While reading, students have many thoughts going through their minds. As they work through processing the information, students:
1. Decode the structure, organization, and sounds of the letters in a text and then move onto the words in a text.
2. Develop the meanings of vocabulary and words. They move past just recognizing familiar sight words, but really understanding what they mean.
3. Piece together the words into full sentences and then paragraphs to grasp the main idea and concepts of the text.
As they read, they are processing the new information they read while also trying to apply it to information they have already learned. They try to build on what they already know.
While trying to fully comprehend a piece a text, students ask:
1. What is the main purpose of this text? What should I have learned?
2. What is the author trying to say?
3. How is the text organized? How is it easy to follow?
4. What parts am I confused about?
5. What are some new vocabulary terms I should know in order to really understand the text?
6. How does this text relate to my own life, classroom, family, and world?
7. What should I do with this new information?
According to Jennifer Allen's book, "Becoming A Literacy Learner" students should move from simply knowing skills in isolation to learning skills in context. They shouldn't just have lessons about skills without working them into the overall theme or unit of instruction. The skills need to relate to something the students can remember. They also need to move from word recognition (and memorization) to comprehension. Can the students correctly use these words in their own verbal exchanges? If so, then they have taking their comprehension of those words to a deeper level.
Also, Allen suggests that comprehension and processing doesn't just stop with reading and writing, but also speaking. Can they think about what another person has said and offer their own thoughts in an organized manner? Do they communicate well or do they just add thoughts about different issues when it is not quite appropriate for the discussion? Can they talk about other religions, cultures, and aspects of society in a respectful way? Now of course early readers may struggle with this and will not be able to recognize these terms, but they can still talk about the main issues, just with different terminology.
Wednesday, June 30, 2010
Sunday, June 20, 2010
Word Etymology
One way I've found to help build and strengthen my students' vocabulary is to study the Latin and Greek word roots. Etymology has been a very successful unit of study in my classroom. Students may not recognize or know all of a word; however, if they know part or parts of the word they can use context clues to help identify the meaning of a new word. There are many resources available out there to help educators teach and assess students learning of word roots. Occasionally, I'll have my students play Scrabble using the word roots we've been learning. Here are some additional sites I've found and use in my classroom to help build vocabulary.
1. Free Rice-This is a website that tests students' vocabulary but also feeds the hungry while they play. Every word they define correctly donates grains of rice to the hungry. I checked it out before using it and it really is true. If any students finishes early or has some free time, I often direct them to this site. They love it, and there are several content areas to choose from!
2. Latin and Greek Root Concentration-This is a matching game for students to play with word roots and their definitions.
3. VocabTest.com-This site offers tests or quizzes over SAT vocabulary. It's a way to get my students looking to see if they recogonize any roots and trying to define the word using the Greek and Latin roots.
1. Free Rice-This is a website that tests students' vocabulary but also feeds the hungry while they play. Every word they define correctly donates grains of rice to the hungry. I checked it out before using it and it really is true. If any students finishes early or has some free time, I often direct them to this site. They love it, and there are several content areas to choose from!
2. Latin and Greek Root Concentration-This is a matching game for students to play with word roots and their definitions.
3. VocabTest.com-This site offers tests or quizzes over SAT vocabulary. It's a way to get my students looking to see if they recogonize any roots and trying to define the word using the Greek and Latin roots.
Saturday, June 19, 2010
Quick Picks
Looking for a selection of books that might make that adolescent non-reader want to pick one up? The Young Adult Library Services Association updates their "quick picks" list of books for reluctant young adult readers periodically.
Research has shown that texts that are authentic and relevant to students will better engage those that do not have a natural ability to read. Everyone knows the more a student reads, the better at reading they become!
Research has shown that texts that are authentic and relevant to students will better engage those that do not have a natural ability to read. Everyone knows the more a student reads, the better at reading they become!
RTI for the Newbie
After having spent six years as a music/high abilities teacher, last year I was asked to move into a sixth grade reading position. I was overwhelmed, but excited, about this change and everything that went along with it.
One of the most overwhelming ideas for me was meeting the needs of RTI, but I really didn't need to fret. There are many resources out there to turn to for help. Even though many deal with the younger elementary students, there are plenty that can benefit the upper elementary and junior high teachers as well.
Recently, I encountered the rtinetwork site that contains many articles with lots of information that helps sort the whole RTI process in plain terms. From tiered instruction to keeping your radar screen up and running - even in junior high, check this site if you're feeling overwhelmed!
One of the most overwhelming ideas for me was meeting the needs of RTI, but I really didn't need to fret. There are many resources out there to turn to for help. Even though many deal with the younger elementary students, there are plenty that can benefit the upper elementary and junior high teachers as well.
Recently, I encountered the rtinetwork site that contains many articles with lots of information that helps sort the whole RTI process in plain terms. From tiered instruction to keeping your radar screen up and running - even in junior high, check this site if you're feeling overwhelmed!
RAFT
RAFT is a classroom strategy that focuses on several of the important aspects of writing to help develop good writers and give structure to struggling writers. This strategy is used to direct students' thinking about several different parts of the writing process, and it can be used at any point in the lesson or curriculum. RAFT stands for the following: role, audience, format, and topic. This classroom strategy can be used in any content area. Often times I have students that just begin writing and don't think about their audience or their purpose for writing. The RAFT will require them to put thought into their writing before putting information down on paper. Several students also need the structure that is provided by the RAFT in order to write a cohesive essay. It forces the student to think about who or what they are as a writer, to whom are they writing, in what format are they writing, and what are they writing about and why. This strategy should be modeled for the students, and they should be given a few prompts to practice as a class using the RAFT so they can see the different responses to the same prompt.
Friday, June 18, 2010
Snapshot Writing
Last year, I was assigned to teach a 7th grade language arts class for the final ten weeks of the school year. While I was eager to start out my school year, some of my new students had already checked out mentally for the year. I found it very hard to motivate these students in the area of writing.
One idea that I wished I would have focused more on during that time was snapshot writing. I believe greater use of snapshot writing would have encouraged my students to write longer passages with more detail and passion. This idea works because it allows students to write about people, events, places, and things of which they have intimate knowledge. They are given opportunities to select ideas that have special meaning to them; things that that evoke strong emotions for them. They are, in essence, creating a snapshot with words about a colorful experience from their own memory.
I'm sure that there are different ways to implement this idea within a classroom. One such idea is explained in My Life In Seven Stories from the book entitled Becoming a Literacy Leader by Jennifer Allen. I am excited about the prospect of investigating various methods related to this idea, and selecting the one I believe will work best to motivate the students in my future classroom.
One idea that I wished I would have focused more on during that time was snapshot writing. I believe greater use of snapshot writing would have encouraged my students to write longer passages with more detail and passion. This idea works because it allows students to write about people, events, places, and things of which they have intimate knowledge. They are given opportunities to select ideas that have special meaning to them; things that that evoke strong emotions for them. They are, in essence, creating a snapshot with words about a colorful experience from their own memory.
I'm sure that there are different ways to implement this idea within a classroom. One such idea is explained in My Life In Seven Stories from the book entitled Becoming a Literacy Leader by Jennifer Allen. I am excited about the prospect of investigating various methods related to this idea, and selecting the one I believe will work best to motivate the students in my future classroom.
Literature Circles
I have always loved reading and discussing literature. It is something that comes naturally for me. For this reason, I naively thought my students would automatically discuss literature in a productive way that demonstrated critical thinking. Some days they got it right. Their discussions showed great insight and thought. Other days, however, things seemed to go horribly wrong.
In retrospect, I see my serious mistake of neglecting to train my students how to participate in literature circles. Often, certain individuals would do the majority of the speaking while others would sit back and passively listen. Teaching them how to prepare ahead of time for discussion in a literature circle would undoubtedly help the reluctant students feel more confident about sharing their thoughts.
There seems to be some dispute among educators as to whether or not the assigning of roles in literature circles is best. Some think it takes the focus off the content being discussed while others feel it helps students stay focused. I personally would like to implement roles within my literature circles in the coming school year with the confidence that it will help my students stay focused.
I also embrace the idea (as presented in Becoming a Literacy Leader) of taking several weeks at the start of the school year to gradually introduce each role individually to my students. This will give them time to learn specifically what will be expected of them, and allow time for them to become comfortable performing each role.
In retrospect, I see my serious mistake of neglecting to train my students how to participate in literature circles. Often, certain individuals would do the majority of the speaking while others would sit back and passively listen. Teaching them how to prepare ahead of time for discussion in a literature circle would undoubtedly help the reluctant students feel more confident about sharing their thoughts.
There seems to be some dispute among educators as to whether or not the assigning of roles in literature circles is best. Some think it takes the focus off the content being discussed while others feel it helps students stay focused. I personally would like to implement roles within my literature circles in the coming school year with the confidence that it will help my students stay focused.
I also embrace the idea (as presented in Becoming a Literacy Leader) of taking several weeks at the start of the school year to gradually introduce each role individually to my students. This will give them time to learn specifically what will be expected of them, and allow time for them to become comfortable performing each role.
Better Answers for Constructed Response
During this past school year, I was very frustrated about how my seventh grade students wrote answers to comprehension questions after reading a text selection. I observed that answers were usually written with incomplete sentences, and often didn't even address the specifics of what the questions were really asking the students to think about. Therefore, I am happy to have recently encountered the Better Answer formula.
Simply put, the Better Answer formula is a way of teaching students to effectively communicate their thoughts. The strategy is intended to be introduced to students over a six week period. This gradual presentation of the steps involved allows for ample teacher modeling and repeated student practice. The students are initially taught the strategy using personal questions, but eventually make the transition to applying it to classroom texts.
The Better Answer method is broken down as follows:
Week #1: Students practice restating questions.
Week #2: Students practice constructing gist answers (answers that give main or essential information).
Week #3: Students practice generating supporting details for gist answers.
Week #4: Students practice putting the skills from weeks #1-3 together to create constructed responses that stay on topic.
Weeks #5-6: Students practice applying the strategy to short texts.
I am hopeful that by spending the time to train my students in this method at the beginning of the school year, they will experience more success in constructing answers/paragraphs that present detailed information and show evidence of deep thought.
Simply put, the Better Answer formula is a way of teaching students to effectively communicate their thoughts. The strategy is intended to be introduced to students over a six week period. This gradual presentation of the steps involved allows for ample teacher modeling and repeated student practice. The students are initially taught the strategy using personal questions, but eventually make the transition to applying it to classroom texts.
The Better Answer method is broken down as follows:
Week #1: Students practice restating questions.
Week #2: Students practice constructing gist answers (answers that give main or essential information).
Week #3: Students practice generating supporting details for gist answers.
Week #4: Students practice putting the skills from weeks #1-3 together to create constructed responses that stay on topic.
Weeks #5-6: Students practice applying the strategy to short texts.
I am hopeful that by spending the time to train my students in this method at the beginning of the school year, they will experience more success in constructing answers/paragraphs that present detailed information and show evidence of deep thought.
Thursday, June 17, 2010
Graphic Organizers
Even confident writers who have been given ample quality writing experiences in lower elementary grades, may have trouble writing as they enter middle school where they are asked to write longer selections on more complicated subjects. The use of graphic organizers can help students organize their ideas in such a way so that they can then take those ideas and put them together in the form of a composition that flows naturally and is easy to understand.
There are a multitude of graphic organizers available to suit almost any purpose or academic level. However, students may not automatically be able to organize their thoughts simply because they are presented with a graphic organizer. It is a good idea for teachers that choose to utilize graphic organizers to train their students in the use of various ones. Some students may need repeated teacher demonstration and opportunities for practice.
Overloading students with too many graphic organizers may not be beneficial for them. Instead of the intended effect of helping them to organize their thoughts, students may end up confused by all the choices. Therefore, it is probably best for teachers to select only a few that they feel would best support the activities they have planned in their curriculum. Story maps and character webs are examples of graphic organizers that are widely used by many teachers.
Although I have utilized some graphic organizers in the past, I cannot say that I have trained my students in their use. I do feel it will be worthwhile for me to take the time to teach them how to use specific graphic organizers. I believe this will allow them to take ownership of many strategies that they can eventually independently apply as needed to organize their thinking.
There are a multitude of graphic organizers available to suit almost any purpose or academic level. However, students may not automatically be able to organize their thoughts simply because they are presented with a graphic organizer. It is a good idea for teachers that choose to utilize graphic organizers to train their students in the use of various ones. Some students may need repeated teacher demonstration and opportunities for practice.
Overloading students with too many graphic organizers may not be beneficial for them. Instead of the intended effect of helping them to organize their thoughts, students may end up confused by all the choices. Therefore, it is probably best for teachers to select only a few that they feel would best support the activities they have planned in their curriculum. Story maps and character webs are examples of graphic organizers that are widely used by many teachers.
Although I have utilized some graphic organizers in the past, I cannot say that I have trained my students in their use. I do feel it will be worthwhile for me to take the time to teach them how to use specific graphic organizers. I believe this will allow them to take ownership of many strategies that they can eventually independently apply as needed to organize their thinking.
First Aid for Jr. High Literacy
It seems that most information you find out there about literacy intervention is geared toward primary students, which is great because the earlier intervention begins, the less time those students will struggle and lag behind. But what do you do with those pubescent, poor self-esteem, coming-into-their own junior highers who still struggle with reading? Without skills, research shows that these students are at a high risk for failing, and eventually dropping out of high school.
Adlit has many valuable resources for students just like these. This link will take you to an article that gives many different strategies teachers can implement to help these struggling adolescent readers.
You may not be able to solve their problem of how to get rid of a pimple in an hour, but you may just find a solution that will help them succeed with reading!
Adlit has many valuable resources for students just like these. This link will take you to an article that gives many different strategies teachers can implement to help these struggling adolescent readers.
You may not be able to solve their problem of how to get rid of a pimple in an hour, but you may just find a solution that will help them succeed with reading!
Understanding RTI
One way to really reach the educational needs of those bubble kids (students who struggle with reading and are below grade level in reading and writing scores) is to set up an individualized Response to Intervention plan. There are three tiers to the RTI plan. The first level includes lessons given to all students. The second level includes students that are struggling with grade level material but are not classified as needing special education services. However, they would benefit from some extra help and interventions. The third level works with students with IEP's and are given resource aid because they qualify as needing special education services. This third level also brings attention to the high ability students who need more enrichment in their lessons because they are above grade level in their abilities. Teachers use this RTI pyramid of three tiers to classify what type of instruction each child needs. Yes, the world has come to having each student with their own IEP. However, don't fret, administering to the needs of all students can be done without hours of prep time.
When I was told to think of students who I thought would classify as Tier 2 students, I looked at NWEA scores, ISTEP scores, lexile scores and RIT bands, attendance, attitude, grades, student work, and participation. I focused on students that were putting effort into their studies and would really benefit from more individualized instruction.One student in particular, whom I will refer to as "Katie", really blossomed because of the RTI instruction. First, I talked with Katie about her studies and had her explain her frustrations and struggles. I also administered the Garfield Reading Survey to better understand her feelings towards reading. Then we came up with two goals she would work on in order to boost her scores and grades. I offered modified assignments to Katie, gave her extra time, and moved her to an easier spelling group. Luckily, our school has a program called Inform in which I could record the interventions I was offering Katie. After two weeks, I looked at her daily assignments,quiz scores, and daily participation. Katie was no longer getting F's, but getting high D's. I recorded that I would continue this intervention for another two weeks. Again, I repeated my assessments at the end of that time and she was now getting C's. I also recorded that I had met with her during more one-on-one conferences to make sure that she fully understood the requirements and assessed her progress.
Katie got a B as a final grade for the year and had created some really great products from her comprehension of units. I had her retake the Garfield Reading Survey and was excited that her attitude about reading and writing had also changed. She had also changed her group of friends to a more responsible, hard working group of girls who helped keep her motivated.
When I was told to think of students who I thought would classify as Tier 2 students, I looked at NWEA scores, ISTEP scores, lexile scores and RIT bands, attendance, attitude, grades, student work, and participation. I focused on students that were putting effort into their studies and would really benefit from more individualized instruction.One student in particular, whom I will refer to as "Katie", really blossomed because of the RTI instruction. First, I talked with Katie about her studies and had her explain her frustrations and struggles. I also administered the Garfield Reading Survey to better understand her feelings towards reading. Then we came up with two goals she would work on in order to boost her scores and grades. I offered modified assignments to Katie, gave her extra time, and moved her to an easier spelling group. Luckily, our school has a program called Inform in which I could record the interventions I was offering Katie. After two weeks, I looked at her daily assignments,quiz scores, and daily participation. Katie was no longer getting F's, but getting high D's. I recorded that I would continue this intervention for another two weeks. Again, I repeated my assessments at the end of that time and she was now getting C's. I also recorded that I had met with her during more one-on-one conferences to make sure that she fully understood the requirements and assessed her progress.
Katie got a B as a final grade for the year and had created some really great products from her comprehension of units. I had her retake the Garfield Reading Survey and was excited that her attitude about reading and writing had also changed. She had also changed her group of friends to a more responsible, hard working group of girls who helped keep her motivated.
Wednesday, June 16, 2010
Literacy Assessment Resource
The International Reading Association website is a great place for both educators and parents to visit. It has articles, journals, and books that address literacy assessment. One thing I was impressed with on this site was the brochure for parents at the bottom of the page. In addition to the brochure, if you click on the article "Are Assessment Data Really Driving Middle School Reading Instruction?" on the left hand side of the page there will be a list of categories. Click on Podcasts. Then, it will have a list of Podcasts you can choose to listen to that all focus on ideas for teaching reading and writing. The only drawback to this site would be that some articles require you to be a subscribed reader. However, this might be a great site for the school to subscribe to or possibly taken from a library fund in order for all teachers to have access to it. Being aware of what literacy asssessment is and having resources available to educators and parents is the first step of improving literacy!
Friday, June 11, 2010
Resources for Struggling Readers
Okay, the hard part about helping the struggling reader is understanding why they struggle, what they need, and where a person can find resources to help them. Many times struggling readers get letters mixed up, or they think different phonemes (small letter combinations) make different sounds than what they actually do. Sometimes they can recognize and sound out individual letters but cannot sound out words or put those letters together. The following links help offer more information about these topics.
The Leveled Spelling Lists link provides lists of common sight words (everyday words) that children in each grade level will be exposed to. Parents/tutors can start exposing children to these words at anytime. In fact, if your child is only in first grade, go ahead and give him some spelling words from the third grade level, just to decrease that grade level gap if they are having a hard time with reading and writing.
The Understanding the Mind of a Struggling Reader link offers some explanation as to reading from the perspective of a struggling reader. There are multiple links within that site parents and teachers can search through to answer any questions about a struggling reader. What are they getting confused about? With what struggles are they faced? It is important for adults to look at issues from the perspective of the child they are working with, so they can work with that child on his/her level.
Two links to use for interactive sites students can manipulate in order to enhance their reading and writing skills are: Professor Garfield's Learning Lab and Student Interactives. These links recommend different interactive websites children can use to work on vocabulary, writing, organization, and the reading of both fiction and non-fiction texts. In our 21st century, children are not only required to read words from books and written texts, but should also become acquainted with the internet and technology.
The Leveled Spelling Lists link provides lists of common sight words (everyday words) that children in each grade level will be exposed to. Parents/tutors can start exposing children to these words at anytime. In fact, if your child is only in first grade, go ahead and give him some spelling words from the third grade level, just to decrease that grade level gap if they are having a hard time with reading and writing.
The Understanding the Mind of a Struggling Reader link offers some explanation as to reading from the perspective of a struggling reader. There are multiple links within that site parents and teachers can search through to answer any questions about a struggling reader. What are they getting confused about? With what struggles are they faced? It is important for adults to look at issues from the perspective of the child they are working with, so they can work with that child on his/her level.
Two links to use for interactive sites students can manipulate in order to enhance their reading and writing skills are: Professor Garfield's Learning Lab and Student Interactives. These links recommend different interactive websites children can use to work on vocabulary, writing, organization, and the reading of both fiction and non-fiction texts. In our 21st century, children are not only required to read words from books and written texts, but should also become acquainted with the internet and technology.
Thursday, June 10, 2010
Portfolio Assessments
Data, data, data. Yes, teachers hear about the importance of this millions of times a day. However, not until my graduate studies did I realize that I can change the format the data of my students to fit more of my style and classroom. Yes, standardized tests, running records, and DIBELS are all great methods of assessing data, but it is important for teachers to know that data is not only restricted to these types of assessments. It can also include:
1. Writing samples of each of the writing genres taught in class. Students love to read through old writings and see how much they have improved. These can be kept in a three-ring binder-portfolio style. I even recommend students to keep them somewhere in the attic so they can reread them when they are old and gray, for laughs.
2. A reading/writing questionnaire for the students and for the parents. This can also go in their portfolio. It can even be re-administered throughout each quarter to see how/if it changes. It asks them how they feel about reading/writing, lists strengths, and weaknesses, and can even include growths and goals.
3. Students' record of their own growths from one standardized test to the next. In my classroom, my students love racing up to tell me how many points they went up. Or, they realize, uh oh, I went down and want help fixing it. This helps them take responsiblity for their learning and also helps them have a little more appreciation for those dang state tests.
Just some thoughts anyway!
1. Writing samples of each of the writing genres taught in class. Students love to read through old writings and see how much they have improved. These can be kept in a three-ring binder-portfolio style. I even recommend students to keep them somewhere in the attic so they can reread them when they are old and gray, for laughs.
2. A reading/writing questionnaire for the students and for the parents. This can also go in their portfolio. It can even be re-administered throughout each quarter to see how/if it changes. It asks them how they feel about reading/writing, lists strengths, and weaknesses, and can even include growths and goals.
3. Students' record of their own growths from one standardized test to the next. In my classroom, my students love racing up to tell me how many points they went up. Or, they realize, uh oh, I went down and want help fixing it. This helps them take responsiblity for their learning and also helps them have a little more appreciation for those dang state tests.
Just some thoughts anyway!
Wednesday, June 9, 2010
Intervention Environment
During one staff meeting, my principal kept referring to the "bubble kids" in our classrooms. Finally, I couldn't follow along anymore and raised my hand to ask, "Are bubble kids the kids that have a hard time filling in the bubbles on standardized tests?" Amid much chuckles and harassment from my colleagues and a frown from my administrator, I realized this was not what he was talking about. I thought it was a good question because we had just spent hours telling our kids during ISTEP remediation the importance of filling in the bubble heavily and completely. Needless to say, I finally recognized "bubble kids" as students are aren't quite identified as special educated students, but are pretty close to being qualified as such. They are at least one grade level below in their reading ability.
In trying to reach those bubble kids, it is important for teachers to recognize a couple of important components for offering the best intervention strategies.
1. Teachers should offer a classroom environment that has frequent, intensive, explicit, and individualized support for the student. A great way to provide this environment would be to establish an inclusive classroom that does not include the overwhelming demands of teachers.
2. Teachers should also provide students with support and strategies that will help them experience success and gain academic self-confidence they can take with them for life. Sure, not all students may master the art of reading, but at least they can take some strategies they can refer back to throughout their lives.
3. Also, the teachers of these bubble kids need to have a strong background in literacy instruction and in using assessment to guide instruction. They need to be able to provide students with clear and organized mini-lessons, purposeful activities relating to the personal lives of students, and assessments throughout the reading intervention that assess how the student is mastering lessons and comprehending strategies.
In trying to reach those bubble kids, it is important for teachers to recognize a couple of important components for offering the best intervention strategies.
1. Teachers should offer a classroom environment that has frequent, intensive, explicit, and individualized support for the student. A great way to provide this environment would be to establish an inclusive classroom that does not include the overwhelming demands of teachers.
2. Teachers should also provide students with support and strategies that will help them experience success and gain academic self-confidence they can take with them for life. Sure, not all students may master the art of reading, but at least they can take some strategies they can refer back to throughout their lives.
3. Also, the teachers of these bubble kids need to have a strong background in literacy instruction and in using assessment to guide instruction. They need to be able to provide students with clear and organized mini-lessons, purposeful activities relating to the personal lives of students, and assessments throughout the reading intervention that assess how the student is mastering lessons and comprehending strategies.
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