Chapter 1 Part 2

Posted bymbombar1Posted inUncategorized

Vocabulary:

Principle 5: Effective Teachers Address Standards

Principle 6: Effective Teachers Scaffold Students’ Reading and Writing

Scaffolding: Demonstrating, guiding, and teaching to provide the right amount of support according to instructional purpose and students’ needs.

  • 5 levels of support (from most-least)
    • Modeled
    • Shared
    • Interactive
    • Guided
    • Independent
  • Shared Reading: reading big books with young children
  • Shared Reading: Teacher does most of the reading while students follow along and chime in to read familiar and predictable words and phrases.
    • Can also be done with older students
  • Language Experience Approach (shared): Recording children’s translation of art, reading, etc. 
  • Choral Reading (Interactive): Students take turns reading lines of a poem
    • Students are supporting each other by sharing the work 
  • Readers Theatre (Interactive): Students take on roles of characters and read the lines of their character
  • Interactive Writing (Interactive): Creating a text as a class and writing a message
    • Interactive Writing is used for:
      • Practicing reading and writing high- frequency words
      • Applying phonics and spelling skills
      • Reading and writing texts that students can’t do independently
      • Having students share their literacy exercise with classmates
  • Mini Lessons (guided): After teaching a lesson and giving strategies and skills, teachers provide practice activities so students’ can apply what they are learning.
  • Guided Reading: With continued support, student’s do all reading themselves
    • Small groups of children at similar reading level meet with the instructor. Instructor guides reading and introduces book.

Principle 7: Effective Teachers Organize for Instruction

Literature Circles: Small groups of students gather to read a story. 

  • Teacher begins by choosing 5 or 6 books of varying levels that meet all students’ needs. After an introduction of each book, each group chooses a book to read and discuss
  • This helps students develop responsibility for completing a task.

Principle 8: Effective Teachers Differentiate Instruction

Differentiation: Adjusting instruction because students vary in levels of development, achievement, and ability

  • Based on Vygotsky’s idea of ZPD.
  • One size fits all DOES NOT apply in the classroom
  • If instruction is either too hard or too easy, it is not effective
  • Differentiation is done by choosing different materials, delivery methods, assignment modification, etc. 
    • Differentiating the Content: Teachers identify info that students need to learn to meet standards.
      Differentiating the Process: Vary instruction and application activities to meets students needs
    • Differentiating the Product: Teachers vary how students present what they’ve learned (Assessments, projects, etc.)

Principle 9: Effective Teachers Link Instruction and Assessment

Nurturing English Language Learners: Having ELL’s participate in mainstream instructional programs

  • Teachers Scaffold oral language acquisition and literacy development by:
    • Explicit Instruction: Presenting additional instruction on strategies and skills
    • Oral Language: Teachers provide many opportunities for ELLs to speak English comfortably and informally in partners or small groups to relieve pressure
    • Small Group Work: Teachers provide many opportunities for small group work to support learning with social interaction. 
    • Reading Aloud to Students: Reading all sorts of text aloud to model fluent reading
    • Background Knowledge: Organizing instruction into themes to build students’ literary knowledge through mini lessons 
    • Authentic Literacy Activities: Allowing and providing opportunities for students to apply strategies and skills in real life purposes.

Assessment: Ongoing part of learning and teaching. Daily part of classroom life where teachers collect and analyze data from observations, tests, and conferences to make plan for students’ academic achievement and to plan interventions

  • Assessments occur for these puposes:
    • Determining Instructional Levels
    • Monitoring Progress
    • Diagnosing Students’ Strengths and Weaknesses
    • Documenting Learning

Running Records: Used to analyze a students’ ability to solve reading problems while orally reading

Linking Instruction and Assessment:

  • Assessment Cycle:
    • Step 1: Planning
    • Step 2: Monitoring
    • Step 3: Evaluating
    • Step 4: Reflecting
  • Rubrics: Assesses students’ performances, written products, and multimedia projects

Figure 1-5: Levels of Scaffolding

Figure 1-6: Technology in the Classroom

Figure 1-7: Ways to Differentiate Instruction

In this video guided reading is modeled. Guided reading allows the teacher to get a better look at where each student is in their reading development. It also gives her a chance to hear what all of her students have to say since she is only focusing on 3-4 students. Students who may not speak up and answer questions in a large group setting might be more willing to do so during their guided reading time since the group is much smaller.
During this lesson both the teacher and all the students are working together on writing their letter. Students are encouraged to answer questions collectively. The teacher takes volunteers to do the actual writing of the letter. All students seem to be very engaged and actively participating. Interactive Writing allows the students to feel less pressure than if they were working on their own. Interactive Writing is also a good opportunity for the teacher to dress any questions students may have.
A small group of students reads a book together. As a group they work through comprehending the book and discussing confusion any member may have. Each student usually has their own copy of the book allowing them to read along when they are not reading aloud to their group. The teacher usually will sit in on each lit circle to hear the discussion of the book. They will also answer any further questions if necessary.
In this video a teacher is explaining how her class does writers’ workshop. They start off by looking at a model of writing, usually this would be a picture book. They then go to their own. After their focus lesson (the model), students go write on their own. This teacher has her students writing for 40-45 minutes. in this example students were allowed to roam the room and sit by their friends. Talking was allowed as students would talk about what they were writing about and occasionally ask each other questions. As students are writing, the teacher talks with each student individually to talk about their writing and how to make it better. She says that this is when she really gets to know her students as writers.After writing time is over, students have the opportunity to share their stories with a partner. Sometimes students prefer to share their story with the entire class. At the end of each writing unit, students get to choose 1 story they’ve written to have it published. This can mean having it on display in the classroom and turning it into an online book using photoshop.

Classroom Connection: I found the tables in the second half of Chapter 1 to be very useful. I think they would come in handy in the future to refer back to when needed.

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