Supporting everyone in one spelling center

I believe a center that would be conducive in the area for spelling for English language speaking students and ELL's alike would be one that is similar to the game memory. In the center, the students would be given 10 flashcards, 5 with pictures and 5 with the word corresponding to the picture. For example, one card would say "tree" and one card would show a picture of a tree. The students would take turns flipping over the cards, two at a time, and try to match the correct word with the correct picture.

This would be a good center idea because it uses repetition to help students learn the words. The pictures along with the words not only help the English language students but also the ELL students as well because they will at least know what the picture is in their own language and will also get the benefit of seeing the English word repeatedly and matching it with their corresponding picture.

March 21 Post-Emilee

This weeks reading from Tompkins about The Reading Process was interesting. I like how the chapter outlines and gives an overview if the process. It breaks it down into different categorizes. The chapter also did the same thing for the writing process; it outlines the writing process in a step-by-step process. This is a good resource to be able to come back to when I have to teach students about reading and writing. One of my favorite parts of the reading was the part about qualities of good writing. The chapter highlights things such as ideas, organization, voice, word choice, sentence fluency and mechanics.

March 14 Post-Emilee

After reading the Salna and Raphael articles I have a new outlook on the idea of book clubs. I really liked that the Salna article brought up the idea of balances literacy. Literacy is such a complex subject that it is important to include as many aspects and ways of learning as possible. The article suggests things such as guided reading, reading centers, shared reading etc. In my placement I see a lot of this things being implemented. My CT does a library center, which allows students to look at books, listen to books on tape and share their reading or writing with a partner. I think that using balances literacy allows the teacher to reach students of different learning levels and brings variety into the classroom and allows students to choose what works best for them. The Raphael article was interesting to read considering we are doing our own book clubs in class. I love the idea of doing a book club because then everyone is able to come together and discuss different ideas and thoughts that they had on the book. It creates great discussions between students and allows students to see others opinions, thoughts and ideas.

Feb 21st Post- Emilee

I really liked the article by Holliman this week about centers. I am in a kindergarten classroom and my CT uses centers everyday. I really like the idea of centers and I think it is very efficient in a kindergarten classroom. I like that children are able to work alone, with a partner or even in groups while in centers. While I am in the classroom for my placement and it is center time I will walk around the classroom observing the students and guiding them if they need help or have any questions on the assignment that they are supposed to be doing. I thought this article was helpful on how to plan a center and why centers are beneficial to students. My CT will usually have an art center, library center, math center and writing or letter of the week center. The students in my class respond really well and seem to love going to centers. It keeps the students interested because they are constantly moving around the room from one center to the next. I would like to incorporate centers into my future classrooms.

The Gregory and Cahill article was also very helpful too. I am in a kindergarten classroom. I think that teaching comprehension is difficult in any grade but I think that is can be especially challenging in kindergarten. The students are just beginning to learn how to read and teaching them comprehension seems like it may be very hard. I think what this article has taught me is that it is possible for students to comprehend and make

MartinA March 20

I think that to plan for instruction of ELL students in a classroom, the type of planning and instruction would vary greatly depending on the level of English of the student, as well as the age of the students in the classroom. I currently am in two placements- one is a fourth grade classroom which has no ELL students, and one is a second grade classroom that is exclusively made up of ELL students. I think that the biggest thing when working with students in general is to make sure that the lines of communication are open- if they ever feel that they need help it's important that they feel comfortable enough to approach the teacher. I also think that as a teacher it's important to keep an eye on student's work and how it's progressing to catch problems early. I think that when planning lessons for students that include both ELL and non ELL it's important to think about how each set of students will understand the work, and if necessary to spend a little extra time working with the ELL student.

In my own fourth classroom for spelling we do standard worksheets, which though they're boring I do think are effective. Each week the students do one sheet where they copy down the words, one sheet where they fill in sentence blanks with the correct word, and one sheet where they have to find the spelling words spelled incorrectly and then correctly spell them. I think that this activity would work well with an ELL student; it's good practice and since it's a routine each week they would be able to catch on fast. I think that in my own classroom this style of spelling practice could be tweaked to be more fun and interactive however, by utilizing spelling centers. I think it would be cool to have different centers that the students go around to during spelling time to work on learning the words. One center could be a quiz type of center where students give each other words to spell. Another could be a worksheet center where they do worksheets like the ones in my placement. Still another could be a group effort where they have a word and letters that they put one letter down at a time for to spell out the word as a group. I also think it might be cool to have a Scrabble center where they build up their words.

Overall I think that there are a lot of options for how to teach both ELL and non ELL students spelling. I think that as a teacher it's important to observe how students work and then base learning activities off of that so as to work with them and their own learning styles to help them learn their best.

Fluency and Comprehension

I understand fluency as the ability to recognize words as you read them so as one reads the words they flow as complete sentences. The reader must have an extensive sight vocabulary in order for this process to take place. Just because the reader can read something fluidly and fluently doesn't mean they understand the material they're reading; this is where comprehension comes into play. For example, I could read a whole page of Spanish and be fluent in my reading because I can put the letters together and somewhat memorize what the passage says; after a while I would sound fluent but because I don't speak Spanish, I would have no idea what I read. I can not comprehend what I am reading because I do not understand the meaning behind the words I am reading. The same goes for a reader who is just learning to read in their native language; they may be able to read the words on the page but at the same time, none of the meaning could be being processed. Comprehension is built along with fluency, so that when the word is read the meaning is also processed at the same time so the reading makes sense.

The only reading I ever get to see in my placement happens at two times throughout the day is when my CT reads to the students and when the students are doing their math journals. When my CT reads, she will stop at vocabulary that she knows is new to the students and define it so they can add it to their vocabulary and so they can comprehend what is going on in the story. As for the math journals, I have had students ask me several times to define words for them that are in the directions for the problems. They can read the word just fine, fluently-- such as angle or evaluate-- but don't comprehend what the question is asking them to do because they do not know the meaning behind the word.

March 21

I like the Tompkins readings since it talk about writing processes. Not so much the ways the lessons are writing and different writing styles but actual handwriting. It just got me really thinking that I am someone who has very poor hand writing I try to slow down and keep it neat but after a while it just becomes scribbles and messy. I think that if I was to go back in school and focus on something it would be handwriting. I never really saw the importance in neat handwriting until I got into college. It would take me a while to read my own notes and see that it affects the way I think. When I can read what I wrote and see it clearly I am allowed to follow it understand and comprehend the  materials more. I just liked how the article gave me ideas for what I could do in the future. My CT stresses handwriting so much in her class and that students need to write neatly and this is something I am going to do in my class or I hope I do. I think that for all student to write neatly would down the road help them out so much since writing is a form of communication and it needs to be conveyed clearly.

March 21st reading- Kelcie

In my placement I see an overwhelming amount of their literacy block which is all based in a program called Reading Street. They have a basal reader, leveled readers, and independent reading options that they use during each week that correspond to the programs guidelines. I think the Tompkins article defines the practices I have seen the Reading Street program using. My students are utilizing stage 1's background knowledge everyday before they read, and all aspects of stage 2 are present daily. Each morning I see students reading alone, with friends, with an adult, with the use of a computer (listening to the story read to them), and reading aloud when in their heads is simply not working for them. The program allows them to respond by doing the reader response questions at the end of each reading material, and I especially like my teacher's use of response as way to check on students ability to comprehend the materials which fits really well into Tompkin's chapter 8 on comprehension.

It is really important, I have recognized, to make sure that the reading program being followed makes sure that comprehension is at the forefront. Of course, there are more aspects that are important, but without comprehension I feel that a program is incomplete. I have enjoyed the opportunity I have had to see the Reading Street program in action, as the students have responded well and I think it is accomplishing the goals set out at the beginning of the year. My CT has shared with me that my class' reading scores have gone up exponentially in some cases, and I am really impressed.

When it comes to the articles, I was really happy to read the Gregory/Cahill as it focused specifically on kindergarten. I have zero experience with kindergarten, and we don't talk a lot of early elementary in our classes. It was nice to see how these authors adapted the comprehension strategies that we often talk about as purely an upper elementary element. I especially liked that they provided an example where the students were excited, and definitely ready for the simplified, book club led comprehension circles. I think that seeing a variety of ways to teach to a variety of class levels is going to be beneficial for us as teachers because when we graduate we are certified K-5, not only in upper elementary. I hope to read more articles like this one.

March 21st- Molly

One of the most useful readings of this week to me personally was the "Kindergarten Can Do It Too". This article discussed learning strategies to test early readers comprehension. From observing my placement kindergarten class, I notice that the kindergarteners know and understand that being a good reader means being fluent however, they don't necessarily understand how to make connections and comprehend what they are reading. This article gave great techniques to get students to strategically comprehend what they are reading. The teacher in the article explains to her students what a schema is. I thought this was interesting since that is a pretty advanced concept for five year olds, but the teacher explained it in a sense that the students understood. She is hoping that by knowing this concept the students will make connections between the book and the outside.

Students make a "c" with their hand if they have a connection to share, a "v" if they have a visualization to share or they wiggle their finger if they have a question. Since the students have these techniques they are constantly listening for comprehension and making these text to self connections. Also, the teacher can gauge an understanding for where the students are in their learning. I thought it was great that she made a chart of questions before the book, during the reading, and after. This shows the students how the class is visually thinking.

I think that my kindergarten students in my placement would be able to use these strategies after much practice. While my CT or myself read, the students tend to get way off topic. I think that these strategies would really help them stay on focus. Overall, I loved these strategies. I'm hoping to try them out if I teach early readers!

Post for Mar 21 - Becky

I enjoyed the second chapter in Tompkins about the Reading and Writing Process. There were so many techniques and projects that I would love to use in my future classroom. I am not able to see/use them now because of the young age of my students. However, the application projects on pg 49 would all be extremely beneficial when creating lessons based around books for maximum comprehension and understanding. They are unique ways of grading the students without writing book reports about the book. It is also very helpful that projects involving technology are included, considering the fact that we decided literacy in modern times involves being technology-savvy.

The Applegate article was also very interesting when it classified "comprehension profiles" and how to provide interventions for each profile. While I was reading, it was easy to identify students in my own classroom that fit each profile. I am interested to see if any of the interventions would be able to work in the short time I have left in my classroom. This is an article I plan on showing my CT and working with her on how to help these particular students.

The same is true for the Gregory and Cahill article - finally an article directed specifically for kindergarten teachers! I feel that I usually have to modify most of the information I receive in class, but this was perfect for me. My CT is trying to focus on comprehension with the class right now and the administration is fighting her on her techniques - I hope that showing her this article will help find a common ground in this complicated topic.

March 14th- Molly

I could really relate to the Thompson Chapter 5. This chapter was titled "Cracking the Code". Basically it was different ways to break down reading and spelling to young children. In my current placement, this is a HUGE part of the day. My students are always focusing on the phonics of words since they are just learning to read, write and spell. When they rewrite they are constantly breaking the words down by syllables like the text noted. The text also talks about different songs and books you can use to teach rhyming. I noticed nearly a handful or two of books and songs my CT has used in the classroom when I was there! Also the text talks about phonic conceptions such as when the "i" makes a long "i" or short "i" sound and that ch is /ch/ and sh is /sh/. My CT has taught her students multiple scenarios on how to remember what sound to use. For instance the students know that when there is an "mommy e" at the end of the word (such as "like" or "dive") the "mommy e" tells the "i" to "state your name". I hear these students tell these stories ALL the time when they are doing there writing. The same thing goes for "oo". I am so impressed that nearly every kid knows that "school" has two "oo"s because of these simple rules. Finally, towards the end of the chapter there are the most frequently used words. Once again my CT has some of these words posted on a word wall and reviews the words daily, adding new ones once the old ones have been mastered.

March 14th- Kelcie

BOOK CLUB!!! I loved this as a student, and feel it is an awesome way to make students really feel in control of their learning. Helping students get excited about reading has been something I am nervous about doing as a teacher. I completely understand how hard it can be to enjoy reading for school, and how annoying it can be to read things that you are just not interested in. After reading the Salna and Raphael articles, I have realized that presenting literature in a way such as Book Club can really promote students to make their own choices about reading, but in a controlled setting. For example, using a browse box that allows students to chose their own books obviously kept the students interested, but all of their options were carefully chosen and focused on the current theme. I fear that my students wouldn't choose books at all, but giving them options of all kinds and changing up the themes seems like a really positive way to encourage positive participation.

When the Raphael article discussed why Book Clubs are so integral to student learning, I was skeptical at first. I wasn't convinced that teacher's couldn't employ a different strategy that would benefit the students in a similar way. I then read, "language use is fundamental to thinking." I could not think of any other way than a Book Club that really made use of discussions as a way of learning in literacy instruction. Of course I have seen discussions as a class where the teacher calls it a discussion, but it really becomes a question and answer session with students answering the teacher's questions. Book Club, however, turns the discussion into a rich and meaningful experience which promotes student learning.

Raphael claims that Book Club was designed to "incorporate skills and strategies associated with reading acquisition and critical thinking required for living in and contributing to a democratic society." While I personally think that statement is hokey and built to sound impressive, I also feel that it is based on valid principles. Utilizing strategies like Book Club allows for meaningful discussion that is not pretentious or of poor quality. It allows for students to become invested in their literature, and really places the emphasis on the literature and not the questions. I love the idea of students enjoying and choosing to participate in something like Book Club, because it allows me to know as a teacher the student is invested and interested, not bored and only involved because they must.

MartinA Feb 20

Thinking about how my CT communicates with parents, I am not 100% sure how she goes about this. I have been in her room since September but have honestly never thought to ask her about this. I know from my own observations and interactions in the room that every student has a "mailbox" that I have filed letters to go home before. I also know that when a student is sick she will call home to notify the parent. Aside from this, I am not sure how she communicates, or even if she does communicate further than this. I remember in my childhood that my teachers didn't communicate with my parents aside from the letters home in our own mailboxes as well as at parent conferences.

I think that in my own classroom parents could be a lot more involved. I have never once seen a parent volunteer, nor have I heard any instances of this happening in the classroom. I think that they could be a valuable asset- we have many students who could use the one on one help, as well as it would give the parents an opportunity to see how the classroom is run. Of course though, in reality, most parents don't have the luxury of coming into the classroom. I think that in this case it would be nice to open the lines of communication by keeping steady contact with the parents; it would be nice to send home a letter each week detailing what's going on in the room that the parent would sign, or for the school to perhaps have a monthly parent night so that working parents might have an easier time engaging in their child's education. I am not sure exactly how engaged the parents of my students even want to be, but I am sure that with a little extra effort on each side the lines of communication could be stronger.

MartinA Feb 13

In my classroom I see a lot more teacher centered talk than anything else. I find that the discussions that my class is having are based on more direct questions that have fixed answers than on open ended discussion. During our literacy I find that most often the discussion is based off of questions that are predetermined. At times, however, there is some discussion in which the students are able to express their own thoughts and ideas. I notice that it's not so much that my CT discourages open ended discussion but often the students have a hard time engaging in it. I thought that the reading by Almasi was interesting because it pointed out that every discussion should be different and interesting based on the people involved in it. I find myself a little disappointed by lack of discussion in my room since there is such a varied student body. I am hoping, however, that the more I am in the room and see literacy perhaps I will be proven wrong and see them being more engaged in the discussions.