week 12

What do good readers do?
• Think aloud
• Talk aloud
• Ask questions about the text
• Make predictions
• Making meaning from the text
• Use background knowledge
• Text structure
• Reread the text
What can teachers do to develop comprehension?
• Build Vocabulary
• Build background knowledge
• Teach about the text
• Permit discussion
• Provide opportunities to comprehend
• Encourage writing
• Ensure authenticity
• Context clues
• Prior knowledge
• Use multiple strategies to help them comprehend

What can teachers do to help struggling readers?
• Monitoring
• Text structures
• Reread the section that is giving trouble to the student or just reread the text


From this video I have learned many different ideas that are most relevant in teaching comprehension. I would absolutely take some of these ideas in my future classrooms. Some ideas that Professors Duke discuss in this video was different ways that students can become good readers. Good readers need to think aloud, ask questions about the text and have prior knowledge. As a teacher I would absolutely use context clues, build vocabulary and background knowledge. In my classroom I would practice all of these ideas discussed my Professor Duke. I feel that they are very helpful to the teacher and the student to comprehend any text. The student that I am observing is a struggling reader, but when he rereads the text he has a better understanding of the text. He is using one of the techniques that Professor Dukes discussed in the video.

DIBELS vs. QRI-5

They are some differences and similarities between the QRI-5 and DIBELS. In doing DIBELS it really assess the students fluency for the most part. Also in doing DIBELS it gives you a time limit of 60 seconds. Also with DIBELS you can do the Benchmark or the progress prompt The Benchmark is when you do it in the beginning of the year, the middle of the year and in the end of the year. Progress Prompt is when you do DIBELS with the student every few weeks. In doing the QRI-5 it doesn’t have a time limit. It doesn’t really focuses on fluency but mostly comprehensions. Well in both you can focus on comprehension. In both there is a retelling to see if the students comprehend the following passage. In the QRI-5 there are questions that the students must answer and also the QRI-5 has miscues that the students are being scored on it. To me I preferred the QRI-5 because I feel that it focuses more on comprehension more then on fluency.

Week 8 writing community ( What contributes an effective writing programs

Discuss the components of an effective writing program and why they are important?
1. Important writing program will be writing about personal connections, inventions, and conventions.

How might you rearrange your schedule to create more time for students to write in general and, in particular, for students to write about their personal experiences?
2. I can maybe use their social studies or any other subject and create time for students to write about their persocal experiences. For example, if a student left the country to visit another country the students may want to write on how the experiences that observed in that particular place.

How can you create ways for students to make personal connections in different subject areas through writing?
3.Students can write about whats going on in their own life. Write about what they have interst in. Also students may want to write what country there from and the background of that country that can be use for social students and writing.

How can student work help you decide which conventions to teach?
4. It depends on what the student is strougleling. If a student or a group of students have trouble identifying their pass and future tense the teacher know exactly of what to focused with that student or particular students.

When can you promote student inventions and experimentation with different formats in writing?
5. When the student is familiar with their writing.( not sure about this one)

Student Profile sheet

I have watch Hallie she is in the third grade. Hallie is an ESL student. Theres is no background on her reading level. Hallie was first asked to read a word list on the story "Mouse in a House". In this story Hallie's concepts questions was a 65 percent. Her number correct of explicit was 3 and number of correct implicit was 1 and total of 4. In a level one Hallies is reading at a Instructional level. Hollie then was giving a story at a second level. Her story was "Whales and Fish". Hallies concept questions scores a percentange of 22. Her miscues led her to be at a level of Frustration. I belive that hollie would need to work with her teacher and her ESL teacher and also she would have to read on her own time, that way she will be at the correct level.

COCA

I believe that COCA is a great source of assessment. It will help comprehend the information in the text. COCA measures comprehesion strategy, knowledge of imformation in the text, comprehension of graphics in the context of the text and also vocabulary. I would like to use this method of assessment in my future class, because it will help me understand the students more and how well they comprehend the text. There is many more sources of assessment, but COCA really helps teacher understand their students more and i would use it in my future class.

Christopher Myers

I thought that this video clip send a really good message to students and even teacher. The way he explain how he wrote his stories base on his life and like he said everybody has a story to tell, this can relate to students. Most of the students would be motivated to read his books and even write a book or a story themselves. I thought it was a good idea to bring the author to the class because that will be also a motivation to the students. My question is why do you think Christopher Myers interact with the students the way he did and wrote a story with the students?

Creating a home reading program !

I have chosen creating a home reading program. I found this podcast very interested and helpful. I feel that every student should read not only in school but also at home. I feel that this matter is very important because most of the students in a classroom would comprehend any reading assignments without difficulty. For example, myself I am not a reader at all I have difficulties reading any article or books given to me, I feel that’s because growing up I never had a teacher that would motivate me to read in or out of school. Also because I have a mother that doesn’t speak English and never really understood what I was doing in school, so she really wasn’t able to help me and support me on reading any types of books or helping me with any assignment. I feel that an effective teacher needs to motivate the student to read books and communicate with the parents at home, given the parents reading assignments to give to the students when they are at home or even letting the student read a book, newspaper, or even magazines. That would help the student with vocabulary, comprehension, and also the skill that the student would gain from reading.

Response to Intervention

This article was about RTI. This article really talks about how Response to Intervention is use in the classroom. It also breaks down the process in RTI. It shows the different steps of the process. I believe that Response to Intervention is important because it identifies the students with disabilities in an early period of time to the teacher in the classrom.

Week 2 assignment ! Assessment

I found this video very helpful and understandable. In this video what Dr. Paratore was mostly discussing different ways and ideas to assess students in the content of reading. Dr. Paratore and different teachers from the school discuss their ideas on how to assess a student. Also discuss in the video was that students that have struggle with reading are the students that don’t read on their own. Also it discuss that a good teacher is a teacher that assess within the content of daily instructional activities. Teachers assess their students on the work level, comprehension, on the different content the students do level text, and how they read on their own or with a friend or a teacher. Also the teacher discuss the classroom assessment that utilizes multiple measures which is assessment teacher use multiple on nature and context. Also embedded in the instructional context, continuous is when teacher gather information either day by day or week to week data. But Dr. Paratore suggested that if you gather information week by week to those students that have struggles and questions and monthly to those students who don’t have as much of a trouble reading. Dr. Paratore spoke about running records. As the teachers discuss the running records they made me have a better understanding of what it actually is. When I was observing last semester one of my teachers did the running record with me present. Running records assess the student’s fluency, but I do agree with Dr. Paratore and the teachers the running record doesn’t really assess on the student’s comprehension of the story. From this video I learn how different teacher share their different ways to assess their students and try to find the best way to help their students in the classroom.

Week 2

• What is your experience in terms of working or friends with people from diverse cultural and linguistic backgrounds?
My experience in terms of working with people from a diverse cultural and linguistic background has been pretty easy. I myself come from a diverse cultural, my first language is Spanish. I came to the United Stated not knowing any English.
• Do you have experience in working with ELLs?
During my field experience last semester I did have a chance to work with a student that didn’t know English and help him on his reading and his writing.
• Do you have experience in teaching ELLs?
I do not have experience in teaching ELLs.
• What is your perception on ELLs in terms of their learning motivation and performance in general and in reading and writing specially?
In my perception on ELLs in terms of their learning motivation and performance in general and in reading and writing I would have many activities with the students that will motivate the students learn how to read and write. I feel as a teacher for a student not to lose focused in you as the teacher you have to be exited and motivated to teach the students, that way the students will be motivated as well. I feel is not always about the textbook and reading from the textbook. You can make a lesson plan using the textbook, but doing activities from it.
• What learning difficulties do ELLs usually encounter in schools?
Some learning difficulties that ELLs students encounter in schools is the fact that students don’t know English and will follow behind in the curriculum taugh by the teacher.
• In your observation, how do classroom teachers resolve ELLs’ learning difficulties and improve their learning motivation? What strategies do they often adopt? Are these strategies effective? Are you familiar with these strategies? Are family and community involved?
In my observations students that are ELLs usually don’t speak and when is time for English ELL student will go to ESL or bilingual. When I was in school I use to the same, I use to go to ESL.
• What intervention strategies would you adopt if you have ELLs in your class? How do you go about teaching the child? How do you go about reaching out to the family and the community?