Caitlin

Caitlin Cressler **Wednesday, June 15, 2011** **Smart Answers: Section 2** While reading this section, I really connected to the following quote: "Don't forget that not all children have the same level of literacy in their homes. Not all of them have had the advantage of listening to stories and following along as their parents read to them." As a learning support/reading teacher, I very often find myself wondering how teenagers can get to high school without being able to read above a third grade level? I have found that a lot of it has to do with the fact that they have parents who can barely read and write themselves. They did not grow up in a house where education was a priority. They did not have parents who read to them every night before bed. Growing up, I was not allowed to have a TV in my bedroom, I was not allowed to do anything after school until my homework was finished, and I had to have "reading time" with my parents every night. Many of my students do not have this benefit, simply because their parents struggle with the same reading issues that the child does. It makes me realize that I need to assume many of my students come from a house where literacy is not a necessity, and fill my lessons with activities that will "level the playing field." **Classroom Strategies: Pages 22-51** I found the importance of text frames to be very accurate. Students can easily become overwhelmed when reading a text that is full of facts, dates, and a lot of information-I know I did. I think that determining the main purpose of the reading, and creating a graphic organizer to assist the reading gives the student a focus. Instead of trying to remember six different topics, they only have to worry about one main thing. I feel this makes the reading less stressful and more beneficial. I try to use graphic organizers as much as possible while teaching my English classes, and I found this helps my students understand the reading more.

June 16, 2011 - Kelly Emerick I agree that it is challenging to remember that not all students come from a literacy-rich home. My personal connection to this is the experiences I had this year as an LTS in two different buildings. My first placement was in a school which is known to have a lot of parent involvement. Everyday I would receive emails or phone calls from parents for various reasons. Parents were always checking in on homework assignments or asking me how their child was doing academically or behaviorally in class. Homework was always completed on time and all behavior issues were solved by working with the parents and principal. The second building I went to in the middle of the year was very different. I had many students from single family homes (4 of my students had a deceased parent) and it was obvious that many of my students were left alone in the morning or after school because of parents' work schedules. This really had an impact on homework completion, grades on tests and projects where studying or portions of projects needed to be completed at home, and parent involvement (I never had any form of communication with any parents, even though I sent notes home, emails, etc). As you mentioned in your entry, I realized quickly that I needed to remember that not all students have the same upbringing that I had, and that I needed to make adjustments to my teaching to help my students reach their fullest potential! I found it very interesting to read about how the definition of texts have changed over the years, and how they continue to change. When I thought of texts, I usually just considered different types of print materials. However, the Foundations book states how numerous materials can be considered texts: written material, spoken word, film, video, drama, dance, music, photography, paintings, etc. Basically, anything that has meaning can be considered text. Combining all types of texts is a great way to reach all learners through their specific interests and learning styles. As teachers, I feel we will be more successful in the classroom if we switch it up, instead of using written materials all the time. I know my students love to listen to music and watch movies, and if I try to use those texts to reinforce the focus of a lesson, I think they will be more interested and will get more from my teaching.
 * Friday, June 17, 2011 **
 * Foundations Chapter 3 **
 * Foundations Chapter 3 **

Based on this information, can cell phones be used as text? A few months ago, my principal placed an article in the teacher's mailboxes at school. The article discussed the use of cell phones as a learning tool. It gave examples as to how some teachers have started integrating cell phone use into their lessons. For example, some teachers were having the students participate in review games using cell phones. The article urged for teachers and school districts to stop "fighting" cell phones, and start embracing them and using them to our advantage. However, after reading the article I felt hesitant, and still do. Our student handbook has a zero tolerance policy for cell phones in school. Our administration really follows this policy, as do the teachers, especially since we work with teenagers. I feel that if I were to attempt to integrate cell phone use into my lessons, I would be reprimanded by an administrator. I am interested to know, do any other districts embrace the use of cell phones in lessons? If so, how?

6/18/11 Caitlin, I am really surprised to hear about your principal's attitude toward cell phones. Like you, I struggle with this issue. We are constantly trying to introduce kids to technology as a positive tool for gaining information and as a means for satisfying their natural curiousity. With this being said, we also spend a great deal of time, effort, and man-power making sure kids do not use cell phones in school (this is also a problem at the elementary level), on the bus, or on the playground. We especially have trouble with cell phones, PSPs, and other hand held video game devices. This becomes an issue with parents as well; some of them not understanding why their child can't have a PSP on the bus if it keeps him out of trouble or from being picked on by older students. It is a difficult issue from all perspectives. Like you, I was interested in the idea of text as anything that conveys information. I think most educators would be surprised by this. Many still do not accept anything but textbooks and novels as appropriate means for teaching.

Earlier this year, our Superintendent sent us a link to this video. To me, this seemed like a productive and egaging way for students to use cell phones without it interrupting instruction. []

-Leah

//Caitlin,// //I was surprised when you said your principal encouraged the use of cell phones as a learning tool. After putting some thought into this idea I can see some of the possible benefits. First, the students will think its so cool that they can use their cell phones that they will be eager to participate. Then, as a side effect, maybe cell phones won't seem so "taboo" and therefore, not be such a tempation to use. I think it's an interesting concept and I'm interested in seeing how this idea will evolve.// //Brandy// //Caitlin,// //I was also suprised when i saw that your principal encouraged the use of cell phones in the classroom. I would be very interested to see how this would actually play out in the classroom and what types of activities you could actually do with the cell phones. This might be a way for use to connect with students who are harder to reach. I always think about the fact that these students have NEVER known life without some sort of electronic device, this could be a great way to incorporate who they are as a generation and get them involved more in school. I did have some thoughts about this though regarding how would we regulate what they are actually doing on the phone and how exactly this would all play out. I will be waiting to see if cell phone use in the classroom becomes a big hit.//

//I watched the video that Leah added and it was very interesting to see how they used the cell phones and the QR codes. It seemed to really work and could be a great way to use cell phones in the classroom! // //Amanda﻿// These posts are great examples of socially mediated learning! Thanks for getting this thread started Caitlin! Dr. P.
 * Monday, June 20, 2011 **
 * Smart Answers, Chapter 3 **

<span style="color: #0a0000; font-family: Georgia,serif;">Teaching the following reading skills: directionality, alphabetic principle, speech to print, print carries a message, fluency and prosody, and comprehension, are all essential skills to learn for all readers. While I do not use enlarged books at the high school level, I feel that they are very important at the elementary levels. Teachers who use enlarged books can not only model important reading skills to the class, but they allow struggling readers to participate without feeling embarrassed or ashamed. I am a firm believer that academic achievement (especially in reading) begins from kindergarten on, and using enlarged books for read alouds or guided instruction is a great way to get students engaged and interested in reading. Enlarged books also provide students with an easy way to learn about different text structures. I also find that enlarged books are usually very visually intriguing, having bright, big illustrations. It seems as though the illustrations aide in comprehension by visually guiding the events of the story.
 * <span style="color: #0a0000; font-family: Georgia,serif;">Smart Answers, Chapter 4 **

<span style="color: #0a0000; font-family: Georgia,serif;">I have heard numerous comments throughout my undergrad and teaching experiences concerning fingerpointing. Many people seem to be against it, and think that it is a sign of a struggling reader. However, //Smart Answers// states that it is an important developmental and instructional reading tool. For another grad class, I had to research information on Connie Juel and Cecilia Minden-Cupp. One classroom practice that these researchers are known for is the development of word recognition skills through fingerpointing. Juel and Minden-Cupp found that fingerpointing is beneficial in building sight words, identifying letters and vowel combinations with the sounds they make, and identifying sentence structure. They also felt that fingerpointing helps train students to keep their eyes on the words that are read. While some people are opposed to fingerpointing, research has shown that it is helpful to beginning readers!


 * <span style="color: #0a0000; font-family: Georgia,serif;">Wednesday, June 22, 2011 **
 * <span style="color: #0a0000; font-family: Georgia,serif;">Classroom Strategies (p. 50-100) **

<span style="color: #0a0000; font-family: Georgia,serif;">I really like the B/D/A Questioning text frame that is shown in this book. This chart gives students the opportunity to ask questions and analyze information before, during, and after reading. As a teacher, I feel that it also gives me a way to assess how a student's thoughts, opinions, and questions have changed and grown throughout a reading lesson. By completing the before reading section, the text frames also helps to guide a student during the reading, so that he/she has a focus or purpose to follow during the reading. For our class assignment where we needed to discuss a text frame that related to a certain book, I chose the B/D/A text frame. I related it to the story //Number the Stars//. I felt that this text frame would help activate prior knowledge by taking the information the students already know about WWII and the Holocaust, and using that to support the events in the story. After finishing the reading, I thought it would be interesting to see what the students understood now that they did not understand prior to the book. For example, the students would be able to take the general information they know about the Holocaust, but now relate it to how it could individually affect a Jewish family during that time.

//<span style="color: #0a0000; font-family: Georgia,serif;">Caitlin, // //<span style="color: #0a0000; font-family: Georgia,serif;">I also like this strategy. I used it a lot with my students and it really does help guide them through the text. It led us into discussions about where we can find answers to our questions: in the text, by inferring, or by using another source. // //<span style="color: #0a0000; font-family: Georgia,serif;">Brandy // //﻿// <span style="color: #0a0000; font-family: Georgia,serif;">I found the information on literature circles to be very useful. I use literature circles in my English classes, even with high school students. I feel like using lit circles provides my students with a focus for the reading, and allows them to work independently at times, and with partners at times. I really enjoy having the group discussion where everyone shares the information that they have come up with. It is very interesting to see what <span style="font-family: Georgia,serif;">each student comes up with, and how their interpretation or information differs from their classmates'. <span style="font-family: Georgia,serif;">Each time we do a lit circle, I switch each student's role so they do not get "comfortable" completing that same task each time.
 * <span style="color: #0a0000; font-family: Georgia,serif;">Friday, June 24, 2011 **
 * <span style="color: #0a0000; font-family: Georgia,serif;">Literacy Lessons (Chapters 3-4) **

<span style="font-family: Georgia,serif;">I also like the paragraph that discussed the comprehension beach balls. In my room, I use comprehension foam dice. It is the same theory as the beach balls. On each side of the die, there are efferent and aesthetic questions. I throw a die to a student, and he/she rolls the die on the desk. The student then has to answer the question they rolled. I do not like to use the comprehension dice all the time, but they are nice to use every once in awhile. I found that they do keep the students engaged in the activity. However, sometimes the students are more interested in the "physical" actions of catching and throwing the dice, then they are of actually answering the question. Caitlin – Excellent idea to build in the two stances of reading as described here. Dr. P.

<span style="color: #000000; font-family: Georgia,serif;">**Monday, June 27, 2011** <span style="color: #000000; font-family: Georgia,serif;">**Literacy Lessons (Chapters 5-6)** <span style="color: #000000; font-family: Georgia,serif;">There was a lot of great ideas on teaching meaningful vocabulary lessons in chapter 5. As a teacher, I find that this is one of the toughest things to teach my students. I prefer to teach vocabulary in context, because I found that way seems to help the students remember the meanings more. I also prefer to use vocabulary crossword puzzles, rather than matching or fill in the blank vocabulary reviews. However, chapter 5 gave many different examples on﻿ how to teach vocabulary that I would like to try with my classes. For instance, you can take a board game like Scrabble or Trivial Pursuit and have students find ways to connect words or design their own question cards. I think teenagers would actually enjoy an activity like this. Another way to teach vocabulary development is to give students a few terms, and then have them go on a scavenger hunt throughout the school, their house, and their community and add other words that relate to the given terms. One graphic organizer that I will definitely test out is the Frayer Four Square model. This graphic organizer has students define a word, analyze the word, show examples and non-examples of the word, make text connections, draw a picture, and identify synonyms and antonyms of the word. It does state that drawing a picture should be done by younger students, however, I feel my high school students would benefit from this part as well. My students all have some type of learning disability, and most of them tend to be visual learners so I think drawing a picture would really benefit them.

<span style="color: #000000; font-family: Georgia,serif;">I found the information on fluency in this section to be very beneficial for me, since I teach two reading classes. I find that many parents are concerned with the speed at which their child reads, but they do not understand what fluency actually is. Accuracy and phrasing are also important factors affecting an overall child's fluency, not just speed. This year, I had a student transfer into my district, and the child's parent demanded that we order Spellography, Wilson, and Great Leaps reading programs and implement them with her child. Our school caved and ordered them, and I was to implement all of these (without any training on them) in a class where I was already using SRA to teach 3 different groups of students. The interesting part was, this student read 300 page novels silently and wrote completely accurate book reports on them. She could read and comprehend extremely well, but her parent wanted her to become a faster reader. This section talks about how reading is not a race, and constantly timing a student and focusing on how fast he/she reads can actually //hurt// their reading in the long run....I wish I would have had this book earlier, so I could show the parent!
 * <span style="color: #000000; font-family: Georgia,serif;">Wednesday, June 29, 2011 **
 * <span style="color: #000000; font-family: Georgia,serif;">Smart Answers (Section 5) **

6/30 Bethany Lepley Caitlin, That's overwhelming that your district expected that out of you! I can relate to trying to juggle a bunch of different programs at once. I have to do the same within my own classroom. I wrote about the same topic in my post and how people always coorelate fluency to speed. Especially teaching in a learning support classroom the tests that we are required to give the students deal with how many words they can read per minute. I wonder what your students motivation factor was with those reading programs if she could read and comprehend just fine. Thanks for your thoughts!

6-30-11 Caitlin, I agree with you and Bethany (maybe it's a learning support thing....) about fluency not being accurately measured by speed. I posted about this topic earlier as well-there is so much pressure to put numbers and graphs on every part of reading instruction especially in special education. I do think that students need to have sight word fluency and I don't have a problem with charting and graphing speed on high frequecy words, but students achieve fluency in so many other important ways. We use AIMSWeb, Great Leaps, Wilson, and SRA in my room all of which have different measures for fluency Very frustrating!! Glad to hear it's not just me. -Leah

<span style="font-family: Georgia,serif;">** Friday, July 1, 2011 ** <span style="font-family: Georgia,serif;">** Classroom Strategies (p. 100-150) ** <span style="color: #1a1e1a; font-family: Georgia,serif;">I really liked the information on Pyramid Diagrams in the reading. When students are reading, they need to be able to sort through information, make conclusions, make generalizations, and make connections. However, this can be difficult for some students. The Pyramid Diagram helps them sort out this information in a visual way. First, the teachers needs to give students a focus question, or a purpose for reading. From there, they gather information, categorize, brainstorm, and create their pyramids. The Pyramid Diagram is fairly simple, but I think it would be really helpful for students when they are dealing with a lot of factual text. For example, I think this strategy would benefit my students who struggle with history and science. When I have them in resource room next year, I am going to take the time to teach them how to organize their reading information into a Pyramid Diagram.