Resource List
Without a doubt, my biggest resources were the authors themselves. Nothing stood out more to me when developing my own entry points to the literature than the reasons the authors had for writing the books. Many of my activities come from listening to interviews with the authors, and I intend to incorporate much of that multi-medium into my everyday teaching when using books such as these. The authors’ websites are as follows:
Gordon Korman’s Website
http://gordonkorman.com/
Gary Paulsen’s Website
http://www.randomhouse.com/features/garypaulsen/
Gary D. Schmidt’s Goodreads.com Author Page
http://www.goodreads.com/author/show/96375.Gary_D_Schmidt
Walter Dean Myers’s Website
http://www.walterdeanmyers.net/
James Heneghan’s Website
http://www.jamesheneghan.com/
Although I didn’t include this in my portfolio, another resource I came across during my research was this book:
GUYS WRITE FOR GUYS READ
Jon Scieszka
This led me to look at his website:
http://www.guysread.com/
This covers an extensive list of books that appeal to boys of all ages, in a boy-friendly format. The book contains a series of snippets from a selection of these books, and is absolutely hilarious. I would use it as a read aloud for motivation.
A Pretty Decent Interview with Gary Schmidt on a Writer’s Blog
http://misserinmarie.blogspot.com/2008/05/sbbt-interview-gary-d-schmidt.html
A Book Talk and Reading Guide for another Gary Schmidt Book
http://www.randomhouse.com/catalog/teachers_guides/9780553494952.pdf
When looking for activities and lessons for alternative book reports and strategy lessons, I was amazed at what I found at the National Council for the Teachers of English’s (NCTE’s) Read Write Think website.
http://www.readwritethink.org/
Scholastic.com has an intensive list of books and summaries as well.
http://www2.scholastic.com/browse/index.jsp
Although it’s a publishing website, I really like it. I don’t feel like they try to sell me anything. I especially like their “Book Alike” feature that allows me to type in any book and find books just like it, or at the same reading level.
Goodreads
http://www.goodreads.com/
I call this site My Space for book junkies. It’s a social networking site that requires membership, but it allows users to connect by listing the books they’ve read or want to read and talk about them. I use it as a teacher to gain recommendations. I use it as a reader personally as well. I haven’t used it with students, but I suppose they could use it to gain recommendations for readings as well. Think, “I liked this book, so I will read this book…”
LibraryThing
http://www.librarything.com/
Like Goodreads, but I don’t have a membership to attest to this site. It’s the same idea of book sharing online, just in a different format. See yourself and decide which one you like better. Word of mouth is always best, but this will do in a pinch!
Blogger
https://www.blogger.com/start
An easy way to set up a website, or share book or lesson plans with other teachers. A lot of my ideas come from teachers who blog in other parts of the country and world. It’s also an easy way for a teacher to communicate with parents and parents to see what students are doing in class.
A Comprehensive Teacher Blog
http://lessonplanlounge.blogspot.com/
No More Bullying Lesson
http://www.readwritethink.org/lessons/lesson_view.asp?id=935
Nancy Keane’s Children’s Literature Webpage
http://nancykeane.com/
Excellent resource for anything children’s literature related. I like a lot of her book talks and podcasts.
Blogging Photo Lesson I used for No More Dead Dogs (but is applicable to other units and certainly adaptable!)
http://www.readwritethink.org/lessons/lesson_view.asp?id=1064
Discussion Questions for No More Dead Dogs
http://www.multcolib.org/talk/guides-nomore.html
A Gordon Korman Book List
http://litplans.com/authors/Gordon_Korman.html
Lawn Boy Video
http://www.teachertube.com/viewVideo.php?video_id=76428&title=Lawn_Boy
Other Lawn Boy Links
http://suzyred.com/2008lawn.html
http://booksforchildren.pbworks.com/Gary-Paulsen,-Lawn-Boy
http://www.librarything.com/work/2338131
Graphic Organizers
http://www.sanchezclass.com/reading-graphic-organizers.htm
http://www2.scholastic.com/browse/article.jsp?id=2983
Of course, if you have any questions or would like me to e-mail you any part of this presentation, I would be happy to do so. I am always looking for better ways to teach books, and would welcome your feedback!
Showing posts with label Hamline. Show all posts
Showing posts with label Hamline. Show all posts
Thursday, August 13, 2009
Tuesday, December 9, 2008
Another one bites the dust!
LANG 7802
Text Set
LAST ASSIGNMENT of LANG 7802!!!
I put together a set of books with the intention of teaching the theme of community. This includes but is not limited too getting along, making friends, finding the good in people, helping others, bullying, teasing, diversity, equality, appreciating differences, and fairness. I would use these texts with the elementary grades PreK-6, depending on the book I chose within the set. I would use these books at the beginning of the year, for example, to lead into how we want to treat our classmates and what makes a good friend. Later in the year, I would deepen the conversation to how the small-scale theme can be applied beyond the classroom, community, nation and world. When I thought of this set, I thought it would be a fitting topic to kick off a service-learning unit. Any one of these books can be chosen as a read aloud or independent reading book before students choose a community project to complete as a class. Why is this an important social justice issue? Children are the future. Societies are being ripped apart across the globe and in our own backyard by simple misunderstandings. If they don’t learn how to relate to each other at a young age, they will only contribute to the misfortune around the world. A small step would be to realize how their behavior affects themselves. A bigger step would be realizing how their behavior affects another person. Eventually, one would hope that the biggest step is made, realizing how a single behavior can affect a nation, and eventually the world.
Selection 1
Andreae, Giles and Guy Parker-Rees. (1999) Giraffes Can’t Dance. New York, NY: Scholastic, Inc.
Brief Summary: Gerald is an awkward giraffe that is too clumsy to dance with the other animals until a cricket comes along and shows him that he can dance, given the right music.
Audience: Given that the book is written in rhymed verse with illustrations, audience is meant for the elementary grades PreK-3
Genre: Fiction/Fantasy with talking animals
Themes Present: fitting in, teasing, standing up for one another, finding strengths in people where they aren’t necessarily obvious
Rationale: Every group of children has a Gerald, and almost everyone can relate to being pushed out of a social circle, not being the best at something be it dancing or any other skill, being laughed at, and how to cope with those feelings.
Strategy Lesson: Interactive read-aloud modeling and sharing inner conversations to monitor comprehension: Teacher reads aloud and models thinking aloud connections as she’s reading. Particular emphasis paid to character’s actions throughout book and how characters can change their actions to make everyone feel like a valued member of the community. Teacher will model thinking aloud and monitoring comprehension by talking through important inner conversations. Depending on level of students, teacher will also leave tracks of these inner conversations on post-it notes (modeling first.) If students seem to understand, teacher can distribute post-it notes and have students leave tracks of their own thinking through a second reading.
Selection 2
Rosenthal, Amy Krouse and Tom Lichtenheld. (2008). It’s Not Fair. New York, NY: Harper Collins Publishers.
Brief Summary: In rhymed verse, the author presents a series of situations that kids encounter that aren’t always fair but always happen. Examples include “Why’d I get the smaller half? Why’d he get the bigger laugh?” and “Why can’t I have my own box? Why now chickenpox?” Simple text structures with matching illustrations make it easy to understand and relate to.
Audience: Simple text structure (one sentence on each page), rhyming text, and smaller children on each page make this perfect for grades K-2.
Genre: Realistic fiction
Themes Present: Fairness, getting along, community, sacrifices, coping mechanisms
Rationale: I don’t know about anyone else, but I get really tired of hearing the words “it’s not fair” as a teacher. I thought that this might be a good book to hit on some of the situations where this might come up over the course of the year with students and teach the concept of “life’s not fair and it’s really OK” at the beginning of the year. Children will be able to relate to illustrations and simple text and be attracted to the rhymed verse.
Strategy Lesson Interactive Read Aloud while modeling making connections and monitoring comprehension: Teacher reads aloud and models thinking aloud connections as she’s reading. For example: “I remember a time when I felt left out too.” On the second reading, the teacher will use a two-column chart to write down the passage from the text in one column and her connection to it. When students understand, they can complete a chart of their own with their personal coded connections.
Selection 3
Prelutsky, Jack. (1984) “The New Kid on the Block.” New York, NY: Greenwillow Books.
Brief Summary: In the title poem of this poetry anthology, the speaker presents the image of a new kid in school that is frightening. When the reader least expects it in the end verse, the speaker turns the new kid into something a reader would never guess. Guess you’ll just have to read the poem now!
Audience: Grades 1-5
Genre: Poetry, rhymed verse
Themes Present: Bullying, getting along, new kids, dealing with a tough situation, things aren’t always as they seem
Rationale: Every student has been the new student at one time or another, making this poem easily relatable and the bully easy to imagine. Also, I liked the idea that not all bullies fit a mold and not all people fit into the image that we create for them.
Strategy Lesson: Shared/Guided with initial read aloud—In a small group guided reading lesson, I would present this poem first orally. As I read, I would encourage students to make an image in their mind of the bully in the poem. I would stop after the first stanza, discuss what students are imagining, and hand out a piece of paper for them to sketch an image of their bully. I would read the second stanza, and we would continue to discuss what images arose while they sketched. After completion of the poem, we would discuss the end of the poem, asking questions such as why we were surprised at the end and what the author had in mind when writing this poem. This would lead to discussion of bullies and why they bully, what are common traits of bullies, and what we can do to make everyone feel welcome so they don’t have to bully. After the initial reading, I would have the students read and eventually memorize the poem, with the intent of improving fluency.
Selection 4
Bunting, Eve and John Sandford. (2000). Moonstick: The Seasons of the Sioux. New York, NY: Harper Trophy Books.
Brief Summary
Audience: Grades 3-5
Genre: Unrhymed poetry
Themes Present: Community, native settlers, everyone has a job to do, appreciation for nature
Rationale: I’ve used a lot of poetry and fiction so far, and although this is still poetry and fiction, I thought I could pave the way to talking about community in a genuine environment. The Sioux are a community of people that know that in order to survive; everyone in the community must use their strengths to pull their own weight. Everyone had a job to do for the harvest and other times, and although the children were small, each realized that he was still an important member of the community. Also, the text of the poems leads very well to a mini-lesson on visualization and creating images while reading, and is simply beautiful.
Strategy Lesson: Modeling and sharing visualizations with a small group: In a small guided reading group, teacher will read the book aloud to students, asking them to pay careful attention to what images arise as she reads. It might help to not show the illustrations immediately but let the ideas flow, and when students get enough ideas, show the pictures and talk about why the students imagined what they did. This will happen quickly, without laboring through too much of the text, the group making their way through the story poem by poem. If this is not overwhelming, the next group meeting can lead to a discussion on synthesizing and finding the main idea, with a two-column chart labeled, “text clues” and “what they mean” on each side. Teacher can model what each poem means by starting to fill in the chart. Eventually, this will lead to a discussion about the harvest and why it’s important to work together to get things done. Student responses will fuel the content of the lesson. If more modeling is needed, more will be provided.
Selection 5
Child, Lauren. I am too Absolutely Small for School (featuring Charlie and Lola.) 2000. Cambridge, MA: Candlewick Press.
Brief Summary: In true Charlie and Lola fashion, Lola is convinced that she doesn’t need to go to school and gives big brother Charlie a list of reasons why she doesn’t have to do so. Charlie has an answer for all of them, and convinces her she will do fine and even have fun. Lola ends up liking school, forgetting about her imaginary friend, and even makes a new friend on the first day.
Audience: Pre K-Grade 2
Genre: Realistic fiction
Themes Present: Sibling interaction, getting along, feelings about being in a new place, helping each other out
Rationale: Charlie is such a good big brother to Lola, and models what all siblings and friends should do to make their world a better place to live in. The illustrations are lively; the language of this text is livelier. I thought this would be a perfect “high-interest” book to capture the attention of many students and lead to a discussion on how we can make a better place to come to school everyday.
Strategy Lesson: Making connections: In a small, guided reading group, teacher will read the book aloud and tell students that they are reading to make connections. Students are to write down connections they have with the story. This is intended to be done after modeling takes place, so all connections will be made independently and written on index cards. After reading, students will pair share their connections and then individually share their connection with the whole group. Finally, students will classify connections and add it to classroom connection chart.
Selection 6
Pickerill, M and Rutter, K. (2008) Changing the World. Time for Kids, September Vol. #14 Iss. #3. Online here: http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,1841189,00.html
Brief Summary: A group of students in New York have it rough, but realize once they involve themselves in a South African community stricken with the AIDS virus that they can do things to help others, while unconsciously helping themselves.
Audience: Grades 4-6
Genre: News article, non-fiction
Themes Present: Community service, helping others, every little bit helps, gaining a worldview
Rationale: I chose this article because I wanted first, a piece of nonfiction and a news article and second, a first-hand look at what kids can do to help the world. Community service starts with small actions in the classroom, namely treating each other with respect. This is the first attempt to get students to think globally, and apply what they know about helping others at school to situations in the community.
Strategy Lesson: (Guided Independent thinking, reading, and writing) There would be a fair amount of modeling done before this lesson, so this would be students’ opportunity to put their knowledge about reading strategies to use. I would begin with a before, during, and after reading three-column chart. Students would have this chart in their reading journals. Before reading, students would be asked to think about and respond to the question: “What is community service and what kinds of community service projects have you done?” in the before reading section of their charts. Students would read the article independently and use what they know about reading non-fiction to comment in the margins, make notes, or do other things that help them comprehend the article. During reading, students would be asked to continuously think about the question, “In what ways did the students in the article benefit from their trip?” Students in pairs would discuss this as they read, and complete the “during reading” section of their chart with the answer to this question based on what they discussed. After reading, students would share answers with the class and think about the similarities and differences between the American and South African students, discuss, and write in the final column of the chart. The teacher would stop and model if students appear to be struggling with the task.
Selection 7
Bunting, Eve and Ronald Himler. Train to Somewhere. (1996) New York, NY: Clarion Books.
Brief Summary: Marianne is a passenger on an orphan train that goes out west looking for parents for all children that need one. Marianne is one of the last ones to be chosen, and the reader follows her emotions as she watches the other orphans leave, find families, and come to the realization that her mother is not coming back. She eventually comes to terms with the fact that things aren’t always as they seem and may work out for the best, if she changes the way she thinks.
Audience: This book is designed for a mature audience, due to themes of abandonment and homelessness, and is ideal for grades 4-6. I would not read to a class with a student who has recently lost a family member, as it might bring up too many unwanted feelings.
Genre: Historical fiction
Themes Present: homelessness, family, choosing people based on looks rather than character traits, feelings and emotions related to family and fitting in, belonging to a community
Rationale: My first book in the set that is based on true events, I chose this book because it delves into the themes of homelessness and the feelings created when a child doesn’t have a home. It’s raw and emotional; the book did have me in tears by the end. I thought I could use this book to spring board into the topics of what a community is, what feelings come up when people are chosen by how they look rather than what they do and the quality of their character.
Strategy Lesson: Modeling making inferences: Because feelings of characters are not something that is explicitly stated, I would read through this book and model using post-it notes what I thought the characters were feeling when certain events happened. For example, after reading “Nora’s still crying and looking back.” I would write, “I know that people cry when they are sad” and code BK for background knowledge. I would explain that when students infer they use what the know (background knowledge) and what is written in the text (text clues) to make their inference (what students think.) I would divide the board into three sections labeled “Background knowledge,” “Text clues,” and “Inference” and make the equation. Each time I made an inference, I would put my post-it notes in the appropriate column. I would finish reading the book, stopping to clarify meaning and infer. We would discuss the inferences before students were released to make their own. I would distribute post-it notes and read the book for a second time, repeating the process of placing the post-it notes in the appropriate column and discussing the inferences students make.
Selection 8
Bunting, Eve and Ted Lewin. One Green Apple. (2006) New York, NY: Clarion Books.
Brief Summary: Farah feels alone, even when surrounded by people. She just arrived here from another country, and her class takes a trip to an apple orchard. All through the trip, she struggles to pick up the language and social cues of her classmates until the very end, when she realizes her strength (literally) and helps push the crank that makes the apple cider. On the ride back through the orchard, she slowly begins to accept herself as an individual as her classmates open up. It all starts with a laugh.
Audience: Grades 4-6
Genre: Realistic fiction
Themes Present: Community, fitting in, getting along, laughs are universal, language barriers, cultural barriers
Rationale: The book shows how isolating not knowing the language can be, which is a universal theme in today’s schools. I chose the book because I liked how it described this feeling of isolation and how all involved in the situation dealt with it. I thought it would be good selection to start a discussion about how we can include all classmates despite race, gender, culture, or language. It all starts with a laugh or a smile.
Strategy Lesson: Making connections independently: Teacher will read the book aloud and ask students to think of instances where they felt alone or left out. Teacher will model as well, but this is an independent work after a fair amount of modeling with other books, so students will be on their own to come up with connections and write them on index cards. Teacher will finish reading the book, students will pair share their connections with their partners and eventually with the whole group before taping them to the chart at the front of the room in the appropriate column.
Selection 9
Farris, Pamela J. and Valeri Gorbachev. Young Mouse and Elephant: An East African Folktale. 1996. New York, NY: Houghton Mifflin Company.
Brief Summary: When Young Mouse believes he’s the strongest animal in the jungle and his grandfather disputes that, Young Mouse sets out to prove his point, believing in himself all the way. The characters he meets tell him all the same thing---he is and never will be as strong as elephant. He laughs in their face and goes about his merry way, to meet this elephant character that seems so allegedly strong. When he is out done by strength, he doesn’t believe so. He keeps his head held high and attitude positive; he is never defeated.
Audience: Grades 3-5
Genre: Fiction/fantasy with talking animals; folktale from East Africa
Themes Present: Anything can be achieved with a positive attitude, the power of belief in oneself goes a long way
Rationale: I chose this book to go along with the “small minds, big differences” theme because the main character does just that. Young Mouse has never seen the elephant, and therefore believes he can defeat him. Young people are some of the best people in the world for thinking about solutions to global problems, simply because they have some of the most positive attitudes. They don’t know the challenges yet and haven’t seen them. The book is a good discussion starter for point of view and perspectives, starting with the differences in point of view of the Young Mouse and his grandfather.
Strategy Lesson: Sequencing events while monitoring for comprehension: Teacher will read the book once aloud while modeling thinking aloud and having an inner conversation think-aloud to the class. Emphasis will be made on what comes first and what the Young Mouse did before, during, and after he talked with his father and the other animals in the story. Questions and other discussion will be encouraged, and students will complete a time line of events that happen in the story as they read independently.
Selection 10
Weatherford, Carole Boston and R. Gregory Christie. Dear Mr. Rosenwald. 2006. New York, NY: Scholastic, Inc.
Brief Summary: Written from the point of Ovella, a southern black girl in a one-room schoolhouse in the 1920s, the story follows her quest to raise money and watch a new school come up from the efforts of the community. It’s based on the story of Julius Rosenwald, president of Sears Roebuck and Co., who donated millions of dollars to build schools for African American children in the rural South. The Rosenwald fund required whites and blacks alike to work together to donate, raise money, and finally build the schools they built. Ovella’s story ends with a heart-warming letter to Mr. Rosenwald thanking him for the school she received.
Audience: Grades 4-6
Genre: Historical fiction
Themes Present: Community organizing, slavery, inequalities of black and white in the times of slavery, producing change, and finding ways to make a difference in your community
Rationale: Seeing how all my other choices for literature in this set revolve around making a difference in a community big or small, I thought this would be a good one to end with. It touches on themes of why we need to make a difference, and I would discuss Ovella’s overall attitude toward change and why she wanted it.
Strategy Lesson: Modeling background knowledge and making inferences: Teacher would lead a discussion about the student’s prior knowledge of civil rights and segregation. Students’ knowledge would be written in the K section of a KWL chart. Teacher will solicit questions and write them in the “What do we want to know” column of the chart. Teacher would then read aloud, stopping periodically to model how she uses her knowledge of civil rights and the times to make an inference about Ovella and her co-characters. Students would be asked to contribute inferences as they arise. At the end of reading, teacher will model inferences knowledge gained when reading, and mention that inferences are a way of learning new information. Teacher will write inferences of her own in the chart, and solicit other inferences from the class.
Reflection (aka smell the BS steaming LOL)
The greatest amount of learning while completing this assignment came with the vast variety of text I forced myself to check out. As teacher, I believe that one can never stumble upon something too new. I forced myself out of my realistic fiction comfort zone bubble and opened myself up to new possibilities in historical fiction, poetry, and non-fiction. I would like to gain access to more non-fiction work, and that’s what I hope to do by reading my classmates’ text sets when they come in. In thinking about how I would use the books, I found it hard to narrow topics down and make it specific to a strategy. I feel like keeping content away from strategy is difficult, but must be done at times if a strategy is to be taught effectively. I also found it hard not thinking about a particular group of students too. I felt like all my work is general now, and since I’m not teaching currently, making it specific to a grade level or individual student’s needs is quite the abstract concept.
Text Set
LAST ASSIGNMENT of LANG 7802!!!
I put together a set of books with the intention of teaching the theme of community. This includes but is not limited too getting along, making friends, finding the good in people, helping others, bullying, teasing, diversity, equality, appreciating differences, and fairness. I would use these texts with the elementary grades PreK-6, depending on the book I chose within the set. I would use these books at the beginning of the year, for example, to lead into how we want to treat our classmates and what makes a good friend. Later in the year, I would deepen the conversation to how the small-scale theme can be applied beyond the classroom, community, nation and world. When I thought of this set, I thought it would be a fitting topic to kick off a service-learning unit. Any one of these books can be chosen as a read aloud or independent reading book before students choose a community project to complete as a class. Why is this an important social justice issue? Children are the future. Societies are being ripped apart across the globe and in our own backyard by simple misunderstandings. If they don’t learn how to relate to each other at a young age, they will only contribute to the misfortune around the world. A small step would be to realize how their behavior affects themselves. A bigger step would be realizing how their behavior affects another person. Eventually, one would hope that the biggest step is made, realizing how a single behavior can affect a nation, and eventually the world.
Selection 1
Andreae, Giles and Guy Parker-Rees. (1999) Giraffes Can’t Dance. New York, NY: Scholastic, Inc.
Brief Summary: Gerald is an awkward giraffe that is too clumsy to dance with the other animals until a cricket comes along and shows him that he can dance, given the right music.
Audience: Given that the book is written in rhymed verse with illustrations, audience is meant for the elementary grades PreK-3
Genre: Fiction/Fantasy with talking animals
Themes Present: fitting in, teasing, standing up for one another, finding strengths in people where they aren’t necessarily obvious
Rationale: Every group of children has a Gerald, and almost everyone can relate to being pushed out of a social circle, not being the best at something be it dancing or any other skill, being laughed at, and how to cope with those feelings.
Strategy Lesson: Interactive read-aloud modeling and sharing inner conversations to monitor comprehension: Teacher reads aloud and models thinking aloud connections as she’s reading. Particular emphasis paid to character’s actions throughout book and how characters can change their actions to make everyone feel like a valued member of the community. Teacher will model thinking aloud and monitoring comprehension by talking through important inner conversations. Depending on level of students, teacher will also leave tracks of these inner conversations on post-it notes (modeling first.) If students seem to understand, teacher can distribute post-it notes and have students leave tracks of their own thinking through a second reading.
Selection 2
Rosenthal, Amy Krouse and Tom Lichtenheld. (2008). It’s Not Fair. New York, NY: Harper Collins Publishers.
Brief Summary: In rhymed verse, the author presents a series of situations that kids encounter that aren’t always fair but always happen. Examples include “Why’d I get the smaller half? Why’d he get the bigger laugh?” and “Why can’t I have my own box? Why now chickenpox?” Simple text structures with matching illustrations make it easy to understand and relate to.
Audience: Simple text structure (one sentence on each page), rhyming text, and smaller children on each page make this perfect for grades K-2.
Genre: Realistic fiction
Themes Present: Fairness, getting along, community, sacrifices, coping mechanisms
Rationale: I don’t know about anyone else, but I get really tired of hearing the words “it’s not fair” as a teacher. I thought that this might be a good book to hit on some of the situations where this might come up over the course of the year with students and teach the concept of “life’s not fair and it’s really OK” at the beginning of the year. Children will be able to relate to illustrations and simple text and be attracted to the rhymed verse.
Strategy Lesson Interactive Read Aloud while modeling making connections and monitoring comprehension: Teacher reads aloud and models thinking aloud connections as she’s reading. For example: “I remember a time when I felt left out too.” On the second reading, the teacher will use a two-column chart to write down the passage from the text in one column and her connection to it. When students understand, they can complete a chart of their own with their personal coded connections.
Selection 3
Prelutsky, Jack. (1984) “The New Kid on the Block.” New York, NY: Greenwillow Books.
Brief Summary: In the title poem of this poetry anthology, the speaker presents the image of a new kid in school that is frightening. When the reader least expects it in the end verse, the speaker turns the new kid into something a reader would never guess. Guess you’ll just have to read the poem now!
Audience: Grades 1-5
Genre: Poetry, rhymed verse
Themes Present: Bullying, getting along, new kids, dealing with a tough situation, things aren’t always as they seem
Rationale: Every student has been the new student at one time or another, making this poem easily relatable and the bully easy to imagine. Also, I liked the idea that not all bullies fit a mold and not all people fit into the image that we create for them.
Strategy Lesson: Shared/Guided with initial read aloud—In a small group guided reading lesson, I would present this poem first orally. As I read, I would encourage students to make an image in their mind of the bully in the poem. I would stop after the first stanza, discuss what students are imagining, and hand out a piece of paper for them to sketch an image of their bully. I would read the second stanza, and we would continue to discuss what images arose while they sketched. After completion of the poem, we would discuss the end of the poem, asking questions such as why we were surprised at the end and what the author had in mind when writing this poem. This would lead to discussion of bullies and why they bully, what are common traits of bullies, and what we can do to make everyone feel welcome so they don’t have to bully. After the initial reading, I would have the students read and eventually memorize the poem, with the intent of improving fluency.
Selection 4
Bunting, Eve and John Sandford. (2000). Moonstick: The Seasons of the Sioux. New York, NY: Harper Trophy Books.
Brief Summary
Audience: Grades 3-5
Genre: Unrhymed poetry
Themes Present: Community, native settlers, everyone has a job to do, appreciation for nature
Rationale: I’ve used a lot of poetry and fiction so far, and although this is still poetry and fiction, I thought I could pave the way to talking about community in a genuine environment. The Sioux are a community of people that know that in order to survive; everyone in the community must use their strengths to pull their own weight. Everyone had a job to do for the harvest and other times, and although the children were small, each realized that he was still an important member of the community. Also, the text of the poems leads very well to a mini-lesson on visualization and creating images while reading, and is simply beautiful.
Strategy Lesson: Modeling and sharing visualizations with a small group: In a small guided reading group, teacher will read the book aloud to students, asking them to pay careful attention to what images arise as she reads. It might help to not show the illustrations immediately but let the ideas flow, and when students get enough ideas, show the pictures and talk about why the students imagined what they did. This will happen quickly, without laboring through too much of the text, the group making their way through the story poem by poem. If this is not overwhelming, the next group meeting can lead to a discussion on synthesizing and finding the main idea, with a two-column chart labeled, “text clues” and “what they mean” on each side. Teacher can model what each poem means by starting to fill in the chart. Eventually, this will lead to a discussion about the harvest and why it’s important to work together to get things done. Student responses will fuel the content of the lesson. If more modeling is needed, more will be provided.
Selection 5
Child, Lauren. I am too Absolutely Small for School (featuring Charlie and Lola.) 2000. Cambridge, MA: Candlewick Press.
Brief Summary: In true Charlie and Lola fashion, Lola is convinced that she doesn’t need to go to school and gives big brother Charlie a list of reasons why she doesn’t have to do so. Charlie has an answer for all of them, and convinces her she will do fine and even have fun. Lola ends up liking school, forgetting about her imaginary friend, and even makes a new friend on the first day.
Audience: Pre K-Grade 2
Genre: Realistic fiction
Themes Present: Sibling interaction, getting along, feelings about being in a new place, helping each other out
Rationale: Charlie is such a good big brother to Lola, and models what all siblings and friends should do to make their world a better place to live in. The illustrations are lively; the language of this text is livelier. I thought this would be a perfect “high-interest” book to capture the attention of many students and lead to a discussion on how we can make a better place to come to school everyday.
Strategy Lesson: Making connections: In a small, guided reading group, teacher will read the book aloud and tell students that they are reading to make connections. Students are to write down connections they have with the story. This is intended to be done after modeling takes place, so all connections will be made independently and written on index cards. After reading, students will pair share their connections and then individually share their connection with the whole group. Finally, students will classify connections and add it to classroom connection chart.
Selection 6
Pickerill, M and Rutter, K. (2008) Changing the World. Time for Kids, September Vol. #14 Iss. #3. Online here: http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,1841189,00.html
Brief Summary: A group of students in New York have it rough, but realize once they involve themselves in a South African community stricken with the AIDS virus that they can do things to help others, while unconsciously helping themselves.
Audience: Grades 4-6
Genre: News article, non-fiction
Themes Present: Community service, helping others, every little bit helps, gaining a worldview
Rationale: I chose this article because I wanted first, a piece of nonfiction and a news article and second, a first-hand look at what kids can do to help the world. Community service starts with small actions in the classroom, namely treating each other with respect. This is the first attempt to get students to think globally, and apply what they know about helping others at school to situations in the community.
Strategy Lesson: (Guided Independent thinking, reading, and writing) There would be a fair amount of modeling done before this lesson, so this would be students’ opportunity to put their knowledge about reading strategies to use. I would begin with a before, during, and after reading three-column chart. Students would have this chart in their reading journals. Before reading, students would be asked to think about and respond to the question: “What is community service and what kinds of community service projects have you done?” in the before reading section of their charts. Students would read the article independently and use what they know about reading non-fiction to comment in the margins, make notes, or do other things that help them comprehend the article. During reading, students would be asked to continuously think about the question, “In what ways did the students in the article benefit from their trip?” Students in pairs would discuss this as they read, and complete the “during reading” section of their chart with the answer to this question based on what they discussed. After reading, students would share answers with the class and think about the similarities and differences between the American and South African students, discuss, and write in the final column of the chart. The teacher would stop and model if students appear to be struggling with the task.
Selection 7
Bunting, Eve and Ronald Himler. Train to Somewhere. (1996) New York, NY: Clarion Books.
Brief Summary: Marianne is a passenger on an orphan train that goes out west looking for parents for all children that need one. Marianne is one of the last ones to be chosen, and the reader follows her emotions as she watches the other orphans leave, find families, and come to the realization that her mother is not coming back. She eventually comes to terms with the fact that things aren’t always as they seem and may work out for the best, if she changes the way she thinks.
Audience: This book is designed for a mature audience, due to themes of abandonment and homelessness, and is ideal for grades 4-6. I would not read to a class with a student who has recently lost a family member, as it might bring up too many unwanted feelings.
Genre: Historical fiction
Themes Present: homelessness, family, choosing people based on looks rather than character traits, feelings and emotions related to family and fitting in, belonging to a community
Rationale: My first book in the set that is based on true events, I chose this book because it delves into the themes of homelessness and the feelings created when a child doesn’t have a home. It’s raw and emotional; the book did have me in tears by the end. I thought I could use this book to spring board into the topics of what a community is, what feelings come up when people are chosen by how they look rather than what they do and the quality of their character.
Strategy Lesson: Modeling making inferences: Because feelings of characters are not something that is explicitly stated, I would read through this book and model using post-it notes what I thought the characters were feeling when certain events happened. For example, after reading “Nora’s still crying and looking back.” I would write, “I know that people cry when they are sad” and code BK for background knowledge. I would explain that when students infer they use what the know (background knowledge) and what is written in the text (text clues) to make their inference (what students think.) I would divide the board into three sections labeled “Background knowledge,” “Text clues,” and “Inference” and make the equation. Each time I made an inference, I would put my post-it notes in the appropriate column. I would finish reading the book, stopping to clarify meaning and infer. We would discuss the inferences before students were released to make their own. I would distribute post-it notes and read the book for a second time, repeating the process of placing the post-it notes in the appropriate column and discussing the inferences students make.
Selection 8
Bunting, Eve and Ted Lewin. One Green Apple. (2006) New York, NY: Clarion Books.
Brief Summary: Farah feels alone, even when surrounded by people. She just arrived here from another country, and her class takes a trip to an apple orchard. All through the trip, she struggles to pick up the language and social cues of her classmates until the very end, when she realizes her strength (literally) and helps push the crank that makes the apple cider. On the ride back through the orchard, she slowly begins to accept herself as an individual as her classmates open up. It all starts with a laugh.
Audience: Grades 4-6
Genre: Realistic fiction
Themes Present: Community, fitting in, getting along, laughs are universal, language barriers, cultural barriers
Rationale: The book shows how isolating not knowing the language can be, which is a universal theme in today’s schools. I chose the book because I liked how it described this feeling of isolation and how all involved in the situation dealt with it. I thought it would be good selection to start a discussion about how we can include all classmates despite race, gender, culture, or language. It all starts with a laugh or a smile.
Strategy Lesson: Making connections independently: Teacher will read the book aloud and ask students to think of instances where they felt alone or left out. Teacher will model as well, but this is an independent work after a fair amount of modeling with other books, so students will be on their own to come up with connections and write them on index cards. Teacher will finish reading the book, students will pair share their connections with their partners and eventually with the whole group before taping them to the chart at the front of the room in the appropriate column.
Selection 9
Farris, Pamela J. and Valeri Gorbachev. Young Mouse and Elephant: An East African Folktale. 1996. New York, NY: Houghton Mifflin Company.
Brief Summary: When Young Mouse believes he’s the strongest animal in the jungle and his grandfather disputes that, Young Mouse sets out to prove his point, believing in himself all the way. The characters he meets tell him all the same thing---he is and never will be as strong as elephant. He laughs in their face and goes about his merry way, to meet this elephant character that seems so allegedly strong. When he is out done by strength, he doesn’t believe so. He keeps his head held high and attitude positive; he is never defeated.
Audience: Grades 3-5
Genre: Fiction/fantasy with talking animals; folktale from East Africa
Themes Present: Anything can be achieved with a positive attitude, the power of belief in oneself goes a long way
Rationale: I chose this book to go along with the “small minds, big differences” theme because the main character does just that. Young Mouse has never seen the elephant, and therefore believes he can defeat him. Young people are some of the best people in the world for thinking about solutions to global problems, simply because they have some of the most positive attitudes. They don’t know the challenges yet and haven’t seen them. The book is a good discussion starter for point of view and perspectives, starting with the differences in point of view of the Young Mouse and his grandfather.
Strategy Lesson: Sequencing events while monitoring for comprehension: Teacher will read the book once aloud while modeling thinking aloud and having an inner conversation think-aloud to the class. Emphasis will be made on what comes first and what the Young Mouse did before, during, and after he talked with his father and the other animals in the story. Questions and other discussion will be encouraged, and students will complete a time line of events that happen in the story as they read independently.
Selection 10
Weatherford, Carole Boston and R. Gregory Christie. Dear Mr. Rosenwald. 2006. New York, NY: Scholastic, Inc.
Brief Summary: Written from the point of Ovella, a southern black girl in a one-room schoolhouse in the 1920s, the story follows her quest to raise money and watch a new school come up from the efforts of the community. It’s based on the story of Julius Rosenwald, president of Sears Roebuck and Co., who donated millions of dollars to build schools for African American children in the rural South. The Rosenwald fund required whites and blacks alike to work together to donate, raise money, and finally build the schools they built. Ovella’s story ends with a heart-warming letter to Mr. Rosenwald thanking him for the school she received.
Audience: Grades 4-6
Genre: Historical fiction
Themes Present: Community organizing, slavery, inequalities of black and white in the times of slavery, producing change, and finding ways to make a difference in your community
Rationale: Seeing how all my other choices for literature in this set revolve around making a difference in a community big or small, I thought this would be a good one to end with. It touches on themes of why we need to make a difference, and I would discuss Ovella’s overall attitude toward change and why she wanted it.
Strategy Lesson: Modeling background knowledge and making inferences: Teacher would lead a discussion about the student’s prior knowledge of civil rights and segregation. Students’ knowledge would be written in the K section of a KWL chart. Teacher will solicit questions and write them in the “What do we want to know” column of the chart. Teacher would then read aloud, stopping periodically to model how she uses her knowledge of civil rights and the times to make an inference about Ovella and her co-characters. Students would be asked to contribute inferences as they arise. At the end of reading, teacher will model inferences knowledge gained when reading, and mention that inferences are a way of learning new information. Teacher will write inferences of her own in the chart, and solicit other inferences from the class.
Reflection (aka smell the BS steaming LOL)
The greatest amount of learning while completing this assignment came with the vast variety of text I forced myself to check out. As teacher, I believe that one can never stumble upon something too new. I forced myself out of my realistic fiction comfort zone bubble and opened myself up to new possibilities in historical fiction, poetry, and non-fiction. I would like to gain access to more non-fiction work, and that’s what I hope to do by reading my classmates’ text sets when they come in. In thinking about how I would use the books, I found it hard to narrow topics down and make it specific to a strategy. I feel like keeping content away from strategy is difficult, but must be done at times if a strategy is to be taught effectively. I also found it hard not thinking about a particular group of students too. I felt like all my work is general now, and since I’m not teaching currently, making it specific to a grade level or individual student’s needs is quite the abstract concept.
Wednesday, December 3, 2008
Another of my assignments for LANG 7802
I'm on a roll and cranking them out. I might as well go ahead and post this one too.
Analysis of a Young Reader
Description of Assessment
For this assignment, I assessed B. B is five-year-old girl who lives with her mother and older siblings in a transitional housing collaborative unit in South Minneapolis.
(I help coordinate a youth tutoring and enrichment program in her building.) She attends Kindergarten full-time in the Minneapolis school district. The testing context was a tutoring center of the housing complex in which her family lives. B is a part of the tutoring and community program there and receives other such services from her building during the after school hours. I have known B for four months (since the beginning of the school year) and have been on many community outings with her and her siblings. The time was evening, after much of her after school programming had taken place. I know that B is a non-reader, and that much of her tutoring time is devoted to reading and phonics activities.
To begin the assessment I gave her a peak at the wordless book we would be reading, Follow, Carl by Alexandra Day and told her we would be reading a special kind of book with no words. I explained that the book is about a dog and some kids that do some very special things with the dog. I explained that I would read the first page and after that she was going to "read the book to me" by looking at the pictures and pretending I was blind, that I couldn't see the pictures and she was going to tell the story to me. She seemed confused by this, so I modeled the first page for her. It seemed like this was too much of a task for her. With the first page, she stared at the book, almost overwhelmed. I intended throughout the assessment to record her retelling of the story and jot down interesting phrases, however, never having administered this assessment before and never having worked with this child academically before, I ended up doing a lot more cueing and teaching and modeling than I did assessing, simply because she didn't have any knowledge of reading to assess. I still did tape record our conversation, but it was just that, a conversation that allowed me to see how much work we needed to do with literacy.
Type of Reader
B's initial reaction to reading when I suggested we read a book was to run away. She said a few times before we started that "I don't know how to read!" She also insisted that her head hurt for the first couple of moments of our conversation after I introduced the book. It wasn't until after I persuaded her to stay several times reassuring her that she could read this book and look at the pictures because the book didn't have words that she was reasonably happy with the task. She was still frightened she would say the wrong thing a lot of the time also. As she looked at the picture of the children stretching with the dog on the first page, I could tell by her worried look that she didn't know what to say. Either that, or she had no vocabulary to express it, but I didn't think that was the case because I had heard her talk at events and other activities. She responded when I phrased my assessments as questions, asked things like, "What are the children doing?" Instead of stretching, she replied that they were "playing." I wanted to see if she had a concept of where they were going to go, if she could make something up, so I asked, "Where do you think they are going to play?" She answered, "the park" with a question mark intonation to her voice.
At the next page, she seemed pretty confused as to what to say as well. We sat in silence for a good three minutes before I asked her to tell me what was going on in that picture. "Where are the children and the dog going?" I asked. "I don't know," B replied. "Where do you think?" I said back to her. She thought a little harder. "Maybe to the park?" she questioned a few seconds later. I turned the page. I thought it would be better to model this page, hoping she would catch on for the rest of the book. "I'm going to give you an example," I suggested. "Look at these children here! They are the same children as before. I see them jumping off the wall now. I wonder why they are jumping off the wall. The dog is carrying the little child. And there is a baby with a toy horse watching all the children jump off the wall. I wonder if she wishes she could play," I modeled. It was a pretty stupid modeling session, I thought to myself even after I said it out loud. Even stupider listening to it play back. I watched B's eyes sweep the page, taking it in. "What do you think?" I asked. Silence.
The next page was hopeful. She studied the page and suggested that they were chasing a squirrel up a tree. Even though they were just looking at it, I didn't correct. I just let her tell the story. But that was all she had to say. She kept studying the pictures. I kept expecting some questioning to come through, for her to ask about what it was that she was confused about, but then I thought, wait, we learned in class that students have to be taught to question when meaning breaks down.
We kept turning the pages together. B kept starting, her eyes sweeping each page, with not a lot to say about each series of events. Even on the page with the woman giving out the cookies, or pancakes, she didn't say anything for a good thirty seconds until I asked her if she thought those were cookies or pancakes they were begging for. It hit me later that B might not be familiar with the term "begging."
It occurred to me through this entire process that B is somewhere between a TACIT and AWARE reader, leaning more to the AWARE side of her reading. If she were a completely a tacit reader, I think she would have just skimmed through the pages without much thought. Instead, she sat and studied the pages. Even though she does not read, she has an understanding of print and gets the idea that books are opened from left to right and the story continues from one page to the next. She tries to understand. I think that she is aware of the breakdown in meaning, but lacks the strategies for fixing the problem, so she sits in silence and waits for someone to come to her rescue. She might lack awareness at times, but for the most part, I believe she just doesn't have the knowledge of how to fix reading problems.
Strengths
B's strengths lie in her hesitation for instruction. She knows that she doesn't understand what's happening on a particular page and she stops to study, she doesn't go ahead and skip it like many children her age would do. She does have an appreciation for the pictures telling a story, but didn't have much vocabulary to show it. Her eyes were sweeping, and her mind was working, but she didn't have much of a working vocabulary pool to express that knowledge, at the time of testing. B also holds strengths in her determination, and her hard work ethic. She realized that she was tired and went ahead with the activity as best she could. This will get her many rewards in school and in life.
Needs
I would say that B's greatest need is more modeling, more reading with this type of reading, and someone to gradually release the responsibility to her while reading with her. She appears to have an awareness of when she doesn't understand something, but doesn't know what to do about it. Perhaps some explicit strategy instruction about questions to ask when we don't understand what's happening, or some vocabulary instruction so that she has a bank of words to use when talking about a book such as this again. She also relies on adults for help in understanding, and non-verbal cues a lot, even though she can speak, so I suspect this is a confidence issue. She responded well when I praised her answers, so I think she needs a lot of verbal praise and encouragement from adults in her life. With time and experience, I feel that she will learn how to adapt to reading like a duck takes to water.
Suggestions
My suggestion for B would be to model, model, model and read, read, read. When adults read with her, they should start reading, but encourage her to chime in with ideas and don't shoot down any ideas she may have. Praise all ideas she may give with a "good idea" or "you're brilliant." Let her hear and experience new vocabulary for herself, and encourage her to experiment with it herself. I might also introduce the idea of accountable talk when discussing the books she reads, giving her access to phrases like "what do you think" and "why do you think that" and "find some evidence from the story to show me why you think that." I think that she is used to living in a large family and answering questions only when asked. This type of instruction would allow B to show that it is OK to speak up and let someone know what she knows. She's still early in her reading development process; I wouldn't suggest an intervention yet. She knows her letters and most letter sounds, and she works with a tutor doing phonics activities. All genres of text and picture books should be included in her reading library. I suspect that the uncertainty on B's part was due to inexperience. The more experience she has with it, the more she will feel comfortable telling a story in the future. Because I didn't finish the assessment, I didn't get to see if she could retell the story. It was already late, and B was showing signs of fatigue and disinterest. There's always next session.
Reflection
Because this was my first experience with assessing a non-reader, I feel like I learned a great deal about early literacy in this process. I have much experience assessing upper elementary students using standard assessments like running records and vocabulary lists other pre-packaged assessments. I have never had the experience of starting with a student from scratch like that before. It absolutely threw me for a loop how silent she became when she didn't understand. I definitely became more aware of how children make meaning while reading and how they don't communicate it all the time. I will definitely be more aware in my practice of eye movements and wait time when teaching and assessing in the future. I will definitely incorporate more observation and critical thinking activities in my classroom teaching practice.
Analysis of a Young Reader
Description of Assessment
For this assignment, I assessed B. B is five-year-old girl who lives with her mother and older siblings in a transitional housing collaborative unit in South Minneapolis.
(I help coordinate a youth tutoring and enrichment program in her building.) She attends Kindergarten full-time in the Minneapolis school district. The testing context was a tutoring center of the housing complex in which her family lives. B is a part of the tutoring and community program there and receives other such services from her building during the after school hours. I have known B for four months (since the beginning of the school year) and have been on many community outings with her and her siblings. The time was evening, after much of her after school programming had taken place. I know that B is a non-reader, and that much of her tutoring time is devoted to reading and phonics activities.
To begin the assessment I gave her a peak at the wordless book we would be reading, Follow, Carl by Alexandra Day and told her we would be reading a special kind of book with no words. I explained that the book is about a dog and some kids that do some very special things with the dog. I explained that I would read the first page and after that she was going to "read the book to me" by looking at the pictures and pretending I was blind, that I couldn't see the pictures and she was going to tell the story to me. She seemed confused by this, so I modeled the first page for her. It seemed like this was too much of a task for her. With the first page, she stared at the book, almost overwhelmed. I intended throughout the assessment to record her retelling of the story and jot down interesting phrases, however, never having administered this assessment before and never having worked with this child academically before, I ended up doing a lot more cueing and teaching and modeling than I did assessing, simply because she didn't have any knowledge of reading to assess. I still did tape record our conversation, but it was just that, a conversation that allowed me to see how much work we needed to do with literacy.
Type of Reader
B's initial reaction to reading when I suggested we read a book was to run away. She said a few times before we started that "I don't know how to read!" She also insisted that her head hurt for the first couple of moments of our conversation after I introduced the book. It wasn't until after I persuaded her to stay several times reassuring her that she could read this book and look at the pictures because the book didn't have words that she was reasonably happy with the task. She was still frightened she would say the wrong thing a lot of the time also. As she looked at the picture of the children stretching with the dog on the first page, I could tell by her worried look that she didn't know what to say. Either that, or she had no vocabulary to express it, but I didn't think that was the case because I had heard her talk at events and other activities. She responded when I phrased my assessments as questions, asked things like, "What are the children doing?" Instead of stretching, she replied that they were "playing." I wanted to see if she had a concept of where they were going to go, if she could make something up, so I asked, "Where do you think they are going to play?" She answered, "the park" with a question mark intonation to her voice.
At the next page, she seemed pretty confused as to what to say as well. We sat in silence for a good three minutes before I asked her to tell me what was going on in that picture. "Where are the children and the dog going?" I asked. "I don't know," B replied. "Where do you think?" I said back to her. She thought a little harder. "Maybe to the park?" she questioned a few seconds later. I turned the page. I thought it would be better to model this page, hoping she would catch on for the rest of the book. "I'm going to give you an example," I suggested. "Look at these children here! They are the same children as before. I see them jumping off the wall now. I wonder why they are jumping off the wall. The dog is carrying the little child. And there is a baby with a toy horse watching all the children jump off the wall. I wonder if she wishes she could play," I modeled. It was a pretty stupid modeling session, I thought to myself even after I said it out loud. Even stupider listening to it play back. I watched B's eyes sweep the page, taking it in. "What do you think?" I asked. Silence.
The next page was hopeful. She studied the page and suggested that they were chasing a squirrel up a tree. Even though they were just looking at it, I didn't correct. I just let her tell the story. But that was all she had to say. She kept studying the pictures. I kept expecting some questioning to come through, for her to ask about what it was that she was confused about, but then I thought, wait, we learned in class that students have to be taught to question when meaning breaks down.
We kept turning the pages together. B kept starting, her eyes sweeping each page, with not a lot to say about each series of events. Even on the page with the woman giving out the cookies, or pancakes, she didn't say anything for a good thirty seconds until I asked her if she thought those were cookies or pancakes they were begging for. It hit me later that B might not be familiar with the term "begging."
It occurred to me through this entire process that B is somewhere between a TACIT and AWARE reader, leaning more to the AWARE side of her reading. If she were a completely a tacit reader, I think she would have just skimmed through the pages without much thought. Instead, she sat and studied the pages. Even though she does not read, she has an understanding of print and gets the idea that books are opened from left to right and the story continues from one page to the next. She tries to understand. I think that she is aware of the breakdown in meaning, but lacks the strategies for fixing the problem, so she sits in silence and waits for someone to come to her rescue. She might lack awareness at times, but for the most part, I believe she just doesn't have the knowledge of how to fix reading problems.
Strengths
B's strengths lie in her hesitation for instruction. She knows that she doesn't understand what's happening on a particular page and she stops to study, she doesn't go ahead and skip it like many children her age would do. She does have an appreciation for the pictures telling a story, but didn't have much vocabulary to show it. Her eyes were sweeping, and her mind was working, but she didn't have much of a working vocabulary pool to express that knowledge, at the time of testing. B also holds strengths in her determination, and her hard work ethic. She realized that she was tired and went ahead with the activity as best she could. This will get her many rewards in school and in life.
Needs
I would say that B's greatest need is more modeling, more reading with this type of reading, and someone to gradually release the responsibility to her while reading with her. She appears to have an awareness of when she doesn't understand something, but doesn't know what to do about it. Perhaps some explicit strategy instruction about questions to ask when we don't understand what's happening, or some vocabulary instruction so that she has a bank of words to use when talking about a book such as this again. She also relies on adults for help in understanding, and non-verbal cues a lot, even though she can speak, so I suspect this is a confidence issue. She responded well when I praised her answers, so I think she needs a lot of verbal praise and encouragement from adults in her life. With time and experience, I feel that she will learn how to adapt to reading like a duck takes to water.
Suggestions
My suggestion for B would be to model, model, model and read, read, read. When adults read with her, they should start reading, but encourage her to chime in with ideas and don't shoot down any ideas she may have. Praise all ideas she may give with a "good idea" or "you're brilliant." Let her hear and experience new vocabulary for herself, and encourage her to experiment with it herself. I might also introduce the idea of accountable talk when discussing the books she reads, giving her access to phrases like "what do you think" and "why do you think that" and "find some evidence from the story to show me why you think that." I think that she is used to living in a large family and answering questions only when asked. This type of instruction would allow B to show that it is OK to speak up and let someone know what she knows. She's still early in her reading development process; I wouldn't suggest an intervention yet. She knows her letters and most letter sounds, and she works with a tutor doing phonics activities. All genres of text and picture books should be included in her reading library. I suspect that the uncertainty on B's part was due to inexperience. The more experience she has with it, the more she will feel comfortable telling a story in the future. Because I didn't finish the assessment, I didn't get to see if she could retell the story. It was already late, and B was showing signs of fatigue and disinterest. There's always next session.
Reflection
Because this was my first experience with assessing a non-reader, I feel like I learned a great deal about early literacy in this process. I have much experience assessing upper elementary students using standard assessments like running records and vocabulary lists other pre-packaged assessments. I have never had the experience of starting with a student from scratch like that before. It absolutely threw me for a loop how silent she became when she didn't understand. I definitely became more aware of how children make meaning while reading and how they don't communicate it all the time. I will definitely be more aware in my practice of eye movements and wait time when teaching and assessing in the future. I will definitely incorporate more observation and critical thinking activities in my classroom teaching practice.
Saturday, October 25, 2008
One of my assignments
In case any of my readers was interested in what I am devoting my life to so diligently over the next year and a half. I thought I would post a sample of the work I am turning in to my graduate program for an additional license in K-12 Reading.
Enjoy!
Additional chapters to come later
Part I: Written Analysis of Professional Book Chapters 1-3
October 21, 2008
Keene, Ellin Oliver and Susan Zimmerman. (2007). Mosaic of Thought: The Power of Comprehension Strategy Instruction, Second Edition. Portsmouth, NH: Heinemann.
Purpose
After reading Hutchins and Zimmerman’s 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! and working with fifth graders on reading comprehension in the past year, I realize I need to become more skilled at teaching comprehension strategies. I want this book to become the first of many in helping me build a “comprehension curriculum” for teaching reading. This book seemed like the perfect anecdote to help do exactly that.
Chapter 1 Summary
In “Creating A New Mosaic,” the authors challenge teachers to think differently at how reading comprehension is taught, creating the image of reading comprehension as a mosaic. Each piece of information gathered from reading is a tile that adds to the mosaic of information in a student’s mind. With each discussion, a student will piece together a different meaning from the text. The authors introduce themselves as authors of the first edition and tell us how they became interested in the area of comprehension strategy instruction, explaining how too many teachers become reliant on book lists and word memorization, creating a culture of fluent readers but readers that can’t understand what they’ve just read. The authors list the teachers they worked with in their research, and inspire practicing teachers to go beyond traditional methods of teaching reading to inspire future generations of students to read, re-read, invent, explore, question, and imagine while they are reading. A think-aloud while reading-aloud strategy in a fifth-grade classroom is modeled. Because this is the introductory chapter, the most informative content comes from Figure 1.1 on page 14 detailing the seven meta-cognitive strategies that will later be explained throughout the book: Monitoring, schema, questioning, determining importance, inferring, using sensory and emotional images, and synthesizing.
Personal Response
I very much agreed with the idea that reading is an action sport because all the action takes place in your mind. I think it is important that students be taught to think about thinking that takes place while reading. I also liked the connection that looking is synonymous with reading, as the authors introduced with the poems at the beginning of the chapter. I have books that I read and re-read and gain something from each reading. The authors make a valid point with the idea of a “gradual release of responsibility from teacher to student.” I know this is what I struggle most with when teaching reading to older elementary students. The idea that you give them a book and expect something to catch on doesn’t work all the time. I agree with the statement: “It’s not enough to put books in the hands of children and check in once in a while.” Although time spent reading is crucial to learning to comprehend, it doesn’t mean that the strategies involved in comprehension are always second nature to those students. I have also taught students who do nothing but imitate my thinking when they were not confident with their own thoughts about the book we were discussing.
Chapter 2 Summary
“Changing Times” begins by differentiating comprehension instruction from comprehension assessment. The authors define comprehension instruction as instruction that actively engages students in asking questions, summarizing and synthesizing text, and identifying important ideas. The authors then go a step further to define proficient reading as reading that involves using more than one strategy at a time. They state that children should move effortlessly from one strategy to the next without prompting if they are a proficient reader. The second half of the chapter engages readers in a question and answer session about comprehension strategy instruction. Key questions include: “Why do we need to teach comprehension strategies,” “is there an order to how they are taught,” and “what is the best reader’s workshop structure?” The authors make a distinction between strategy instruction at the primary and intermediate levels. They say that primary students should be taught monitoring, using background knowledge, questioning, creating mental images, inferring, determining importance, and synthesizing while intermediate students should be taught that but in a different order. Intermediate students should learn monitoring, using background knowledge, inferring, determining importance, synthesizing, questioning, and creating mental images. Finally, the authors state the reader’s workshop that best supports comprehension instruction has three components: large group meeting time with a think aloud, a long period of time for independent reading where the teacher moves around to conference individually, the formation of needs-based groups to address specific learning needs, and a time for reflection with other students.
Personal Response
This chapter explained strategy instruction so that it was better for me to understand than the first chapter. I’m looking forward to reading further because I still feel like this is rather introductory material. The distinction between primary and intermediate elementary grades is informative because that distinction is based around what students are exposed to during high-stakes standardized testing. The question about whether or not students should be exposed to strategies one at a time or in an integrated fashion is also interesting. I work as a member of an AVID program being piloted at four different sites in grades 6-8. (AVID is a program for grades 6-12 that teaches reading strategies, study skills, and organizational habits needed for success in college.) I work along side teachers with different philosophies in this matter. At one site, I am seeing teaching of just one strategy at a time. This week it was questioning. At another site, the teacher believes that all of these should come together at some point and hands his students a passage to read with little instruction of what to do while reading. From my observations as a tutor, I noticed that the students given the one-at-time strategy instruction grasped it faster and were able to understand the reading better that the students that were not given reminders of strategies. Of course there are other factors involved and I am in no way saying one method is superior to another. I’m simply connecting what I read this week to a classroom experience, and it will certainly be interesting to follow these classes over the course of the year with the knowledge gleamed from this chapter (and in this course and program).
Chapter 3 Summary
“Mindful Reading” was about monitoring and revising comprehension. It began with an essay full of pitfalls for comprehension and one of the authors reflects on her reading process of the essay with a particular emphasis on her monitoring for meaning. She models how she does this by writing what she’s thinking as she reads. It is explained in this chapter that monitoring is the umbrella under which the other comprehension strategies fall and that each of the strategies can be considered a type of monitoring. The chapter then allows the reader to visit the classrooms of two teachers, a high school teacher and a second grade teacher. The chapter details what kinds of instruction these two teachers give to their students about monitoring for meaning while reading, everything from what they say to what they don’t say and let their students figure out on their own while reading. The second grade teacher gives an example of a conference she has with one of her students. Finally, the chapter ended with a summary of what proficient readers do, in bullet point format.
Personal Response
The key statement for me in this chapter was one that came after the example high-school lesson: “If we can understand the more subtle features of the reading obstacles themselves, the solutions we teach will be more effective and tailored.” This is something that is incredibly difficult to do. The chapter pointed out for me, that teaching reading is more about listening to students than it is about teaching vocabulary or phonics. The teachers that were observed were careful with their approach, and did not correct their students when reading aloud unless it conflicted with that individual student’s meaning of the word. I can only hope that this will be me in the coming months or years. I can only hope that my teaching brings me to situations where I’m able to conference one-on-one with students and really hone in on their level, skills, and interests. The teacher in this chapter “gave her students a glimpse into the vast array of ways they can repair and revise their comprehension once it has broken down” and “gave them tactics to revise and repair comprehension to more useful situations.” This is precisely the way I already approach tutoring reading, so I hope that I continue to grow as a reading teacher with every student I tutor and every piece that I give my students to read.
Major Learnings
I think that the connection made most frequently while reading was that to teach reading I have to be a careful reader myself. I have to be aware that I am employing those skills while reading so that I can model them in a think aloud for my students. This is something that takes practice! I don’t always dive into a newspaper article and say “Ok, what is my purpose for reading this today?” I don’t always pick up the book I read before bed and say, “Let me think about why the author wrote this or what this word means.” Maybe I will from now on. Maybe I should.
Classroom Connections:
Seeing as how I work with a program that teaches reading strategies, I will definitely use the monitoring strategies I learned about this week while reading in my everyday practice. Lately when I sit down with a student my first question is “What are you having difficulty understanding about the article?” I have found this is often too broad of a question and leads to much more frustration than it is worth. The third chapter has given me more examples of things I can say to a student during a conference than just that. I will definitely use more modeling in my teaching practice, such as the modeling that the high school teacher did in the third chapter. I liked “I’ll give it one more sentence,. Often when I’m really overwhelmed, I find that if I just read one or two more sentences, things start to become clearer.” I liked that this is said out loud because I would ordinarily think that but not say it.
Enjoy!
Additional chapters to come later
Part I: Written Analysis of Professional Book Chapters 1-3
October 21, 2008
Keene, Ellin Oliver and Susan Zimmerman. (2007). Mosaic of Thought: The Power of Comprehension Strategy Instruction, Second Edition. Portsmouth, NH: Heinemann.
Purpose
After reading Hutchins and Zimmerman’s 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! and working with fifth graders on reading comprehension in the past year, I realize I need to become more skilled at teaching comprehension strategies. I want this book to become the first of many in helping me build a “comprehension curriculum” for teaching reading. This book seemed like the perfect anecdote to help do exactly that.
Chapter 1 Summary
In “Creating A New Mosaic,” the authors challenge teachers to think differently at how reading comprehension is taught, creating the image of reading comprehension as a mosaic. Each piece of information gathered from reading is a tile that adds to the mosaic of information in a student’s mind. With each discussion, a student will piece together a different meaning from the text. The authors introduce themselves as authors of the first edition and tell us how they became interested in the area of comprehension strategy instruction, explaining how too many teachers become reliant on book lists and word memorization, creating a culture of fluent readers but readers that can’t understand what they’ve just read. The authors list the teachers they worked with in their research, and inspire practicing teachers to go beyond traditional methods of teaching reading to inspire future generations of students to read, re-read, invent, explore, question, and imagine while they are reading. A think-aloud while reading-aloud strategy in a fifth-grade classroom is modeled. Because this is the introductory chapter, the most informative content comes from Figure 1.1 on page 14 detailing the seven meta-cognitive strategies that will later be explained throughout the book: Monitoring, schema, questioning, determining importance, inferring, using sensory and emotional images, and synthesizing.
Personal Response
I very much agreed with the idea that reading is an action sport because all the action takes place in your mind. I think it is important that students be taught to think about thinking that takes place while reading. I also liked the connection that looking is synonymous with reading, as the authors introduced with the poems at the beginning of the chapter. I have books that I read and re-read and gain something from each reading. The authors make a valid point with the idea of a “gradual release of responsibility from teacher to student.” I know this is what I struggle most with when teaching reading to older elementary students. The idea that you give them a book and expect something to catch on doesn’t work all the time. I agree with the statement: “It’s not enough to put books in the hands of children and check in once in a while.” Although time spent reading is crucial to learning to comprehend, it doesn’t mean that the strategies involved in comprehension are always second nature to those students. I have also taught students who do nothing but imitate my thinking when they were not confident with their own thoughts about the book we were discussing.
Chapter 2 Summary
“Changing Times” begins by differentiating comprehension instruction from comprehension assessment. The authors define comprehension instruction as instruction that actively engages students in asking questions, summarizing and synthesizing text, and identifying important ideas. The authors then go a step further to define proficient reading as reading that involves using more than one strategy at a time. They state that children should move effortlessly from one strategy to the next without prompting if they are a proficient reader. The second half of the chapter engages readers in a question and answer session about comprehension strategy instruction. Key questions include: “Why do we need to teach comprehension strategies,” “is there an order to how they are taught,” and “what is the best reader’s workshop structure?” The authors make a distinction between strategy instruction at the primary and intermediate levels. They say that primary students should be taught monitoring, using background knowledge, questioning, creating mental images, inferring, determining importance, and synthesizing while intermediate students should be taught that but in a different order. Intermediate students should learn monitoring, using background knowledge, inferring, determining importance, synthesizing, questioning, and creating mental images. Finally, the authors state the reader’s workshop that best supports comprehension instruction has three components: large group meeting time with a think aloud, a long period of time for independent reading where the teacher moves around to conference individually, the formation of needs-based groups to address specific learning needs, and a time for reflection with other students.
Personal Response
This chapter explained strategy instruction so that it was better for me to understand than the first chapter. I’m looking forward to reading further because I still feel like this is rather introductory material. The distinction between primary and intermediate elementary grades is informative because that distinction is based around what students are exposed to during high-stakes standardized testing. The question about whether or not students should be exposed to strategies one at a time or in an integrated fashion is also interesting. I work as a member of an AVID program being piloted at four different sites in grades 6-8. (AVID is a program for grades 6-12 that teaches reading strategies, study skills, and organizational habits needed for success in college.) I work along side teachers with different philosophies in this matter. At one site, I am seeing teaching of just one strategy at a time. This week it was questioning. At another site, the teacher believes that all of these should come together at some point and hands his students a passage to read with little instruction of what to do while reading. From my observations as a tutor, I noticed that the students given the one-at-time strategy instruction grasped it faster and were able to understand the reading better that the students that were not given reminders of strategies. Of course there are other factors involved and I am in no way saying one method is superior to another. I’m simply connecting what I read this week to a classroom experience, and it will certainly be interesting to follow these classes over the course of the year with the knowledge gleamed from this chapter (and in this course and program).
Chapter 3 Summary
“Mindful Reading” was about monitoring and revising comprehension. It began with an essay full of pitfalls for comprehension and one of the authors reflects on her reading process of the essay with a particular emphasis on her monitoring for meaning. She models how she does this by writing what she’s thinking as she reads. It is explained in this chapter that monitoring is the umbrella under which the other comprehension strategies fall and that each of the strategies can be considered a type of monitoring. The chapter then allows the reader to visit the classrooms of two teachers, a high school teacher and a second grade teacher. The chapter details what kinds of instruction these two teachers give to their students about monitoring for meaning while reading, everything from what they say to what they don’t say and let their students figure out on their own while reading. The second grade teacher gives an example of a conference she has with one of her students. Finally, the chapter ended with a summary of what proficient readers do, in bullet point format.
Personal Response
The key statement for me in this chapter was one that came after the example high-school lesson: “If we can understand the more subtle features of the reading obstacles themselves, the solutions we teach will be more effective and tailored.” This is something that is incredibly difficult to do. The chapter pointed out for me, that teaching reading is more about listening to students than it is about teaching vocabulary or phonics. The teachers that were observed were careful with their approach, and did not correct their students when reading aloud unless it conflicted with that individual student’s meaning of the word. I can only hope that this will be me in the coming months or years. I can only hope that my teaching brings me to situations where I’m able to conference one-on-one with students and really hone in on their level, skills, and interests. The teacher in this chapter “gave her students a glimpse into the vast array of ways they can repair and revise their comprehension once it has broken down” and “gave them tactics to revise and repair comprehension to more useful situations.” This is precisely the way I already approach tutoring reading, so I hope that I continue to grow as a reading teacher with every student I tutor and every piece that I give my students to read.
Major Learnings
I think that the connection made most frequently while reading was that to teach reading I have to be a careful reader myself. I have to be aware that I am employing those skills while reading so that I can model them in a think aloud for my students. This is something that takes practice! I don’t always dive into a newspaper article and say “Ok, what is my purpose for reading this today?” I don’t always pick up the book I read before bed and say, “Let me think about why the author wrote this or what this word means.” Maybe I will from now on. Maybe I should.
Classroom Connections:
Seeing as how I work with a program that teaches reading strategies, I will definitely use the monitoring strategies I learned about this week while reading in my everyday practice. Lately when I sit down with a student my first question is “What are you having difficulty understanding about the article?” I have found this is often too broad of a question and leads to much more frustration than it is worth. The third chapter has given me more examples of things I can say to a student during a conference than just that. I will definitely use more modeling in my teaching practice, such as the modeling that the high school teacher did in the third chapter. I liked “I’ll give it one more sentence,. Often when I’m really overwhelmed, I find that if I just read one or two more sentences, things start to become clearer.” I liked that this is said out loud because I would ordinarily think that but not say it.
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