Monday, December 1, 2008
Monday, November 17, 2008
New Visions school on 11/17
In order to schieve the goals: Javier will improve comprehension skills especially in the areas--
1) identifying the main idea of a text. 2) sequencing of events. 3) identifying the actions, motives and emotions of characters. 4) He will invrease reading fluency. We reviewed the story book-Let's Talk About Games because Ms. Abdus-shokur wanted me to let him read fluently so that we continue to read this one. I hope he can improve this skill to become 95% correct rate.
Today's lesson: words with the gh blend
1) gh= f : rough / tough / laugh /cough / enough
2) gh= no sounds = silent :daughter/ caught/ taught/through/ though
3) gh= g: ghost/ ghastly
For example: 1) My daughter had a ghastly cough.
I found one lesson for reading:
1. Aim: What is the main idea?
The main idea tells us what the story is mostly about.
Where can we find clues to help us figure out the main idea??
Look at:
1) the title
2) first sentence
3) last sentence
2. Aim: What new vocabulaey do we need for our story??
1) message--information that is passed on to someone.
2) litter--trash left on the ground.
3) trained--taught a person or animal how to do something.
4) patiently--in a way that shows a person is ablt to wait without
complaining.
5) wise--able to understand important things.
6) eager--full of energy and desire to do something.
3. Skill of the week:
Aim: what is author's purpose?
----- Finding out the author's purpose is as easy as PIE!
Authors write to :
1) persuade( to convince)
2) Inform ( to tell )
3) Entertain ( to make you laugh )
Why do you think the author wrote this story??
4. Strategices: Good Readers use
1) stop and summarize as you read.
2) Adjust your reading rate slow down as needed.
3) Reread to clarify.
1) identifying the main idea of a text. 2) sequencing of events. 3) identifying the actions, motives and emotions of characters. 4) He will invrease reading fluency. We reviewed the story book-Let's Talk About Games because Ms. Abdus-shokur wanted me to let him read fluently so that we continue to read this one. I hope he can improve this skill to become 95% correct rate.
Today's lesson: words with the gh blend
1) gh= f : rough / tough / laugh /cough / enough
2) gh= no sounds = silent :daughter/ caught/ taught/through/ though
3) gh= g: ghost/ ghastly
For example: 1) My daughter had a ghastly cough.
I found one lesson for reading:
1. Aim: What is the main idea?
The main idea tells us what the story is mostly about.
Where can we find clues to help us figure out the main idea??
Look at:
1) the title
2) first sentence
3) last sentence
2. Aim: What new vocabulaey do we need for our story??
1) message--information that is passed on to someone.
2) litter--trash left on the ground.
3) trained--taught a person or animal how to do something.
4) patiently--in a way that shows a person is ablt to wait without
complaining.
5) wise--able to understand important things.
6) eager--full of energy and desire to do something.
3. Skill of the week:
Aim: what is author's purpose?
----- Finding out the author's purpose is as easy as PIE!
Authors write to :
1) persuade( to convince)
2) Inform ( to tell )
3) Entertain ( to make you laugh )
Why do you think the author wrote this story??
4. Strategices: Good Readers use
1) stop and summarize as you read.
2) Adjust your reading rate slow down as needed.
3) Reread to clarify.
Monday, November 10, 2008
New Visions school on 11/10
We finished the book--Let's Talk About Games by Carlos Lopez and I let Javier write down a summary of his thought.This is following:
Soccer. you play soccer in spring wen its Hot.
I like soccer Becus you got to run a lot.
I play soccer at readrill parck.
I won on Sundayand my time won a medull.
Also, I read his homework:
Recess
We play at recess. Boys and grils paly jump rop.
Also w boys play basketball, Grils and boys paly
fres tag. Every budy likes recess.
Spelling check:
1. girls
2. play
3. rope
4. Also
5. freeze
6. Everybody
In class writing:
Aim: Good writers practice their writing
Choose a topic sentence
He chose a topic -- My favorite class is gym and he did a great job about giving strong support ideas such as : My favorite class is gym because I get to play dancdanc rerloshin which he gave
the exactly what the teacher want them to write down. Meanwhile, the teacher told me I need to give time to let he write down whatever he wants without spelling check and words. After that,
I remember this is a skill for brainstorming that is just writing whatever I want to write in the draft first. Then I can check the spelling or words later. By this way the student can find out which sentence supports the main idea and which one is not. In addition, this is the same meaning of Using Response Logs where he can record his initial responses. Don't worry about
spelling, punctuation, and grammar in this wirting; just try to capture as many of ideas as he can.
Besides, I found a lesson on the wall:
Aim: How do we read a new passage?
1. Read the title-- most time it's a due to the main idea. Sometimes the first and last sentences help tell about the main idea,too.
Is it a story or an article??( Remember an article is a non-fiction piece)
2. Adjust your pace--slow down --for non-fiction and topics we are not familiar with.
3. Reread-- areas that are confusing and have a lot of details.
Use context clues to try to figure out new words, sounds it out, does it make sentense in the
sentence??
Think about who, what, when, and where when writing.
Call you tell your friend what happened in this story.
Soccer. you play soccer in spring wen its Hot.
I like soccer Becus you got to run a lot.
I play soccer at readrill parck.
I won on Sundayand my time won a medull.
Also, I read his homework:
Recess
We play at recess. Boys and grils paly jump rop.
Also w boys play basketball, Grils and boys paly
fres tag. Every budy likes recess.
Spelling check:
1. girls
2. play
3. rope
4. Also
5. freeze
6. Everybody
In class writing:
Aim: Good writers practice their writing
Choose a topic sentence
He chose a topic -- My favorite class is gym and he did a great job about giving strong support ideas such as : My favorite class is gym because I get to play dancdanc rerloshin which he gave
the exactly what the teacher want them to write down. Meanwhile, the teacher told me I need to give time to let he write down whatever he wants without spelling check and words. After that,
I remember this is a skill for brainstorming that is just writing whatever I want to write in the draft first. Then I can check the spelling or words later. By this way the student can find out which sentence supports the main idea and which one is not. In addition, this is the same meaning of Using Response Logs where he can record his initial responses. Don't worry about
spelling, punctuation, and grammar in this wirting; just try to capture as many of ideas as he can.
Besides, I found a lesson on the wall:
Aim: How do we read a new passage?
1. Read the title-- most time it's a due to the main idea. Sometimes the first and last sentences help tell about the main idea,too.
Is it a story or an article??( Remember an article is a non-fiction piece)
2. Adjust your pace--slow down --for non-fiction and topics we are not familiar with.
3. Reread-- areas that are confusing and have a lot of details.
Use context clues to try to figure out new words, sounds it out, does it make sentense in the
sentence??
Think about who, what, when, and where when writing.
Call you tell your friend what happened in this story.
Tuesday, November 4, 2008
New Visions school on 11/4
When I entered the classroom, I saw the teacher reminded students somethings on the blackboard : DO NOW
1) Unpack at your table quietly
2) Hand in homework
3) Select your choice for lunch
4) Finish editing sheet in your ELA folder
Also, I found two strategies on the wall:
ELA--focus skill--how did you read a nonfiction selection to gain info?
ELA--focus strategy-- why do you adjust your reading rage for nonfiction?
We taught students for a small group and the topic was "Let's Talk About Games."
First of all, we let kids pictures review so that they can imagine what the story about .
Then, we used the "I wonder Bookmark" sheet in order to make them brainstorm first and help
then write down their thoughts in this sheet. In my opinion, I believe this way can let them remember this story because they need to write down : I wonder..........because.........in which page.
After that procedure, Shran begin to teach five words that we discussed before. There are
five words:
1) dribble--bounce a ball.
2) tackle--football throw a person down while playing football.
3) puck--hockey players hit this with their sticks.
4) pitcher--throws the baseball to the batter.
5) leather--muterial used to make baseball loves.
I found that this story book make them interested in discussing because they love sports . Thus,
when I choose the other book for next time, I will make the connect between the real life and
nonfiction story to inspire their thoughts.
In class, there was a activity for this aim: What do we need to write a paragraph?
1--topic sentense ( it tells the main idea)
3 or more-- detail sentenses ( details and examples about topic)
1--closing sentenses ( it reminds us about the topic)
For example:
My Bunny
1Pogo is so much fun! 1 He likes to hop in the grass and hide. 2 Pogo plays in the straw while
he eats it. 3 He also plays with me when I hold him. 1 Pogo loves to have fun.
The reading teacher gave us some ideas for teaching reading:
1) Find key words.
2) Read all sentenses and choose to skip some sentenses.( write the numbers to put your story in order on the line below)
3) Go back to read main idea.
4) They have read-response notebook so that they can write down the all paragraph.
5) Indeed the space by two fingers
6) Highlight the main idea.
For example:
Aim: Good writers use details that support the main idea.
Main idea: My family gave me a surprise party for my birthday.
Mark an x next to each detail that supports the main idea.
x 1. Next, they decorated with purple and green balloons.
2. I saw monkeys at the zoo.
x 3. Then, I walked in and my friends and family yelled, " Surprise!"
4. I like turtles.
5. Peanut butter and jelly sandwiches are tasty.
x 6. First, I left my house and went to my grandmother's.
x 7. It was the best surprise ever!
x8. We are pizza, ice cream and strawberry shortcake.
Finally, write the numbers to put your story in order on the line below.
6-1-3-8-7
1) Unpack at your table quietly
2) Hand in homework
3) Select your choice for lunch
4) Finish editing sheet in your ELA folder
Also, I found two strategies on the wall:
ELA--focus skill--how did you read a nonfiction selection to gain info?
ELA--focus strategy-- why do you adjust your reading rage for nonfiction?
We taught students for a small group and the topic was "Let's Talk About Games."
First of all, we let kids pictures review so that they can imagine what the story about .
Then, we used the "I wonder Bookmark" sheet in order to make them brainstorm first and help
then write down their thoughts in this sheet. In my opinion, I believe this way can let them remember this story because they need to write down : I wonder..........because.........in which page.
After that procedure, Shran begin to teach five words that we discussed before. There are
five words:
1) dribble--bounce a ball.
2) tackle--football throw a person down while playing football.
3) puck--hockey players hit this with their sticks.
4) pitcher--throws the baseball to the batter.
5) leather--muterial used to make baseball loves.
I found that this story book make them interested in discussing because they love sports . Thus,
when I choose the other book for next time, I will make the connect between the real life and
nonfiction story to inspire their thoughts.
In class, there was a activity for this aim: What do we need to write a paragraph?
1--topic sentense ( it tells the main idea)
3 or more-- detail sentenses ( details and examples about topic)
1--closing sentenses ( it reminds us about the topic)
For example:
My Bunny
1Pogo is so much fun! 1 He likes to hop in the grass and hide. 2 Pogo plays in the straw while
he eats it. 3 He also plays with me when I hold him. 1 Pogo loves to have fun.
The reading teacher gave us some ideas for teaching reading:
1) Find key words.
2) Read all sentenses and choose to skip some sentenses.( write the numbers to put your story in order on the line below)
3) Go back to read main idea.
4) They have read-response notebook so that they can write down the all paragraph.
5) Indeed the space by two fingers
6) Highlight the main idea.
For example:
Aim: Good writers use details that support the main idea.
Main idea: My family gave me a surprise party for my birthday.
Mark an x next to each detail that supports the main idea.
x 1. Next, they decorated with purple and green balloons.
2. I saw monkeys at the zoo.
x 3. Then, I walked in and my friends and family yelled, " Surprise!"
4. I like turtles.
5. Peanut butter and jelly sandwiches are tasty.
x 6. First, I left my house and went to my grandmother's.
x 7. It was the best surprise ever!
x8. We are pizza, ice cream and strawberry shortcake.
Finally, write the numbers to put your story in order on the line below.
6-1-3-8-7
Monday, October 27, 2008
New Visions school on 10/27
I read the book-The Fat Cat Sat on he Mat with Javier today. The book is talked about these:
1.When Wilma the witch leaves her pet rat and her fat cat home alone, it's a recipe for trouble. First the fat cat sits on the rat's mat. So the rat gets his bat and his hat. Can they get the cat off the mat? Or do they need Wilma to settle that? Level 1 can read this book with many silly rhymes.
2.Rat tries to get the fat cat off the mat and back to his usual resting place in the vat.
3.When Wilma the witch goes out for the day, she leaves her pets, a fat cat and a rat, home alone. No sooner is Wilma out the door than the fat cat starts making trouble--he sits on the rat's mat and refuses to move. Will the rat and his friends, a bat and a hat, be able to get the fat cat off the mat?
This time I focus on the words and spelling first such as : picked, stretched, and licked and so on. Also, I asked the meaning of the words to make sure he understood the words in the story.Then, I used the storybook's illustrations to let him imagine the story book. In order to make him remember some words, I used knowledge of the specific events in the story to help hem recall the wording of the story so that he could memorize the words when he saw the pictures of the book.But we don't have enough time today so that we read the story just for one time.
Later , the teacher
divided the all classroom to many groups that there are four or five students in each group.
The lesson plan for today is : Capitalize ''I " and the first word in a sentence. The teacher gave some
examples as following:
1) Channell was In school today
2) Channell and i are going to lunch.
3) my mother and i went to the game.
In the reading group, the teacher picked up eight words and taught the defining of words too. Besides, she used each word to make the sentences that students can make the pictures in their
head so that they can memorize how to use the word instead of only spelling.For example, the word"ancient'' means very old , the word"host" means one who provides the place for an event
and the word" ceremonies" means acts that are performed. The students made sentences on their own and discussed together.
After the lesson , the teacher gave us some suggestions about what can we do for next week .
I got the ELA book: Let's Talk about games. We might teach together in a small reading group next time.
1.When Wilma the witch leaves her pet rat and her fat cat home alone, it's a recipe for trouble. First the fat cat sits on the rat's mat. So the rat gets his bat and his hat. Can they get the cat off the mat? Or do they need Wilma to settle that? Level 1 can read this book with many silly rhymes.
2.Rat tries to get the fat cat off the mat and back to his usual resting place in the vat.
3.When Wilma the witch goes out for the day, she leaves her pets, a fat cat and a rat, home alone. No sooner is Wilma out the door than the fat cat starts making trouble--he sits on the rat's mat and refuses to move. Will the rat and his friends, a bat and a hat, be able to get the fat cat off the mat?
This time I focus on the words and spelling first such as : picked, stretched, and licked and so on. Also, I asked the meaning of the words to make sure he understood the words in the story.Then, I used the storybook's illustrations to let him imagine the story book. In order to make him remember some words, I used knowledge of the specific events in the story to help hem recall the wording of the story so that he could memorize the words when he saw the pictures of the book.But we don't have enough time today so that we read the story just for one time.
Later , the teacher
divided the all classroom to many groups that there are four or five students in each group.
The lesson plan for today is : Capitalize ''I " and the first word in a sentence. The teacher gave some
examples as following:
1) Channell was In school today
2) Channell and i are going to lunch.
3) my mother and i went to the game.
In the reading group, the teacher picked up eight words and taught the defining of words too. Besides, she used each word to make the sentences that students can make the pictures in their
head so that they can memorize how to use the word instead of only spelling.For example, the word"ancient'' means very old , the word"host" means one who provides the place for an event
and the word" ceremonies" means acts that are performed. The students made sentences on their own and discussed together.
After the lesson , the teacher gave us some suggestions about what can we do for next week .
I got the ELA book: Let's Talk about games. We might teach together in a small reading group next time.
Monday, October 20, 2008
New Visions school on 10/20
I observe the 3rd grade classroom in New Visions school today .The class leaders are Hersson and Rose-Lor.
At beginning, when we were waiting the teacher who was checking the homework for each of student in the classroom, I found the teacher had written the homework for 10/20/2008 : One is ELA-spelling and vocabulary and the other is Math-page 39.
Later, I worked with a child whose name is Javier and also he is a hard worker. The teacher told us that he had some challenges to the sounds such as middle or final sounds and spelling. Thus, his reading level is 1rd grade or 2 grade.
Then, he chose
a story-book : Arthur writer a story by Mara Brown. This story is about Arthur's teacher, Mr. Ratburn explained the homework.what should a story about ? Arthur asked. There are three
important things as following: 1) Having a beginning , a middle and an end. 2) Use details. 3)
Be creative.Then, Arthur wrote a story about how I got my puppy Pal, but his friend does not like it which is too boring.Besides, he listens to the other friend's suggestion so that he want to write a story about outer space with some scientific research in the library. Also, he put some jokes and added purple corn, blue elephants and shmellafint in his funny story. Finally, he made up a dance to go with elephants. His family said this one is confusing to them even though it is nice.He can not sleep well because the due date is tomorrow. When he talked about his crazy story in front of the classroom , everyone is so spooky and ask is that really happened. In conclusion, the classmates like the first one which is about his pet.
Being an assistant, I found he did not have enough confident to read loud because some words
he just saw the initial clusters for the word. For example, " don't " and " doesn't." Also, he has spanish background so that some of the sounds that are the same in both languages have different spellings. In addition, spanish does not have a final silent ''e" that marks vowels as being long. Spanish studetns seeing the word "came" might read it as "cahmay." Such miscues
tell me that the student is applying spanish phonices to English spelling and needs instruction in
English phonics.
In order to attack multisyllabic words, first of all, I will see whether the word has any prefixes
or suffixes, if so, pronounce the prefix, then the suffix, and then the remaining parts of the word.
If the word has no prefix or suffix, start with the begining of the word and divide it into syllables.
At beginning, when we were waiting the teacher who was checking the homework for each of student in the classroom, I found the teacher had written the homework for 10/20/2008 : One is ELA-spelling and vocabulary and the other is Math-page 39.
Later, I worked with a child whose name is Javier and also he is a hard worker. The teacher told us that he had some challenges to the sounds such as middle or final sounds and spelling. Thus, his reading level is 1rd grade or 2 grade.
Then, he chose
a story-book : Arthur writer a story by Mara Brown. This story is about Arthur's teacher, Mr. Ratburn explained the homework.what should a story about ? Arthur asked. There are three
important things as following: 1) Having a beginning , a middle and an end. 2) Use details. 3)
Be creative.Then, Arthur wrote a story about how I got my puppy Pal, but his friend does not like it which is too boring.Besides, he listens to the other friend's suggestion so that he want to write a story about outer space with some scientific research in the library. Also, he put some jokes and added purple corn, blue elephants and shmellafint in his funny story. Finally, he made up a dance to go with elephants. His family said this one is confusing to them even though it is nice.He can not sleep well because the due date is tomorrow. When he talked about his crazy story in front of the classroom , everyone is so spooky and ask is that really happened. In conclusion, the classmates like the first one which is about his pet.
Being an assistant, I found he did not have enough confident to read loud because some words
he just saw the initial clusters for the word. For example, " don't " and " doesn't." Also, he has spanish background so that some of the sounds that are the same in both languages have different spellings. In addition, spanish does not have a final silent ''e" that marks vowels as being long. Spanish studetns seeing the word "came" might read it as "cahmay." Such miscues
tell me that the student is applying spanish phonices to English spelling and needs instruction in
English phonics.
In order to attack multisyllabic words, first of all, I will see whether the word has any prefixes
or suffixes, if so, pronounce the prefix, then the suffix, and then the remaining parts of the word.
If the word has no prefix or suffix, start with the begining of the word and divide it into syllables.
Monday, October 13, 2008
The reflection of Module 5 – Informal classroom-based assessment
In this ariticle , there are five assessment to help children to read . First one is Letter/Sound Recognition Assessment, Students should be able to recognize the letters in both uppercase and lowercase forms. Second one is Concepts of print include an understanding that: print carries meaning, that books contain letters, words, sentences, and spaces. It also includes understanding what books are used for, and that books have parts such as a front cover, back cover and a spine.
The third one is -Phonological Awareness Assessment: Children can show you they have phonological awareness in several ways. It is necessary as the classroom teacher to determine strengths and weaknesses to plan instruction. The forth one is --Reading comprehension assessments are the most common type of published reading test that is available. And the most typical type of reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child's age or grade, and then asking explicit, detailed questions about the content of the text. The final one is --Oral Reading Accuracy Assessment
that provides a measure of a student's oral reading accuracy by giving teachers insight into a student's individual reading level. It allows the teacher to listen and record reading behaviors such as the number of errors a student makes, if the student substitutes words, or if the student needs prompting from the teacher.
I think that retelling is the most important part of reading because teacher can make sure
if children understand the reading or not by this skill. After a lot of " input" from the book or
assessment, children need to produce her or his own "output" by their words. Then the teacher
can choose which kind of assessment is suitable for each of student in a small group. Besides, each of student needs to have a portfolio that shows how progress he has improved by the assessment.For example, I am an ESL student too so that I had a portfolio before that is a kind of running record for grammar. Each time, after the teacher marks my wrong sentences, I need to correct the wrong sentences and copy the right one twice. After one semester, I can see my
progress by the grammar portfolio.
The third one is -Phonological Awareness Assessment: Children can show you they have phonological awareness in several ways. It is necessary as the classroom teacher to determine strengths and weaknesses to plan instruction. The forth one is --Reading comprehension assessments are the most common type of published reading test that is available. And the most typical type of reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child's age or grade, and then asking explicit, detailed questions about the content of the text. The final one is --Oral Reading Accuracy Assessment
that provides a measure of a student's oral reading accuracy by giving teachers insight into a student's individual reading level. It allows the teacher to listen and record reading behaviors such as the number of errors a student makes, if the student substitutes words, or if the student needs prompting from the teacher.
I think that retelling is the most important part of reading because teacher can make sure
if children understand the reading or not by this skill. After a lot of " input" from the book or
assessment, children need to produce her or his own "output" by their words. Then the teacher
can choose which kind of assessment is suitable for each of student in a small group. Besides, each of student needs to have a portfolio that shows how progress he has improved by the assessment.For example, I am an ESL student too so that I had a portfolio before that is a kind of running record for grammar. Each time, after the teacher marks my wrong sentences, I need to correct the wrong sentences and copy the right one twice. After one semester, I can see my
progress by the grammar portfolio.
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