I know I may have said this before, but this was my favorite chapter in the whole book. I may even cut these pages out and bind them separately because of the wealth of strategies and suggestions in this chapter. My sister (a first grade teacher) and I are going to fight over this book at Christmas. Even if she wins, she won't need these pages.
The QAR strategy is the one I will probably use first. I get so frustrated with students when we complete primary source readings. They can't seem to understand that not all of the answers will come word-for-word from the text. I try to explain that they have to go beyond the passage. Maybe by breaking down the questions they can be more successful, and I can be less stressful.
The self-assessment cards and learning logs would be great tools for tickets-out-the-door. I know the literature circles work. I used them for the first time this semester, but next year they will be used on a weekly basis as we read our additional text in AP Government.
This course has benefited me not only in a professional manner, but also in a personal manner. Learning ways to help struggling readers will pay off in my classroom. Learning about how children learn to read will help me in raising my son. I've admitted that I felt very overwhelmed when thinking about how I could help him learn to read, but this class and our textbook have given me strategies to help him. The milestones charts are invaluable as well. The course has helped me in my classroom by giving me new teaching techniques. It has also encouraged me because some strategies that I was already using were mentioned in class or in the reading. Overall, this has been a very informative and practical class, which is something I cannot say about every class I have taken in my program of study.
Monday, November 29, 2010
Sunday, November 14, 2010
Module 7 - Critical Literacy & Writing
I thought chapter nine was great with all of the strategies that it offered. Critical literacy is something I integrate into my lesson a lot (although I did not know that's what it was called). I always challenge my students, whether history or government, to look closely at what they are reading. Look for bias. Look for exaggeration. Look for sugar-coating. Students often get conflicting information from their textbook and a primary source. We then have to determine which passage is the most reliable. It drives them nuts, but that's part of being a historian.
I'm not even going to begin talking about my students' use of websites. They think Wikipedia and Yahoo Answers are just as reliable as something I would find on Galileo.
I use Socratic Seminars extensively in my AP Government class. This all hinges on them completing the reading before class, but when they do we usually run out of class time before addressing all of the reading. They especially love to discuss controversial topics. What really gets them going is when I answer one of their questions with a question. They are frustrated at first, but we usually end up having a great discussion.
As for chapter 10, I have my students do a lot of writing, but we do not usually follow the traditional writing process. We just don't have time in 50 minutes when there is so much else to do. We do a lot of the guided writing in history. The government class does more essay writing as a means to answer free-response questions. I was surprised to see Venn diagrams in this chapter. I guess I just always thought of them as graphic organizers. I never thought of them as a tool to begin the writing process.
As for writing in the 21st century, I wish I had computers in my room that would allow the students to do more online writing. With the government curriculum there is so much going on that my students could contribute to (Message boards on news websites. Writing Congressmen and elected officials. Using government websites to complete assignments) But alas, no money.
I'm not even going to begin talking about my students' use of websites. They think Wikipedia and Yahoo Answers are just as reliable as something I would find on Galileo.
I use Socratic Seminars extensively in my AP Government class. This all hinges on them completing the reading before class, but when they do we usually run out of class time before addressing all of the reading. They especially love to discuss controversial topics. What really gets them going is when I answer one of their questions with a question. They are frustrated at first, but we usually end up having a great discussion.
As for chapter 10, I have my students do a lot of writing, but we do not usually follow the traditional writing process. We just don't have time in 50 minutes when there is so much else to do. We do a lot of the guided writing in history. The government class does more essay writing as a means to answer free-response questions. I was surprised to see Venn diagrams in this chapter. I guess I just always thought of them as graphic organizers. I never thought of them as a tool to begin the writing process.
As for writing in the 21st century, I wish I had computers in my room that would allow the students to do more online writing. With the government curriculum there is so much going on that my students could contribute to (Message boards on news websites. Writing Congressmen and elected officials. Using government websites to complete assignments) But alas, no money.
Monday, November 01, 2010
Module 6 - Assessment
I think my principal has watched this video. So many things mentioned in this video are heard in my school on a daily and weekly basis: benchmarks, standards-based, assessment, rubrics, portfolios.
I liked how Dr. Au described how we are responsible for creating thinkers. Our current state tests attempt to measure our students’ ability to think, but as Dr. Au said it is really difficult for a standardized test to measure thinking. Our math teachers are really concerned about the math portion of the graduation test this year because of this. Every time a portion of the GHSGT shifts from QCC to GPS the scores drop considerably. Having students write on a math test seems crazy to our students.
Several of the comments reminded me of a current professional learning workshop I am involved in called Assessment for Learning. It does not suggest going as far as the teacher in the video who said he did not know what her was teaching tomorrow, but it does stress that we should be using assessment to guide our teaching. (Assessment for learning versus assessment of learning) I did wonder about the teacher’s method of only assessing certain students in a given time period. I would fearful of missing something important.
The video’s discussion of rubrics was nice to hear, but rubric seem like a fad or just based on a particular teacher’s desire. When I student-taught I heard about rubrics for 5 months, but in my first school I don’t know that anyone in the building could tell you what a rubric was. In our school we use rubrics like is suggested in the video, giving them to the students ahead of time, referring to the rubric, etc. My students look at me funny if I don’t give them a rubric before we start a project.
I really like having the students grade themselves using the rubrics. Sometimes (especially in my AP class) they are tougher on themselves than I would be. I think that has a large part to do with what Dr. Au mentioned about motivation. My AP kids, for the most part, are highly motivated. My regular US History kids, not so much.
On a personal note, I noticed that some of the classroom scenes were shot in Chapel Hill. I lived there for five years while my wife was in graduate school. Not that I recognized any of the teachers, but still, kinda cool.
Sunday, October 17, 2010
Module 5 - Comprehension
I felt a lot better about myself as a teacher after reading this chapter. As I read, I made notes beside each of the strategies that I currently use or have used in the past. I didn't realize how many different things I do with the kids. From my point of view, I feel like I get in a rut and do the same activities over and over.
My initial thought as I started this chapter was reading in Spanish. What's the point of reading if you can't comprehend what you've read? I can read Spanish writing, but I have no idea what I've read. It's the same for some of my students who struggle with reading comprehension. They can read a whole page of text, but not have a clue what they read about when they get done.
I found myself arguing with the text early on in the chapter. When the authors were going through their list of acts of comprehension, I had to write in my book to talk back to them. When they urged that students re-read a section of text I groaned. I have so much trouble getting students to re-read a chapter or section. "Why I got to read it again? I done read it and it don't make no sense." UGH! Also, when the authors mentioned that students have to make inferences as they read I cringed. That is such a hard step for so many students to make.
The Teaching for Comprehension section of the chapter was the easiest to read for the reasons I mentioned earlier. I like these teaching suggestions and several of them I already use. One thing I would like to add that was not mentioned in the chapter, is the use of videos. Often before reading a section of the textbook or a primary source, I will show a video clip concerning what we are about to read. I have found that this really helps some students comprehend the reading passage.
As I read, I thought about some of these strategies that I may use too much. Like I said before, sometimes I feel like I get in a rut. I use graphic organizers and guided notes a lot. One strategy I would like to try is Save the Last Word for Me. I think this strategy would work well in my AP Government class. The students are reading a book outside of class and this would be a great way to discuss their assigned chapters each week.
I appreciate the authors including so many blank forms near the end of the chapter. I may never use them, but it's nice to know I have them.
My initial thought as I started this chapter was reading in Spanish. What's the point of reading if you can't comprehend what you've read? I can read Spanish writing, but I have no idea what I've read. It's the same for some of my students who struggle with reading comprehension. They can read a whole page of text, but not have a clue what they read about when they get done.
I found myself arguing with the text early on in the chapter. When the authors were going through their list of acts of comprehension, I had to write in my book to talk back to them. When they urged that students re-read a section of text I groaned. I have so much trouble getting students to re-read a chapter or section. "Why I got to read it again? I done read it and it don't make no sense." UGH! Also, when the authors mentioned that students have to make inferences as they read I cringed. That is such a hard step for so many students to make.
The Teaching for Comprehension section of the chapter was the easiest to read for the reasons I mentioned earlier. I like these teaching suggestions and several of them I already use. One thing I would like to add that was not mentioned in the chapter, is the use of videos. Often before reading a section of the textbook or a primary source, I will show a video clip concerning what we are about to read. I have found that this really helps some students comprehend the reading passage.
As I read, I thought about some of these strategies that I may use too much. Like I said before, sometimes I feel like I get in a rut. I use graphic organizers and guided notes a lot. One strategy I would like to try is Save the Last Word for Me. I think this strategy would work well in my AP Government class. The students are reading a book outside of class and this would be a great way to discuss their assigned chapters each week.
I appreciate the authors including so many blank forms near the end of the chapter. I may never use them, but it's nice to know I have them.
Sunday, October 03, 2010
Module 3 - Response to Chapter 6 and My Take on Vocabulary
I regularly give my students vocabulary words at the beginning of each unit/chapter. They usually have around 20 words to define, and 10 of those words are on a vocabulary quiz. I have attended workshops that say this method does not work. I’d respectfully disagree. I pick the vocabulary words from the standards, rather than from the textbook as suggested by our textbook. These are the terms the state of Georgia expects them to know. They are also the terms the state will ask them on the EOCT and the GHSGT. I feel like the students need to know these key terms in order to understand the unit/chapter. If they have a good understanding of these words, they will basically have the big picture of the unit/chapter.
Students have about a week to define the terms using the glossary of their textbook. During that time I am teaching the unit and the majority of the list will be taught in class. I go over the ten words on the quiz the day before the quiz. Then on the quiz itself the students basically match the term with the definition. Pretty easy. But I still have students get some of the easiest questions wrong. Rebellion led by Nathanial Bacon against the colonial governor of Virginia – Bacon’s Rebellion. It is right in front of them on the quiz, but every time a few students get it wrong.
Every few weeks I use the vocabulary words to review material already taught. I tell my students they are not allowed to forget anything. I put the terms and definitions into a powerpoint presentation to act like electronic flashcards. I also use the powerpoints to review for the midterm, final exam, EOCT, and GHSGT.
I like my system and it seems to work for me, for the most part. I think I’d have a hard time using some of the activities the book suggested for teaching vocabulary. I guess I don’t really teach the words except in context of their place in the unit.
I’d welcome comments or suggestions from anyone who sees something I am doing wrong.
Sunday, September 19, 2010
Module 3 Reading Assignments
Chapter Four
I've got to say that reading chapter four was kind of difficult. I had a hard time thinking about how to apply all of the suggested strategies in my high school classroom. The section I got the most out of was not even directly in the text. The Teach It box on page 106 was by far the most informative to me. I never thought about all the steps involved in reading a book aloud to a child. I was proud to see that I do tell Will who is the author of the book I am reading to him. But still, all of the other steps are new to me. I understand the purpose of the anticipation and prediction actions but it seems like they would disrupt the flow of the story.
I continue to be amazed at elementary school teachers who do all of these things on a daily basis. I don't remember doing these things when I was in school, but it sure seems like a fun way to learn. So many of the suggested techniques require the students to be actively involved in their learning. They are not passive recipients of knowledge.
I really like having the development milestones as seen on pages 124-126. I will be sure to use these with Will.
I've got to say that reading chapter four was kind of difficult. I had a hard time thinking about how to apply all of the suggested strategies in my high school classroom. The section I got the most out of was not even directly in the text. The Teach It box on page 106 was by far the most informative to me. I never thought about all the steps involved in reading a book aloud to a child. I was proud to see that I do tell Will who is the author of the book I am reading to him. But still, all of the other steps are new to me. I understand the purpose of the anticipation and prediction actions but it seems like they would disrupt the flow of the story.
I continue to be amazed at elementary school teachers who do all of these things on a daily basis. I don't remember doing these things when I was in school, but it sure seems like a fun way to learn. So many of the suggested techniques require the students to be actively involved in their learning. They are not passive recipients of knowledge.
I really like having the development milestones as seen on pages 124-126. I will be sure to use these with Will.
Sunday, September 05, 2010
Module 2 Reading Assignments
Chapter 2 - The Social and Cultural Contexts for Teaching All Children to Read
I had a little trouble with this chapter. I understand the authors' points about respecting cultures and such, but so much of what we are being told at our school is about SES. The poverty training workshops present information that shows a student's economic status is a greater indicator of academic struggle than race or culture. They want us to teach in ways that address these needs, rather than from a stand point of addressing cultural or racial needs. The authors waited sort of late in the chapter before mentioning the importance of SES. I did find it ironic that one of the comments on page 33 about understanding the cultural background of students sounds an awful lot like a standard from the new teacher assessment tool.
Another problem I had with the authors comments on race was how they bordered on stereotypes. I know the authors must make generalizations about groups, but still it bothered me. The section on African American Vernacular English was also problematic. All I could think about was the movie Airplane where the African American passengers were speaking such a different form of English, that there were subtitles at the bottom of the screen to translate their words. I know the authors made a point to say they were not suggesting an ESL program for African American students, but it is certainly what it sounded like.
I feel like I am doing a good job of making reading material available to my students. There is very little time for students to read what they want in my class, but on test days I allow them to read after they complete their test. They may read their own book, or I have several popular fiction novels to choose from. Most often they go for the magazines I provide. (National Geographic, ESPN the Magazine, Popular Mechanics, or 4 Wheel Drive and Off Road) It is most often the boys who go after the magazines. Perhaps it is because of what the authors mentioned about having things boys want to read.
I was really glad to see the authors suggest that elementary teachers include science and social studies books in their classroom libraries. It seems that students no longer have science and social studies in elementary school because they have to prepare for the CRCT. Simple facts about American history that I expect students to know are often missing when they get to me. I was also glad to see the journal The Reading Teacher mentioned in the chapter. I stumbled across this journal during research for another class and found the articles amazing. It doesn't just have articles about teaching kids how to read, it also has information applicable to high school teachers as well.
Chapter 3 - What Reading Teachers Need to Know About Language
My trouble with the last chapter was because of my disagreement in the way the authors presented some of the material. My trouble with this chapter is that it is all new to me. I was blown away by the information in this chapter. All I could think about as I read all the rules was, "How do we ever learn to read?!" I also thought of the comedian Gallagher's routine where he points out all the crazy rules to English. And how could I forget Lucy trying to explain to Ricky the proper way to say Westinghouse? (not Westin-ghouse)
So much of this chapter was all new to me. The history of the English language was both interesting and frustrating. As a social studies teacher I of course loved this historical background, but it is frustrating to think that some of our crazy spellings today are a result of a scribe hundreds of years ago changing the spelling of a word just to make it easier for him.
I was also thrilled to learn why we have all these nursery rhymes that seem so crazy. It's not the story that's important, it's the sounds!
I also found the vocabulary section ironic sense so many words in this chapter were new to me.
I had a little trouble with this chapter. I understand the authors' points about respecting cultures and such, but so much of what we are being told at our school is about SES. The poverty training workshops present information that shows a student's economic status is a greater indicator of academic struggle than race or culture. They want us to teach in ways that address these needs, rather than from a stand point of addressing cultural or racial needs. The authors waited sort of late in the chapter before mentioning the importance of SES. I did find it ironic that one of the comments on page 33 about understanding the cultural background of students sounds an awful lot like a standard from the new teacher assessment tool.
Another problem I had with the authors comments on race was how they bordered on stereotypes. I know the authors must make generalizations about groups, but still it bothered me. The section on African American Vernacular English was also problematic. All I could think about was the movie Airplane where the African American passengers were speaking such a different form of English, that there were subtitles at the bottom of the screen to translate their words. I know the authors made a point to say they were not suggesting an ESL program for African American students, but it is certainly what it sounded like.
I feel like I am doing a good job of making reading material available to my students. There is very little time for students to read what they want in my class, but on test days I allow them to read after they complete their test. They may read their own book, or I have several popular fiction novels to choose from. Most often they go for the magazines I provide. (National Geographic, ESPN the Magazine, Popular Mechanics, or 4 Wheel Drive and Off Road) It is most often the boys who go after the magazines. Perhaps it is because of what the authors mentioned about having things boys want to read.
I was really glad to see the authors suggest that elementary teachers include science and social studies books in their classroom libraries. It seems that students no longer have science and social studies in elementary school because they have to prepare for the CRCT. Simple facts about American history that I expect students to know are often missing when they get to me. I was also glad to see the journal The Reading Teacher mentioned in the chapter. I stumbled across this journal during research for another class and found the articles amazing. It doesn't just have articles about teaching kids how to read, it also has information applicable to high school teachers as well.
Chapter 3 - What Reading Teachers Need to Know About Language
My trouble with the last chapter was because of my disagreement in the way the authors presented some of the material. My trouble with this chapter is that it is all new to me. I was blown away by the information in this chapter. All I could think about as I read all the rules was, "How do we ever learn to read?!" I also thought of the comedian Gallagher's routine where he points out all the crazy rules to English. And how could I forget Lucy trying to explain to Ricky the proper way to say Westinghouse? (not Westin-ghouse)
So much of this chapter was all new to me. The history of the English language was both interesting and frustrating. As a social studies teacher I of course loved this historical background, but it is frustrating to think that some of our crazy spellings today are a result of a scribe hundreds of years ago changing the spelling of a word just to make it easier for him.
I was also thrilled to learn why we have all these nursery rhymes that seem so crazy. It's not the story that's important, it's the sounds!
I also found the vocabulary section ironic sense so many words in this chapter were new to me.
Sunday, August 29, 2010
Response to Chapter 1 Approaches to Teaching Reading
How do elementary teachers do it? I have so much respect for my sister (who teaches first grade) and her ability to teach reading. What a responsibility! As I read the chapter and the authors' discussion of all the various parts of reading, I realized I know how to do those things, but I don't know if I could teach a child how to do it. Which is something else I'm worried about. Most of you know that my wife and I just had a baby. I am already reading to him at night, but what happens when I have to start teaching him to read? I am already intimidated by all that successful reading encompasses.
Another item that jumped out at me during the reading was all the various programs handed down by the federal government. The federal government! "You want money? You will use this program." And there are so many. I'm loving high school more and more.
Speaking of high school, we take it for granted that these kids know how to read. But what about the supposed 1 in 5 that the book references that are struggling readers? We can't have them read a section from their history book and expect them to be ready for class. They probably hate reading and won't complete the assignment. On top of that now they're not ready for class. What do I do? I like the metaphor about the bike riders. If I have a student who can't steer straight with training wheels, how do I ask him to not only ride, but do tricks and jumps?
A final question I have refers to the section about how kids read online more than from print. I want my son to read, and I want him to enjoy reading. But when do I let him decide what he wants to read? We have tons of books in our house. We subscribe to several magazines. We have Internet access. How do I know when to allow him to read what he wants in order to keep him reading?
I know the intent was for us to think about our students when we read this chapter, but you can understand how a proud papa is focused on his little boy.
Another item that jumped out at me during the reading was all the various programs handed down by the federal government. The federal government! "You want money? You will use this program." And there are so many. I'm loving high school more and more.
Speaking of high school, we take it for granted that these kids know how to read. But what about the supposed 1 in 5 that the book references that are struggling readers? We can't have them read a section from their history book and expect them to be ready for class. They probably hate reading and won't complete the assignment. On top of that now they're not ready for class. What do I do? I like the metaphor about the bike riders. If I have a student who can't steer straight with training wheels, how do I ask him to not only ride, but do tricks and jumps?
A final question I have refers to the section about how kids read online more than from print. I want my son to read, and I want him to enjoy reading. But when do I let him decide what he wants to read? We have tons of books in our house. We subscribe to several magazines. We have Internet access. How do I know when to allow him to read what he wants in order to keep him reading?
I know the intent was for us to think about our students when we read this chapter, but you can understand how a proud papa is focused on his little boy.
Subscribe to:
Posts (Atom)