is an inferring activity in which the teacher role plays as a good sumaritan who decides to employ the class in helping find who the bag belongs too by removing the bags contents one item at a time. The intent is to only observe all the items of the bag and then make an inference (educated guess) as to who this person that owns the bag is.
For tonight's activity: the person owning the bag is more than likely a female (the glasses with decorative bows), who may teach, or is a student, of natural science (the shell and rock). The k cups does not help determine student or teacher as either in a college setting would need/enjoy them. Haha. But for the purpose of secondary school, I would say science teacher.
I would use this activity in the classroom for a couple of different teachable moments. Inference is first and foremost, as the students are using what they have learned/observed and prior knowledge to determine who may own the bag. Another would be attention to detail. I would allow them to guesses item after item on a piece of paper, each time writing a new answer. Once all the items have been removed then have them make their final inference. The purpose would be to show that a guess after each item may not get you to the correct answer, such as with life. Be patient, wait for all the information to be reviewed, then move forward.
The bag strategy is an inferring activity in which the teacher role plays as a good sumaritan who decides to employ the class in helping find who the bag belongs too by removing the bags contents one item at a time. The intent is to only observe all the items of the bag and then make an inference (educated guess) as to who this person that owns the bag is.
For tonight's activity: the person owning the bag is more than likely a female (the glasses with decorative bows), who may teach, or is a student, of natural science (the shell and rock). The k cups does not help determine student or teacher as either in a college setting would need/enjoy them. Haha. But for the purpose of secondary school, I would say science teacher.
I would use this activity in the classroom for a couple of different teachable moments. Inference is first and foremost, as the students are using what they have learned/observed and prior knowledge to determine who may own the bag. Another would be attention to detail. I would allow them to guesses item after item on a piece of paper, each time writing a new answer. Once all the items have been removed then have them make their final inference. The purpose would be to show that a guess after each item may not get you to the correct answer, such as with life. Be patient, wait for all the information to be reviewed, then move forward.
Tuesday, September 6, 2016
Tuesday, August 30, 2016
Quick Write - 30 August
Quick write: What does it mean to be an adolescent?
It's a time when most are uncomfortable, embarrassed, just trying to figure themselves out while not being comfortable in their own skin.
Where were you as an adolescent?
I was in small town, rural New Hamshire. The classes were small in size, most of my seventh grade teachers in Junior High were also my eighth grade teachers in the same subject areas.
Where were you with literacy as an adolescent?
I was on track with my peers in literacy, but did not care for it. I have always been a slow reader. Six books in 8 weeks kind of turns my stomach a bit.
What was the literacy expected by your teachers?
My teachers taught the classics. Nothing was that cutting edge. I remember some writing projects being short stories or poems/sonnets.
Did this literacy support your literate practices in later life? Why? Why not? No. I data dumped a lot of my English learning as I was not fond of it. Sorry Dr. Steffes.
It's a time when most are uncomfortable, embarrassed, just trying to figure themselves out while not being comfortable in their own skin.
Where were you as an adolescent?
I was in small town, rural New Hamshire. The classes were small in size, most of my seventh grade teachers in Junior High were also my eighth grade teachers in the same subject areas.
Where were you with literacy as an adolescent?
I was on track with my peers in literacy, but did not care for it. I have always been a slow reader. Six books in 8 weeks kind of turns my stomach a bit.
What was the literacy expected by your teachers?
My teachers taught the classics. Nothing was that cutting edge. I remember some writing projects being short stories or poems/sonnets.
Did this literacy support your literate practices in later life? Why? Why not? No. I data dumped a lot of my English learning as I was not fond of it. Sorry Dr. Steffes.
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