Week 11: Assignment 2 Literacy Strategy

Out of the seven literacy strategies presented in the article “Seven Literacy Strategies That Work” by Douglas Fisher, Nancy Frey, and Douglas Williams, I chose to focus on the read aloud strategy. Read alouds address many of the topics we are trying to cover as educators when it comes to literacy instruction. When students are read to, they are able to hear what it sounds like to read fluently. In my classroom, I would take this time as an opportunity to model for students how there are inflections in the voice, and how it sounds when a passage or piece is read through without stopping to decode words. Read alouds are a great way to gradually release reading responsibility to students. I can start a read aloud by modeling for students what fluent reading should sound like, while stopping to ask guiding questions to aid in comprehension. Next, I will have the students read along for guided practice, and finally students will read independently. Reading aloud to students is also an excellent way to get them interested in reading. Read alouds can be books that may be a little bit higher than the students reading level, but provide a time for students to make connections to reading and their personal lives. Below I have attached two links to articles on read alouds. I have also included a lesson plan from the web focusing on a read aloud and sequencing for second graders. Thank you :]

Articles: 

http://www.readingrockets.org/article/reading-aloud-build-comprehension

http://www-tc.pbs.org/teacherline/courses/rdla220/docs/fisher.pdf

Read-Aloud Lesson Plan

Title: The Paperboy

Author: Dav Pilkey

Illustrator: Dav Pilkey

Suggested Grade Level: Second Grade

Strategy: Sequencing

Submitted by: Sonya Spikes

School: Carver Elementary School

Planning	This is a short fiction text that provides details to introduce sequencing events of a story using time order words: first, next, and last.
Before Reading: Prepare	The teacher will introduce the title, author, and illustrator of The Paperboy to the students. The teacher will explain to the students that they will be learning a new strategy to retell events of a story in sequential order by using time order words first, next, last. The teacher and students will brainstorm a list of daily events that require sequential order to complete, such as getting ready for school. The teacher will post the list of events on a chart and choose one to model for the students. The teacher will model ordering the steps necessary to complete the event by using the words first, next, and last. The teacher will then begin to read The Paperboy and will encourage the students to listen carefully throughout the story to be able to retell the events of the story in correct sequential order.
During Reading: Guide	The teacher will read the book up to page 5 and will then discuss with the students the first event that occurred in the book.   As the teacher continues to read the remainder of the book, the teacher will stop and have the students retell the events of the plot in sequential order after each new event. The teacher will encourage the students to use time order words first, next, and last. At the end of the book, the teacher will guide the students in retelling the events that occurred in the book using sequential order.
After Reading: Extend	The students will complete a sequencing chart to retell the events of The Paperboy in sequential order using time order words: first, next, and last.
Vocabulary Lesson	There are some interesting words in this book that I think you need to know. I am going to give you a sentence for each word that will help you to get a clearer meaning. garage snapping route pedal growling A garage is a building where cars and trucks are parked. Mrs. Spikes parked her red sports car in the garage. Snapping means making a sudden, sharp sound. A route is a road or other way for traveling. John uses his bicycle to do his paper route every Monday morning. A pedal is a lever or a part that is moved by the foot to run or control something. The pedals on a bicycle make it go. Growling means making a deep harsh rumbling sound in the throat.  The dogs were growling at the cats.

Name: __________________________ Date: __________________

Sequencing Chart

After reading and discussing The Paperboy by Dav Pilkey, use the chart below to record the events of the story in sequential order.

First
Next
Next
Next
Last

Week 10 Assignment #2: ELL strategies recording

Attached you can find a short prezi presentation on ELL strategies I used with a 5th grade struggling reader I worked with during my observations in a mixed abilitiy classroom for 4th-7th graders.

http://screencast-o-matic.com/watch/cDXDYhQcMr

Week 9: Comprehension Lesson Plan

Candidate’s Name: Brandy Blanchard

Grade Level: 1st grade

Title of the lesson: Leo Lionni and “I Wonder” statements

Length of the lesson: 2 -50 minute ELA blocks

Central focus of the lesson: The central focus of this lesson is to provide students strategies to stop, think, and write about what is happening in a story, and what they think will happen next. Students will make “I wonder” statements to predict upcoming event in the story.

Knowledge of students to inform teaching: Students have already been working on ways to better comprehend a text. The strategy of stopping and making predictions will help students to organize their thoughts and better understand what they have just read, and use that information to figure out what’s next.

Common Core State Standards: CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Support literacy development through language: Key learning task: To work on comprehension, students will predict upcoming events based on what they have already read. Language demands (written): Students will be responsible for recording their “I wonder” statements on a worksheet and in an interactive book. They will also illustrate pictures to go along with their statements. Vocabulary General academic terms: predict Content specific vocabulary: character, setting, plot, conclusions, prediction Sentence Level Sentence structure (complete sentences starting with “I wonder…” Discourse conversation, discussion

Learning objectives: Students will participate in group discussion about characters, setting, and plot. Students will draw conclusions while listening to and reading a story. Students will create “I wonder” statements to make predictions about upcoming events in a story.

Formal and informal assessment: Students will be assessed on their participation in whole group discussion and group conversations. Students will also be assessed on the completion of their “I wonder” worksheet and stapleless book. In their books, I will be looking for statements that are clear and connect to the story, and illustrations that connect to the statements.

Instructional procedure: To start the lesson, the students and I will flip through the story Swimmy by Leo Lionni. As we look through the pictures, I will ask guiding questions to get the students thinking and talking about the story. (ex; What is the setting? Who do you think Swimmy is?). Next, I will read the story to aloud to the students. Throughout the text, I will stop and ask questions to model for students what they should be thinking about to help understand the story (ex; I wonder if swimmy will make friends?). I will jot these questions down on the board as we read, and following the story we will revisit the questions to see how some of the answers we were able to find in the story, and others we can’t be sure about. I will then pass out the“I wonder” worksheet which students will use to make predictions during the read aloud to the story The Biggest House in the World aso by Lionni. While the students listen, I will pause to give them a chance to record I wonder statements on their worksheets. Before finishing the story, I will have students stop and pick one of the statements they have recorded. Students will then draw a picture of what they think will happen next to go along with the “I wonder” statement. After finishing the story, students till go back and see how accurate or different their drawings were compared to the actual outcome. We will continue to discuss how thinking about what is happening during the story can help you decide what will come next. For group work, students will break up into small groups and choose another Lionni story to read. Before reading the story, they will create a group I wonder statement trying to figure out what the story is about based on the title and illustrations. Using a laptop, students will then work on an interactive book as they read the story. When students reach a “bookmark” they will stop and write down an I wonder statement. Afterwards, students will draw a picture of what happened next to see if they were correct in making predictions. Students will have the opportunity to share their stories, what they predicted, and what actually happened. To close the lesson, we will discuss how sometimes you can use the pictures in a story to draw conclusions and make predictions. After reading the story, you can go back and see if you were correct in your predictions.

Instructional resources and materials used: Internet ready computers Stapleless book interactive I wonder worksheet printable Variety of Leo Lionni books (including Swimmy and The Biggest House in the World).

Reflection: Questions to ask following the lesson Did I provide adequate modifications for ELL, struggling, and gifted students? Were students active and engaged throughout the lesson? What other forms of assessment could have been used?

Running Record Link to Mini Lesson and Documents

link to mini lesson : https://docs.google.com/document/d/1ww7RfpvQwwKydgQeMjQXXDqJa76I_DUyBfAQAGkHU2w/edit?usp=sharing

Running Record Form – EDLI635

Student’s Name: TM               Grade: 5 (reading at a 1^st grade level)           Date: 10/26/16

Title: Kit and Rex

Difficulty Level of Text: 1^st Grade

                       

Running Words: 85     Accuracy Rate: 84%       Self Correction Rate: 1:8

                       

Comprehension:

                       

Page #	Text		E	SC		M	S	V
All one passage*	smell Kit is a small cat. Rex is a big dog. They’ll            from.                       dog They have fun. Kit sits in a bag.         turkey                             riss Rex tugs on the bag. Kit runs away. Kit gets in a box. Rex gets in the box too. Kit runs out of the box. Rex looks for Kit.                  from                      arms He cannot find Kit. Rex is very sad.               do              is He sits down. Rex sees Kit in the box.         will                               looks(sc) Rex runs to the box. He licks Kit.                      bike                      love(sc) Kit licks Rex back. Kit and Rex have fun.		1 4 2 0 0 2 3 1 1	1 1		I I	I I	I I I I I I
	Totals:		14	2		2	2	6

Final Running Record Reflection

Brandy Blanchard

EDLI 635 Fall 16

Running Record Reflection

            For my running record assignment, I worked with a fifth grader in a class for students with developmental delays. The student I chose reads at a first-grade level currently. The classroom teacher provided me with this information and suggested I choose a shorter passage for this student. The passage consisted of 85 words and was a short story about a dog and cat.

            One thing I noticed right away about my student is that he had a difficult time with sight words. He would often confuse words that looked similar (ex; bike and back) because he would see letter that he knew and guess at the word. The student did not read fluently and read very slowly. After completing a running record of the student, I found that he only had an accuracy rate of 84% and an error rate of 1:6. For every error that the student made, he only read six words correctly. This told me that the passage was too difficult for the student although that was the suggested level from his teacher. The student also did not self-monitor or correct his reading and was not comprehending what he read.

            For a mini lesson for this student, I designed an activity that would focus on quickly reading sight words and being able to differentiate one word from a similar looking word. I thought it was important to go back to the basics with this student. Before he can work on decoding unknow words, he needs to recognize frequently used words and be able to tell whether or not that word makes sense in a sentence.

            Overall I enjoyed the running record activity. The miscue analysis sheet and equations helped gather so much information on a student in a fairly short amount of time. A running record is definitely something I will be doing in a future classroom to assess and improve student’s fluency and comprehension throughout the school year.