The teacher must become proficient as a highly effective teacher to ensure that these children catch up to the average norm. Highly effective teachers not only understand how oral language effects reading and writing, they also understand that children develop language at different rates. Furthermore, these teachers must adapt reading instruction to meet the needs of this diverse population of students. In my classroom I will incorporate structured times, thus allowing children to read every day, and giving ample opportunity for class and individual discussions to help develop oral language. Furthermore, I intend to give my students a wide variety of books that can accommodate their reading levels. For those students just entering school, my instruction will need to be modified to meet their needs, therefore I intend to model language by doing read alouds and read alongs, with quality children’s literature.
Dr. Seuss
"The more that you read, the more things you will know. The more that you learn, the more places you'll go."
— Dr. Seuss (I Can Read with My Eyes Shut)
Sunday, December 5, 2010
Using Reading Programs Effectively
In the school system, teachers, parents, and children often complain about the reading programs. However, it isn't the reading program that is ineffective, it is the way that one uses it. The Reading Program is a guide to be used. It acts as a guide for the teacher, giving tips and advice on when to ask questions, and what topics to cover for preselected texts. Here is a site that I found that helps explain the purpose of Reading Programs, READING PROGRAMS
As for the way the the program is implemented in the classroom, the teacher can elaborate and incorporate many different subjects in the text included in the program. My CT found it important to allow the children the opportunity to read a plethora books related to the topic of the story in the program. He also allowed the children to have many creative activities that the children could participate in. The program can be used by itself alone, or the teacher can elaborate and build off whats given to them. It is all in the eyes of the teacher. I plan on using the program to the best of my ability as well as elaborating on its text to incorporate its ideas into other subject areas.
As for the way the the program is implemented in the classroom, the teacher can elaborate and incorporate many different subjects in the text included in the program. My CT found it important to allow the children the opportunity to read a plethora books related to the topic of the story in the program. He also allowed the children to have many creative activities that the children could participate in. The program can be used by itself alone, or the teacher can elaborate and build off whats given to them. It is all in the eyes of the teacher. I plan on using the program to the best of my ability as well as elaborating on its text to incorporate its ideas into other subject areas.
Parental Involvement
It is highly important that teachers get parents involved in their classroom. Especially when it comes to reading. Parents can come in a read to students with read alouds or just listen to students read. Students love an audience and are eager to read to someone. I recently found an article that studies prove the effects of Parental Involvement, here is a link. The full article can be found Questia Online Library, a trusted online research site.
Parental Involvement At Home and IN the Schools
Parents can also help in the process of reading by reading to their children at home. This allows the students to hear proper reading, and gives them an opportunity build confidence in their own reading. Here is a website that I found that gives tips for successfully implementing reading in the home, Tips for Successfully Implementing Reading
Parental Involvement At Home and IN the Schools
Parents can also help in the process of reading by reading to their children at home. This allows the students to hear proper reading, and gives them an opportunity build confidence in their own reading. Here is a website that I found that gives tips for successfully implementing reading in the home, Tips for Successfully Implementing Reading
Essential Components of Reading Instruction
Highly effective teachers must teach the essential components of reading, using evidence based instructional practices. (2009) Teachers can achieve this by focusing on their curriculum essentials, allowing access to print materials, and through effective instruction. Furthermore, highly effective teachers must model reading and writing for the children. The process of modeling will help emergent readers; an individual who has little or no skills in the task assessed and requires instruction, to learn the skills necessary to succeed. (Reutzel and Cooter, 2009)
As emergent readers begin, they will first need to be taught that there are Concepts of Print. Teachers must first teach these readers that a book has a front and a back, and beginning and end. Then that as a rule, print corresponds to speech, readers read from left to right, and read from the top of the page to the bottom. Furthermore, the reader must understand that print comes in many forms. (Blevins, 2006) As a future teacher, I intend to teach these Concepts of Print by modeling how a book is read, through guided practice, and by using large text so that the students may follow along as I am reading. I plan to assess my students by using a checklist and individually asking students to identify the different parts of the book, as well as where to begin reading, the title, and other established concepts of reading text.
Alphabet Knowledge is another highly critical aspect for emergent readers. As an educator, I intend to teach my students the alphabet by first teaching the names of the letters. In addition to that, I plan to allow my students many opportunities to practice writing letters. Furthermore, I plan to teach my students memory strategies to help children write letters. I can assess my students by implementing the three second rule; which is that if a child does not know the information by that point the student probably does not know it. I also plan on using the Letter Naming Test to assess my students, because without a firm understanding of the alphabet students will fail to become successful readers.
Phonological Awareness is another important factor for the emergent learner to comprehend and is important for speaking and writing correctly. Phonological awareness is defined as a broad term that includes phonemic awareness and can involve things such as syllables, onsets, rimes, words, and rhyming (Armbruster, Lehr, and Osborn, 2008). One idea that I will use is substituting; by substituting letters the students can make new words and build on existing ones. Furthermore, I will incorporate rhyming activities so that the students in the classroom, can hear the sounds, but are creating new words. Finally, I will blend sounds, segment, and delete sounds so the children can build new words to add to their vocabulary. I can assess my students by writing a word on the board and asking them to create new words with similar endings or sounds, either verbally or written.
The third component, that is important to reading success, is Phonemic Awareness. Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words (Armbruster, Lehr, and Osborn, 2008). This aspect is important for emergent readers due to the fact that without this knowledge the child would fail to recognize individual sounds and be able to read words and spell correctly. One way I will teach my students is by using Elkonin boxes, this is a manipulative that allows children to separate sounds by using chips to mark each sound. I will teach a majority of this verbally and by modeling for the students. Furthermore, with the use of instructional aides, such as personal dry erase boards, I will ask students to add or delete phonemes to build new words. This last tool will be one way I can assess my students. In addition to that assessment, I can also make corrections consistently during the day to correct errors.
Another component that is important to the emergent reader is Alphabet Principle. The Alphabetic principle is the knowledge that a specific letter or letter combinations represent each of the speech sounds (Reutzel and Cooter, 2009). For students to progress in reading they must understand that the alphabet letters and the sounds they represent, speech is made up of sounds represented by those letters, and that the spelling of those words remain the same no matter where they are seen. I will teach the children in my classroom by introducing two letters at a time, so that the students can contrast the way each letter is written and how the letter sounds. Furthermore, I will have the alphabet around the classroom on the wall, and in other areas so the children can constantly be reminded. With the use of skilled base worksheets, I can assess my students and their progression. (Reutzel and Cooter, 2009)
According to Armbruster, Lehr, and Osborn (2009), phonics is defined as the understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spellings that represent those sounds. Teaching phonics allows children to learn and use the alphabetic principle, and help them recognize familiar words accurately and automatically. The first thing I will do is to create a word wall in my classroom. On the wall I will place high frequency words and one exemplar word. Each week I will place six new frequency words on the wall, to build the students’ vocabulary and also serve as a reference for the students throughout the year. (Armbruster, Lehr, and Osborn, 2009)
Time must be set aside for proper instruction of phonics. I will begin by setting aside thirty minutes in the day for working with words. During this thirty-minute period I will first begin by introducing the words of the week and explain how each word works. I will segment and sound out the words, so that the children will hear the correct pronunciation. On the second day I will focus my attention on word building. Using magnetic letters and a magnetic board, I will line the letters up at the top and build words with similar patterns, for word manipulation. The third day, we as a class, will work on word sorting, reading, and gluing words into the children’s journals. As a class we will analyze the words and focus on the word in its entirety. On the fourth day, I will work with the children on building and writing high frequency words on personal wipe board and playing word games, to strengthen their accuracy and automaticity. Finally, on the fifth day I will work on word knowledge, I will give the students a test on ten spelling words, five spelling pattern words, five high frequency words, and two dictated sentences for the children. After the assessment, I will go over the test and re-teach if necessary.
Fluency is the ability to read text accurately and quickly according to Armbruster, Lehr, and Osborn (2009). Fluency is important for children due to the bridge it creates between word recognition and comprehension. Furthermore, fluent readers are able to read with expression. In my classroom, I intend to model fluent reading, and allow my children the opportunity and time to practice oral reading. I will also have my students participate in choral reading, reader’s theater, and tape assisted reading. Furthermore, I will have a variety of genres and levels of books allowing children the opportunity to find “just right” books. Finally, in my classroom I will guide children’s reading in small and large group and give them the appropriate feedback. I will be able to assess my students by listening to them read, using timed passages, and using a well defined rubric
1. PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
2. PHONICS—The relationship between written and spoken letters and sounds.
3. READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with
accuracy, and with appropriate rate, expression, and phrasing.
4. VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
5. READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
Must be based on scientifically based research.
Must include classroom-based screening, and instructional and diagnostic
reading assessments.
Should provide ongoing, high-quality professional development focused on
essential elements of reading.
As emergent readers begin, they will first need to be taught that there are Concepts of Print. Teachers must first teach these readers that a book has a front and a back, and beginning and end. Then that as a rule, print corresponds to speech, readers read from left to right, and read from the top of the page to the bottom. Furthermore, the reader must understand that print comes in many forms. (Blevins, 2006) As a future teacher, I intend to teach these Concepts of Print by modeling how a book is read, through guided practice, and by using large text so that the students may follow along as I am reading. I plan to assess my students by using a checklist and individually asking students to identify the different parts of the book, as well as where to begin reading, the title, and other established concepts of reading text.
Alphabet Knowledge is another highly critical aspect for emergent readers. As an educator, I intend to teach my students the alphabet by first teaching the names of the letters. In addition to that, I plan to allow my students many opportunities to practice writing letters. Furthermore, I plan to teach my students memory strategies to help children write letters. I can assess my students by implementing the three second rule; which is that if a child does not know the information by that point the student probably does not know it. I also plan on using the Letter Naming Test to assess my students, because without a firm understanding of the alphabet students will fail to become successful readers.
Phonological Awareness is another important factor for the emergent learner to comprehend and is important for speaking and writing correctly. Phonological awareness is defined as a broad term that includes phonemic awareness and can involve things such as syllables, onsets, rimes, words, and rhyming (Armbruster, Lehr, and Osborn, 2008). One idea that I will use is substituting; by substituting letters the students can make new words and build on existing ones. Furthermore, I will incorporate rhyming activities so that the students in the classroom, can hear the sounds, but are creating new words. Finally, I will blend sounds, segment, and delete sounds so the children can build new words to add to their vocabulary. I can assess my students by writing a word on the board and asking them to create new words with similar endings or sounds, either verbally or written.
The third component, that is important to reading success, is Phonemic Awareness. Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words (Armbruster, Lehr, and Osborn, 2008). This aspect is important for emergent readers due to the fact that without this knowledge the child would fail to recognize individual sounds and be able to read words and spell correctly. One way I will teach my students is by using Elkonin boxes, this is a manipulative that allows children to separate sounds by using chips to mark each sound. I will teach a majority of this verbally and by modeling for the students. Furthermore, with the use of instructional aides, such as personal dry erase boards, I will ask students to add or delete phonemes to build new words. This last tool will be one way I can assess my students. In addition to that assessment, I can also make corrections consistently during the day to correct errors.
Another component that is important to the emergent reader is Alphabet Principle. The Alphabetic principle is the knowledge that a specific letter or letter combinations represent each of the speech sounds (Reutzel and Cooter, 2009). For students to progress in reading they must understand that the alphabet letters and the sounds they represent, speech is made up of sounds represented by those letters, and that the spelling of those words remain the same no matter where they are seen. I will teach the children in my classroom by introducing two letters at a time, so that the students can contrast the way each letter is written and how the letter sounds. Furthermore, I will have the alphabet around the classroom on the wall, and in other areas so the children can constantly be reminded. With the use of skilled base worksheets, I can assess my students and their progression. (Reutzel and Cooter, 2009)
According to Armbruster, Lehr, and Osborn (2009), phonics is defined as the understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spellings that represent those sounds. Teaching phonics allows children to learn and use the alphabetic principle, and help them recognize familiar words accurately and automatically. The first thing I will do is to create a word wall in my classroom. On the wall I will place high frequency words and one exemplar word. Each week I will place six new frequency words on the wall, to build the students’ vocabulary and also serve as a reference for the students throughout the year. (Armbruster, Lehr, and Osborn, 2009)
Time must be set aside for proper instruction of phonics. I will begin by setting aside thirty minutes in the day for working with words. During this thirty-minute period I will first begin by introducing the words of the week and explain how each word works. I will segment and sound out the words, so that the children will hear the correct pronunciation. On the second day I will focus my attention on word building. Using magnetic letters and a magnetic board, I will line the letters up at the top and build words with similar patterns, for word manipulation. The third day, we as a class, will work on word sorting, reading, and gluing words into the children’s journals. As a class we will analyze the words and focus on the word in its entirety. On the fourth day, I will work with the children on building and writing high frequency words on personal wipe board and playing word games, to strengthen their accuracy and automaticity. Finally, on the fifth day I will work on word knowledge, I will give the students a test on ten spelling words, five spelling pattern words, five high frequency words, and two dictated sentences for the children. After the assessment, I will go over the test and re-teach if necessary.
Fluency is the ability to read text accurately and quickly according to Armbruster, Lehr, and Osborn (2009). Fluency is important for children due to the bridge it creates between word recognition and comprehension. Furthermore, fluent readers are able to read with expression. In my classroom, I intend to model fluent reading, and allow my children the opportunity and time to practice oral reading. I will also have my students participate in choral reading, reader’s theater, and tape assisted reading. Furthermore, I will have a variety of genres and levels of books allowing children the opportunity to find “just right” books. Finally, in my classroom I will guide children’s reading in small and large group and give them the appropriate feedback. I will be able to assess my students by listening to them read, using timed passages, and using a well defined rubric
1. PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
2. PHONICS—The relationship between written and spoken letters and sounds.
3. READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with
accuracy, and with appropriate rate, expression, and phrasing.
4. VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
5. READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
Must be based on scientifically based research.
Must include classroom-based screening, and instructional and diagnostic
reading assessments.
Should provide ongoing, high-quality professional development focused on
essential elements of reading.
Assessments
Assessment, according to Reutzel and Cooter (2009), refers to the observations, record keeping, and ongoing performance test that a teacher uses to gather information about each student’s reading progress. The reason I will assess is to inform my teaching, to find out what my students can and cannot do, to communicate student progress, and evaluate my teaching strategies. These assessments further allow the children to gain the knowledge of becoming better readers. (Reutzel and Cooter, 2009)
Reutzel, R.D. and Cooter, R.B., Jr. (2009). The essentials of teaching children to read:
the teacher makes the difference (2nd ed.). Boston: Pearson
This semester, I was assigned to tutor a student that had been struggling in the subject of reading. I began my assignment by talking with my cooperating teacher in order to find the student with the most needs. After discussing several students with the teacher we determined that my student would be Jonathon.
I began my intervention by asking the teacher specific questions as to where Jonathon was currently at in his reading ability. The teacher told me that he was further behind than any of the other students, but could not determine the cause. I decided that it would not be best to just begin asking questions, so I introduced myself, and told Jonathon about myself, including my lies and dislikes. I was hoping that this conversation would form a bond with the child so a mutual trust could be formed. I decided to interview Jonathon, after our initial conversation, to find out as much as possible that I could about him. I began with an interest inventory, asking him what he was most interested in, the types of books he likes to read, and what he liked to do in his spare time. He answered honestly and this gave me a great starting point on where to begin.
I started out as if I knew nothing about Jonathon’s reading ability. Therefore, I decided to give the QRI III Assessment. Jonathon ability to read words above grade level was astounding. He was able to go up to the seventh grade level before I stopped him. Since his reading ability was so high, I began by giving Jonathon a narrative story to read from the fifth grade. He read the words perfectly but could not comprehend what he was reading. Therefore, I worked my way down until he could read and answer the questions proficiently. At this point, I concluded that Jonathon’s reading level was third grade.
Before I was able to pull Jonathon up to grade level, I had to come up with a plan for instruction. I began by writing my ideas that I have learned in school and in the classroom. I wanted to work with Jonathon on making predictions, mental images, recognizing main ideas, and organization. With my plan complete, I began to work with Jonathon on a bi-weekly basis. Each day, I would work on the previously mentioned strategies in order to help him succeed. Since Jonathon could read almost anything I put in front of him I knew that my goal was to work on comprehension. Each day I worked with him, he seemed willing to cooperate and learn. He wanted to succeed and pull up his reading level.
After many hours and days of working with Jonathon, I decided to give him another informal assessment. I decided to have him read another passage, and answer specific questions based on the text. He improved from the previous assessment, but still had trouble picking up on some of the easier questions. At this point I felt that it was important to work with Jonathon on his visualization of the text. I felt that if he created good mental images in his head then he would have an easier time comprehending. Therefore, for the next few weeks I worked with Jonathon on his mental images, as well as other comprehension strategies. Furthermore, I felt that if I accompanied him to the library then we may be able to find just right books, and some that would be easier for him to visualize.
Therefore, throughout the following weeks, we worked together on many strategies. Specifically on the mental images, main ideas, and supporting ideas. We would read stories together and I would ask questions that allowed him to pick out supporting details. I would also have him describe the mental images he perceived while reading. He would describe everything he saw in his head and we would compare those things with what I mentally saw as he read. I feel that him knowing what I saw might help him pick out the points to mentally see.
As the semester was coming to a close, I felt that Jonathon was ready for his final assessment. I decided it would be best to give the QRI III again. We discussed all that we had worked with all semester before the test. I asked him if he had any questions, and he informed me that he was ready. I began again on his level of fifth grade. I asked a few questions to introduce the text to him, and he read the story perfectly. I took a running record as he ran and determined that he could read with a 97% accuracy, and very few errors. I began asking him the questions included in the test, and he struggled to answer a single on e correct.
At this point I allowed him to finish the test, and asked him to read another story. Unknown to him I had changed from a fifth grade narrative to a fourth grade expository. At this point I reminded him to pause and take a breath at each period or other punctuation mark. Later, I again asked him a few introductory questions, and he was able to answer to the best of his ability. Jonathon began reading the new text. I asked him the questions at the end of the test, and graded his score. Jonathon was successfully able to answer all but two of the questions. This meant that he was at the instructional level.
After going over everything with him, I determined that he had gone up a grade in comprehension. He began at a third grade narrative, and was now at the fourth grade expository. Jonathon had advanced one grade level after the weeks of tutoring. I told him of his advancement and he seemed very happy. I also informed the teacher and we decided that Jonathon might need to have his AR level upgraded to a higher level. I think Jonathon knew he was a struggling reader, and is now able to read some books that his fellow classmates read.
This semester, while working with Jonathon, I understand the importance of working with students to improve their reading ability. In terms of time, I feel that a few minutes out of each day just listening to students, can give the teacher or others an idea of how the student reads. It is important to assess each student to determine where he/she may be struggling. Then even by listening to the student read during class the teacher can suggest and teach the student new strategies to use, without causing the student any embarrassment. Unfortunately however, I understand that in some cases the student may need to be pulled and have some one on one time, where the teacher can focus his/her attention on creating a trusting environment where the child feels comfortable enough to ask questions and make mistakes without stress. I have learned that there is no reason that time cannot be taken out of the day to see where students need help. I have also learned that it does not take long for the student to be pulled up to the level that he/she needs to be on. Jonathon was able to advance one grade level with only a semester of work, I can only imagine what his level will be at the end of the year.
Reutzel, R.D. and Cooter, R.B., Jr. (2009). The essentials of teaching children to read:
the teacher makes the difference (2nd ed.). Boston: Pearson
This semester, I was assigned to tutor a student that had been struggling in the subject of reading. I began my assignment by talking with my cooperating teacher in order to find the student with the most needs. After discussing several students with the teacher we determined that my student would be Jonathon.
I began my intervention by asking the teacher specific questions as to where Jonathon was currently at in his reading ability. The teacher told me that he was further behind than any of the other students, but could not determine the cause. I decided that it would not be best to just begin asking questions, so I introduced myself, and told Jonathon about myself, including my lies and dislikes. I was hoping that this conversation would form a bond with the child so a mutual trust could be formed. I decided to interview Jonathon, after our initial conversation, to find out as much as possible that I could about him. I began with an interest inventory, asking him what he was most interested in, the types of books he likes to read, and what he liked to do in his spare time. He answered honestly and this gave me a great starting point on where to begin.
I started out as if I knew nothing about Jonathon’s reading ability. Therefore, I decided to give the QRI III Assessment. Jonathon ability to read words above grade level was astounding. He was able to go up to the seventh grade level before I stopped him. Since his reading ability was so high, I began by giving Jonathon a narrative story to read from the fifth grade. He read the words perfectly but could not comprehend what he was reading. Therefore, I worked my way down until he could read and answer the questions proficiently. At this point, I concluded that Jonathon’s reading level was third grade.
Before I was able to pull Jonathon up to grade level, I had to come up with a plan for instruction. I began by writing my ideas that I have learned in school and in the classroom. I wanted to work with Jonathon on making predictions, mental images, recognizing main ideas, and organization. With my plan complete, I began to work with Jonathon on a bi-weekly basis. Each day, I would work on the previously mentioned strategies in order to help him succeed. Since Jonathon could read almost anything I put in front of him I knew that my goal was to work on comprehension. Each day I worked with him, he seemed willing to cooperate and learn. He wanted to succeed and pull up his reading level.
After many hours and days of working with Jonathon, I decided to give him another informal assessment. I decided to have him read another passage, and answer specific questions based on the text. He improved from the previous assessment, but still had trouble picking up on some of the easier questions. At this point I felt that it was important to work with Jonathon on his visualization of the text. I felt that if he created good mental images in his head then he would have an easier time comprehending. Therefore, for the next few weeks I worked with Jonathon on his mental images, as well as other comprehension strategies. Furthermore, I felt that if I accompanied him to the library then we may be able to find just right books, and some that would be easier for him to visualize.
Therefore, throughout the following weeks, we worked together on many strategies. Specifically on the mental images, main ideas, and supporting ideas. We would read stories together and I would ask questions that allowed him to pick out supporting details. I would also have him describe the mental images he perceived while reading. He would describe everything he saw in his head and we would compare those things with what I mentally saw as he read. I feel that him knowing what I saw might help him pick out the points to mentally see.
As the semester was coming to a close, I felt that Jonathon was ready for his final assessment. I decided it would be best to give the QRI III again. We discussed all that we had worked with all semester before the test. I asked him if he had any questions, and he informed me that he was ready. I began again on his level of fifth grade. I asked a few questions to introduce the text to him, and he read the story perfectly. I took a running record as he ran and determined that he could read with a 97% accuracy, and very few errors. I began asking him the questions included in the test, and he struggled to answer a single on e correct.
At this point I allowed him to finish the test, and asked him to read another story. Unknown to him I had changed from a fifth grade narrative to a fourth grade expository. At this point I reminded him to pause and take a breath at each period or other punctuation mark. Later, I again asked him a few introductory questions, and he was able to answer to the best of his ability. Jonathon began reading the new text. I asked him the questions at the end of the test, and graded his score. Jonathon was successfully able to answer all but two of the questions. This meant that he was at the instructional level.
After going over everything with him, I determined that he had gone up a grade in comprehension. He began at a third grade narrative, and was now at the fourth grade expository. Jonathon had advanced one grade level after the weeks of tutoring. I told him of his advancement and he seemed very happy. I also informed the teacher and we decided that Jonathon might need to have his AR level upgraded to a higher level. I think Jonathon knew he was a struggling reader, and is now able to read some books that his fellow classmates read.
This semester, while working with Jonathon, I understand the importance of working with students to improve their reading ability. In terms of time, I feel that a few minutes out of each day just listening to students, can give the teacher or others an idea of how the student reads. It is important to assess each student to determine where he/she may be struggling. Then even by listening to the student read during class the teacher can suggest and teach the student new strategies to use, without causing the student any embarrassment. Unfortunately however, I understand that in some cases the student may need to be pulled and have some one on one time, where the teacher can focus his/her attention on creating a trusting environment where the child feels comfortable enough to ask questions and make mistakes without stress. I have learned that there is no reason that time cannot be taken out of the day to see where students need help. I have also learned that it does not take long for the student to be pulled up to the level that he/she needs to be on. Jonathon was able to advance one grade level with only a semester of work, I can only imagine what his level will be at the end of the year.
Friday, December 3, 2010
Independent Reading
While working throughout the semester I have found that the children really do enjoy reading. It has taken a while and a lot of work from my CT and myself, but finding just right books has made a difference. The teacher and I question each student about what he or she likes and we encouraged them to find books, or we found some, for the children to read. I have noticed that as the semester progressed the children read without being told. They enjoy it. It is important to talk to the students and find out their interests in order to help the student become an avid reader. Here is a picture I took of one of the students enjoying reading, and he didn't even know I was there because he was so engrossed.
Inetgrating other subjects into Reading
One way that we incorporated reading into other subjects, was through the use of newspapers during social studies. We worked with the children reading different portions of the papers. Furthermore, we would ask the students to recognize main ideas, facts and opinions, and sequencing. I was able to incorporate sequencing using my social studies lesson. I had the students create a sequenced movie strip in order to tell an explorer's journey. In addition to that particular lesson, we allow the children to further investigate information found in the newspapers with trips to the library, in order to find other relevant books on the specific topic. Here is a picture of me helping students read their paper, as well as a picture of an example of my movie strip lesson.
My Award Winning Students
After the quarter was over, Castlen held a special presentation for students who had achieved multiple awards during the first quarter. As you can see, almost everyone of our students were presented with a award certificate for multiple things. Some examples of their awards are for Reading and A or A/B Honor roll.
Math Homework and Practice
While working with many different children as well as my tutoring student, I realized the importance of completing one's homework. The children need to practice the skills done during the week so they will be prepared for the test. Homework not only allows the children to practice, it gives them an opportunity to clear up any confusion. We assigned math homework about every other day in order for the students to get plenty of practice.
Teaching Math
I spent many days working with the students on math. I was allowed to teach many different things. Here are some pictures of me teaching Math. I worked on multiplying fractions for several days.
Math Student that I tutored
Student: Tanner
He is a fifth grader, and is ten years old. Tanner told me that math was not his favorite subject and that he was not interested in doing it. That information threw me off in my questioning and so I asked some of the other questions that may interest him. He likes video games, and wants to be a forensic scientist. After he informed me of that, I did mention that math was a huge part of that profession and that he needed to become aware before he entered that field. When he is not in school or working on homework he plays on Facebook and the game Farmville. He likes doing math but it is not his favorite subject. His favorite television shows are the shows such as Criminal Minds and the CSIs. When I asked him what else he likes to do, he told me that he likes to watch TV and likes to play with friends and family.
Math Concept: Multiplication
The concept that Tanner struggled with the most was his multiplication tables. I began working with him at the beginning of the semester. He was struggling with the concept of multiplying. I began by quizzing him, by randomly walking up to him and asking him a problem. I also work on the different methods of figuring them out, such as partial product, estimation, place values, and the box method (not sure of the technical name). We worked together almost everyday. His understanding has grown, I feel because he memorized his multiplication tables to some degree. However, as we moved on to division, I noticed that Tanner was still having trouble. While I watched him work I realized that he new the steps to division, but he still makes mistakes doing the multiplication. I would let him finish the problem, and would then ask him to check his work. As he did the multiplication he did was right but he say that the answer was not the same as the division problem. Therefore we would go back and check his work on the division problem. He saw how his one simple mistake got the problem wrong.
Conclusions and Recommendations:
After working with Tanner for the past few weeks, I realized that he is a very eager to learn student. He understands the mechanics of the problems, but still makes mistakes when working with his multiplication. I would recommend that Tanner continue to practice and memorize his multiplication facts. I would also remind him that it is not a race, and to take his time while he worked and think about the problems that he is working on.
I also told Tanner that he must do his homework, although I think there were only two times out of the first two quarters that he had not completed it, I reminded him of how important it was. I also reminded him of his favorite game, Farmville. I told him that he did not have the big farm in the beginning, I told him that he had to work hard to get the stuff he had, and that it took time. I reminded him that multiplication is the same way. One must work hard and constantly to keep up, because more things are beginning to be added, and are becoming more complicated.
Other Areas:
I also worked with Tanner on fractions. He understood the mechanics but it took him a long time to figure out the problems. I assured him that he would be quicker at the problems as soon as he got the hang of it. I would sit there and he would always look up for reassurance, and questioning as if I would give him the answer. I would never give him the answer directly. I would always ask him how his teacher and I had worked with the students on how to check your work. He would look down and check his work and smile every time he got it right.
He is a fifth grader, and is ten years old. Tanner told me that math was not his favorite subject and that he was not interested in doing it. That information threw me off in my questioning and so I asked some of the other questions that may interest him. He likes video games, and wants to be a forensic scientist. After he informed me of that, I did mention that math was a huge part of that profession and that he needed to become aware before he entered that field. When he is not in school or working on homework he plays on Facebook and the game Farmville. He likes doing math but it is not his favorite subject. His favorite television shows are the shows such as Criminal Minds and the CSIs. When I asked him what else he likes to do, he told me that he likes to watch TV and likes to play with friends and family.
Math Concept: Multiplication
The concept that Tanner struggled with the most was his multiplication tables. I began working with him at the beginning of the semester. He was struggling with the concept of multiplying. I began by quizzing him, by randomly walking up to him and asking him a problem. I also work on the different methods of figuring them out, such as partial product, estimation, place values, and the box method (not sure of the technical name). We worked together almost everyday. His understanding has grown, I feel because he memorized his multiplication tables to some degree. However, as we moved on to division, I noticed that Tanner was still having trouble. While I watched him work I realized that he new the steps to division, but he still makes mistakes doing the multiplication. I would let him finish the problem, and would then ask him to check his work. As he did the multiplication he did was right but he say that the answer was not the same as the division problem. Therefore we would go back and check his work on the division problem. He saw how his one simple mistake got the problem wrong.
Conclusions and Recommendations:
After working with Tanner for the past few weeks, I realized that he is a very eager to learn student. He understands the mechanics of the problems, but still makes mistakes when working with his multiplication. I would recommend that Tanner continue to practice and memorize his multiplication facts. I would also remind him that it is not a race, and to take his time while he worked and think about the problems that he is working on.
I also told Tanner that he must do his homework, although I think there were only two times out of the first two quarters that he had not completed it, I reminded him of how important it was. I also reminded him of his favorite game, Farmville. I told him that he did not have the big farm in the beginning, I told him that he had to work hard to get the stuff he had, and that it took time. I reminded him that multiplication is the same way. One must work hard and constantly to keep up, because more things are beginning to be added, and are becoming more complicated.
Other Areas:
I also worked with Tanner on fractions. He understood the mechanics but it took him a long time to figure out the problems. I assured him that he would be quicker at the problems as soon as he got the hang of it. I would sit there and he would always look up for reassurance, and questioning as if I would give him the answer. I would never give him the answer directly. I would always ask him how his teacher and I had worked with the students on how to check your work. He would look down and check his work and smile every time he got it right.
Morning Meetings with Math
Every morning the teacher and I would come up with math problems to put on the board for students to work on as part of their morning work. It was fun watching the children come up with differing answers.
Shared Reading
Reading/Language Arts/ Social Studies
II. Course of Study:
1) Demonstrate reading vocabulary knowledge, including recognition of
multiple-meaning words.
• Identifying word “chunks” or parts
2) Use a range of strategies, including drawing conclusions such as opinions
about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading material in a variety of genres.
• Using prior knowledge and experience to interpret meaning
• Skimming passages to obtain primary message
3) Recognize the use and effect of literacy elements and devices, including
setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats including tables and charts.
• Recognizing use of personification
• Identifying implied purpose
4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
• Using prior knowledge and experience to interpret meaning
• Using self-monitoring for text understanding
III. Concepts:
Personification, Purpose, Accessing Prior Knowledge for Understanding, and
Understanding Word “Chunks”
IV. Behavioral Objectives:
• The student will be able to analyze words and break them down to find meaning of those words in the sentence.
• The student will be able to explain the purpose of the author’s poem.
• The student will be able to compare words used in the text to the personified
object.
V. Evaluation:
Teacher observes student’s participation in oral reading and echoed reading.
Teacher will be able to ask questions with a proper response from students that
have comprehended the poem.
VI. Materials:
• Copy of the poem The New Colossus
• SmartBoard
• Smart Document Camera
• Copies of the poem for students (23)
• Highlighters
VII. Teaching/Learning Procedures:
A. Motivation:
Show pictures of The Statue of Liberty on the Smartboard, and
tell students how most of my family have visited this statue, as well as its relevance to this country and it’s history.
B. Instructional Procedures:
• The teacher will introduce the poem, and begin reading with expression and correct fluency, modeling fluent reading.
• The teacher will read the first two lines of the poem and have the students echo what is being read with accuracy.
• The students will read the poem together with similar expression and accuracy of the teacher.
• The teacher will go through the poem as the students read aloud and underline words that have “chunks” in them.
• Once the students have finished reading the teacher will point out underlined words and ask students to break them apart for comprehension.
• Teacher will help students if needed on pronunciation, and root words.
• Teacher will add these words to the word wall for future reference.
• Teacher will then discuss personification (giving human characteristics to nonliving things).
• Teacher will ask students to see if they can skim the poem and recognize the object that is being personified.
• Once the object is recognized (Statue of Liberty), the teacher will ask students to point out the different ways that the author used to personify The Statue of Liberty. Discuss other ways that we personify objects: fish (darts through the water like an Olympic swimmer), tree (dance in the wind, sway)
• The teacher will ask students to use prior knowledge, based on the passage, The Passage to Freedom, in Reading Street, that discusses immigrants and their struggles and passage into the new land.
• The teacher will ask students if they think the author is trying to persuade, explain, or describe The Statue of Liberty. Responses will vary based on the student’s comprehension. Some will say that it was describe the statue, others will state that the author was trying to persuade new immigrants to come to America, others may state that the author is trying to explain the process. Each answer will vary and can be relevant, if the student explains his/her reasoning.
C. Closure:
The teacher will reiterate the important symbolism of The Statue of Liberty, and how Americans and immigrants view The Statue of Liberty. Furthermore, the teacher and students will reread the poem, and the teacher will allow students to keep a copy of the poem for future reference.
D. Relevance:
The students must understand what The Statue of Liberty stands for, rights and freedoms granted in the United States and how many immigrants and others across the world recognize its symbolism.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
• Early Finishers: Whole group instruction, no early finishers.
• Enrichment: Read selected books previously selected by teacher on the Statue of Liberty for further knowledge and understanding.
• Remediation: Discuss “chunk” words in small group, and work on personification assigning human characteristics to different objects.
IX. Personal Reflection:
This lesson could have gone better than I expected. I had everything I needed, I feel that the children were not grasping the point of personification. I can not really tell if it was because the poem was to difficult or that my explanations were not very good. Toward the end they were beginning to understand, I had to change my examples from the poem to everyday things, such as trees dancing in the wind, and rocks standing sturdy like a soldier. They did however do well on the reading. They repeated the phrases after me, and the children even did well on some of the larger words. I do feel that I could use this again in the classroom, but next time I may find a poem more suitable to the age group. I do feel that the children did well on the reading, but the inclusion of the other elements of the lesson may need to be left off next time, or at least kept to a minimum.
I also included the use of pronouns in my lesson per the request of the teacher. I asked the students to point out the different pronouns, and circled them as the children said them, as seen in the picture below.
II. Course of Study:
1) Demonstrate reading vocabulary knowledge, including recognition of
multiple-meaning words.
• Identifying word “chunks” or parts
2) Use a range of strategies, including drawing conclusions such as opinions
about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading material in a variety of genres.
• Using prior knowledge and experience to interpret meaning
• Skimming passages to obtain primary message
3) Recognize the use and effect of literacy elements and devices, including
setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats including tables and charts.
• Recognizing use of personification
• Identifying implied purpose
4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
• Using prior knowledge and experience to interpret meaning
• Using self-monitoring for text understanding
III. Concepts:
Personification, Purpose, Accessing Prior Knowledge for Understanding, and
Understanding Word “Chunks”
IV. Behavioral Objectives:
• The student will be able to analyze words and break them down to find meaning of those words in the sentence.
• The student will be able to explain the purpose of the author’s poem.
• The student will be able to compare words used in the text to the personified
object.
V. Evaluation:
Teacher observes student’s participation in oral reading and echoed reading.
Teacher will be able to ask questions with a proper response from students that
have comprehended the poem.
VI. Materials:
• Copy of the poem The New Colossus
• SmartBoard
• Smart Document Camera
• Copies of the poem for students (23)
• Highlighters
VII. Teaching/Learning Procedures:
A. Motivation:
Show pictures of The Statue of Liberty on the Smartboard, and
tell students how most of my family have visited this statue, as well as its relevance to this country and it’s history.
B. Instructional Procedures:
• The teacher will introduce the poem, and begin reading with expression and correct fluency, modeling fluent reading.
• The teacher will read the first two lines of the poem and have the students echo what is being read with accuracy.
• The students will read the poem together with similar expression and accuracy of the teacher.
• The teacher will go through the poem as the students read aloud and underline words that have “chunks” in them.
• Once the students have finished reading the teacher will point out underlined words and ask students to break them apart for comprehension.
• Teacher will help students if needed on pronunciation, and root words.
• Teacher will add these words to the word wall for future reference.
• Teacher will then discuss personification (giving human characteristics to nonliving things).
• Teacher will ask students to see if they can skim the poem and recognize the object that is being personified.
• Once the object is recognized (Statue of Liberty), the teacher will ask students to point out the different ways that the author used to personify The Statue of Liberty. Discuss other ways that we personify objects: fish (darts through the water like an Olympic swimmer), tree (dance in the wind, sway)
• The teacher will ask students to use prior knowledge, based on the passage, The Passage to Freedom, in Reading Street, that discusses immigrants and their struggles and passage into the new land.
• The teacher will ask students if they think the author is trying to persuade, explain, or describe The Statue of Liberty. Responses will vary based on the student’s comprehension. Some will say that it was describe the statue, others will state that the author was trying to persuade new immigrants to come to America, others may state that the author is trying to explain the process. Each answer will vary and can be relevant, if the student explains his/her reasoning.
C. Closure:
The teacher will reiterate the important symbolism of The Statue of Liberty, and how Americans and immigrants view The Statue of Liberty. Furthermore, the teacher and students will reread the poem, and the teacher will allow students to keep a copy of the poem for future reference.
D. Relevance:
The students must understand what The Statue of Liberty stands for, rights and freedoms granted in the United States and how many immigrants and others across the world recognize its symbolism.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
• Early Finishers: Whole group instruction, no early finishers.
• Enrichment: Read selected books previously selected by teacher on the Statue of Liberty for further knowledge and understanding.
• Remediation: Discuss “chunk” words in small group, and work on personification assigning human characteristics to different objects.
IX. Personal Reflection:
This lesson could have gone better than I expected. I had everything I needed, I feel that the children were not grasping the point of personification. I can not really tell if it was because the poem was to difficult or that my explanations were not very good. Toward the end they were beginning to understand, I had to change my examples from the poem to everyday things, such as trees dancing in the wind, and rocks standing sturdy like a soldier. They did however do well on the reading. They repeated the phrases after me, and the children even did well on some of the larger words. I do feel that I could use this again in the classroom, but next time I may find a poem more suitable to the age group. I do feel that the children did well on the reading, but the inclusion of the other elements of the lesson may need to be left off next time, or at least kept to a minimum.
I also included the use of pronouns in my lesson per the request of the teacher. I asked the students to point out the different pronouns, and circled them as the children said them, as seen in the picture below.
Guided Reading, Whole/Small Group
Reading Street – Unit 3, Week 2, Day 2
Objectives: List objectives for the entire reading block.
• The student will be able to analyze new words and find meaning of those words in a sentence.
• The student will be able to explain the difference between fact and opinion.
• The student will be able to describe the main idea of the story as well as supporting details.
Evaluation: Tell how you will evaluate each objective.
• Teacher will ask questions after reading a selection from the text, and students will answer specific questions on the terms selected.
• Teacher will evaluate the student based on his/her ability to differentiate fact from opinion, through specific statements spoken by the teacher.
• The students will write a response based on the Reading Street Text’s question of the day.
Materials: List all materials that will be used during the reading block.
• SmartBoard
• Power Point from the website Waltkek, http://classroom.jc-schools.net/waltkek/fifth3.html
• Pencils and Paper
• Writing Journal
• Reading Street Text
• Sentence Strips, for the new vocabulary terms to place on the Word Wall.
• Marker
• Equity Sticks
For the next 2 sections, explain your teaching procedures and/or explain what the students will be doing. Please make sure that you are covering all of the objectives. **Add in at least one additional resource or activity to supplement Reading Street. Please mark the additional resource/activity in bold print.
Whole Group Instruction: Students will interact with the teacher using the SmartBoard to go over the vocabulary from this weeks story, using the website and power point listed in the materials. After the power point activity has been completed, the teacher will go over fact and opinion. The teacher will ask many different questions to determine if the students can differentiate between the two. The teacher will then read the text pausing briefly, asking specific questions based on the main and supporting ideas of the story or passage. The students will be asked to go online and look up more of Da Vinci’s work and describe it in their own words, and if applicable share with the class.
Independent Activities: As I finished the power point and discussed the different topics with the children, I divided them up into their assigned groups and sent them to do their activities. At one center, I allowed the children to go over the power point again, and write the definition of the vocabulary as well as draw a picture of the vocabulary term. In addition to that center, I had one group go to the corner and read the Shared Readers. I asked the children to read these aloud and take turns. Once they were finished reading I asked them to ask each other questions pertaining to the text. In another group, I had the children read AR books and test on them if applicable. Finally in my last group, I had the children work on worksheets, per teacher’s request, on main ideas and supporting details.
Small Group Plans for _Kevin Robertson/ Castlen Elementary________
Group: Tanner H., Matthew T., Austin C., Ashliegh A.
Title of Text: __Searching For Dinosaurs_________
Author: _______Anne Cambal____________ Level:____Yellow______
Strategy/Skill Focus:
• Main Idea
• Supporting Ideas
• Fact and Opinion
• Summarizing
• Context Clues
Vocabulary(Word Work Focus):
Erected, proportion, tidied, foundations, mold, occasion, and workshop
Extension Activity:
I had the students write a KWL chart in their journal. I asked them to write down everything they learned from the reader, what they wanted to know, and what they already knew. I told them to make sure they only wrote down facts, and that I would check to see if they had inserted opinions from the book. If they finished that early I asked the students to write about a time where they saw a dinosaur bone and if they have seen something similar to what Mr. Waterhouse had done, in the present day.
Group: Tanner H., Matthew T., Austin C., and Ashliegh A
Title of Text: __________The Dinosaurs of Waterhouse Hawkins_________________
Author: _______Barbara Kerley________ Level:______Yellow________
Strategy/Skill Focus:
• Context Clues
• Fact and Opinion
• Predictions
Vocabulary(Word Work Focus):
Erected, proportion, tidied, foundations, mold, occasion, and workshop
Extension Activity:
I had the students read selected books (previously selected by the teacher) about dinosaurs. Furthermore, I had the students write as many facts as they could about the dinosaurs they read about in those books. I told them that once they were finished if they would please let me have a look at them so I could verify their facts.
Objectives: List objectives for the entire reading block.
• The student will be able to analyze new words and find meaning of those words in a sentence.
• The student will be able to explain the difference between fact and opinion.
• The student will be able to describe the main idea of the story as well as supporting details.
Evaluation: Tell how you will evaluate each objective.
• Teacher will ask questions after reading a selection from the text, and students will answer specific questions on the terms selected.
• Teacher will evaluate the student based on his/her ability to differentiate fact from opinion, through specific statements spoken by the teacher.
• The students will write a response based on the Reading Street Text’s question of the day.
Materials: List all materials that will be used during the reading block.
• SmartBoard
• Power Point from the website Waltkek, http://classroom.jc-schools.net/waltkek/fifth3.html
• Pencils and Paper
• Writing Journal
• Reading Street Text
• Sentence Strips, for the new vocabulary terms to place on the Word Wall.
• Marker
• Equity Sticks
For the next 2 sections, explain your teaching procedures and/or explain what the students will be doing. Please make sure that you are covering all of the objectives. **Add in at least one additional resource or activity to supplement Reading Street. Please mark the additional resource/activity in bold print.
Whole Group Instruction: Students will interact with the teacher using the SmartBoard to go over the vocabulary from this weeks story, using the website and power point listed in the materials. After the power point activity has been completed, the teacher will go over fact and opinion. The teacher will ask many different questions to determine if the students can differentiate between the two. The teacher will then read the text pausing briefly, asking specific questions based on the main and supporting ideas of the story or passage. The students will be asked to go online and look up more of Da Vinci’s work and describe it in their own words, and if applicable share with the class.
Independent Activities: As I finished the power point and discussed the different topics with the children, I divided them up into their assigned groups and sent them to do their activities. At one center, I allowed the children to go over the power point again, and write the definition of the vocabulary as well as draw a picture of the vocabulary term. In addition to that center, I had one group go to the corner and read the Shared Readers. I asked the children to read these aloud and take turns. Once they were finished reading I asked them to ask each other questions pertaining to the text. In another group, I had the children read AR books and test on them if applicable. Finally in my last group, I had the children work on worksheets, per teacher’s request, on main ideas and supporting details.
Small Group Plans for _Kevin Robertson/ Castlen Elementary________
Group: Tanner H., Matthew T., Austin C., Ashliegh A.
Title of Text: __Searching For Dinosaurs_________
Author: _______Anne Cambal____________ Level:____Yellow______
Strategy/Skill Focus:
• Main Idea
• Supporting Ideas
• Fact and Opinion
• Summarizing
• Context Clues
Vocabulary(Word Work Focus):
Erected, proportion, tidied, foundations, mold, occasion, and workshop
Extension Activity:
I had the students write a KWL chart in their journal. I asked them to write down everything they learned from the reader, what they wanted to know, and what they already knew. I told them to make sure they only wrote down facts, and that I would check to see if they had inserted opinions from the book. If they finished that early I asked the students to write about a time where they saw a dinosaur bone and if they have seen something similar to what Mr. Waterhouse had done, in the present day.
Group: Tanner H., Matthew T., Austin C., and Ashliegh A
Title of Text: __________The Dinosaurs of Waterhouse Hawkins_________________
Author: _______Barbara Kerley________ Level:______Yellow________
Strategy/Skill Focus:
• Context Clues
• Fact and Opinion
• Predictions
Vocabulary(Word Work Focus):
Erected, proportion, tidied, foundations, mold, occasion, and workshop
Extension Activity:
I had the students read selected books (previously selected by the teacher) about dinosaurs. Furthermore, I had the students write as many facts as they could about the dinosaurs they read about in those books. I told them that once they were finished if they would please let me have a look at them so I could verify their facts.
Monday, November 29, 2010
My Position on the Importance of Reading Instruction and Reading
Dr Seuss said, “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” This simple, yet dramatic, statement not only includes encouragement to read, but also promises a successful future for each individual child. Therefore, it is vital that every teacher encourage reading and teach to each child’s needs so they will be successful in life and to society.
Webster’s Dictionary defines reading as the act of reading. However, this definition is simplistic. According to Reutzel and Cooter (2009), the term reading is currently interpreted far more broadly and encompasses the learning of a complex set of skills and knowledge that allows individuals to understand visual and print based information. One cannot ensure a happy, healthy, and productive life, nor will one be able to fully access their rights as an individual if one does not possess the ability to read. This inability to read or being illiterate is a national health risk, and has disastrous and far extending reach on the lives of its citizens. (Reutzel and Cooter, 2009)
Teachers are on the front line in the battle against illiteracy. Competent teachers of effective reading make all the difference in instruction. Research concluded that about fifteen percent of the variation among children in reading achievement at the end of a school year is attributable to factors that related to the skill and effectiveness of the teacher (Reutzel and Cooter, 2009, p.7). Furthermore, research suggests that the influence that comes from teachers promotes more growth academically than any other factor, including the student’s family, neighborhood, or school, regardless of economic status. The teacher’s knowledge and understanding of effective reading instruction, and possess the characteristic that make the greatest difference in whether or not a child will learn to read successfully. (Reutzel and Cooter, 2009)
The first characteristic that every effective teacher must have is the ability of being excellent classroom managers. Classroom management refers to the ability of a teacher to organize, direct, and supervise the classroom environment so that effective student learning is possible. Furthermore, highly effective teachers know how to adapt instruction to meet the needs of learners with specific needs. (Reutzel and Cooter, 2009) In my classroom, I intend to create a classroom that is centered around the students, and ensure that the students are making connections to and are learning from the text. I will also provide different spaces for multiple use and users, supplying materials, with routines and procedures that follow the schedule and reinforce instruction. Furthermore, my students will learn as a class and in small groups allowing me to assess them while managing the student workload and the classroom environment.
To provide that quality instruction to students, teachers must have routines in the course of the day. According to Morrow (2000), these continually reinforced routines allow students to become independent learners. In my classroom, I will ensure that routines are positively enforced so that students are comfortable in their learning environment. One such routine would be that while I am giving one on one instruction or small group instruction students would be reading quietly or working at an appropriate center. Reading centers positively encourage independent learning and social learning, while allowing the teacher time to work with smaller groups or struggling students. (Morrow, 2000)
I plan to have multiple centers in my classroom, and each center will address the needs of both struggling and advanced students, ensuring that each child gains knowledge further propelling them to success. For example, in my first center I will provide an assortment of children’s literature on multiple levels. I will also include technology in one of my centers, allowing students to work on computer programs designed to specifically targeted areas. In addition to those centers, I will provide opportunities for writing in journals, and group activities.
Before routines and centers are established, I must have rules designed for and produced by the classroom. There should be a minimum of three to five positively stated rules, established on the first day, and these rules will be encouraged through rewards and consequences. During the course of the day, I will point to the posted rules to prevent any further misbehavior.
While posted rules may be enough to discourage misbehavior, there will be times when I must interact with parents or guardians. Parents must be involved in my classroom if the child and myself are to be successful. I can accomplish this goal through email, telephone, conferences, and letters to the child’s home. In addition to letters sent home associated with misbehavior, I must send home positive notes and messages as well. Parents rarely get positive letters and this encourages participation from the parent, and thus forming a good partnership with myself.
“Children that live in poverty come to school with twenty million fewer words than other students, “ stated Ruby Payne. (2002) Therefore, the teacher must become proficient as a highly effective teacher to ensure that these children catch up to the average norm. Highly effective teachers not only understand how oral language effects reading and writing, they also understand that children develop language at different rates. Furthermore, these teachers must adapt reading instruction to meet the needs of this diverse population of students. In my classroom I will incorporate structured times, thus allowing children to read every day, and giving ample opportunity for class and individual discussions to help develop oral language. Furthermore, I intend to give my students a wide variety of books that can accommodate their reading levels. For those students just entering school, my instruction will need to be modified to meet their needs, therefore I intend to model language by doing read alouds and read alongs, with quality children’s literature.
All good readers use a minimum of three cueing systems when making sense of text, and these cues are Meaning, Structure, and Visual. Good readers use the cueing system of meaning in order to make sense of the material by combining background knowledge, the definitions of words, and pictures. If a child makes a mistake the teacher must ask the child if the information read makes sense. Syntax refers to the way readers put words together arranging a proper sentence. Teachers must ask the child if the information read, sound right. Finally, the last cueing system that is vital for every good reader visual. Visual Cueing refers to the way letters represent the sounds present, and at the point of miscue teachers must ask if the text read looks right. The highly effective teacher knows that at the point of miscue it is important to ask these questions allowing the student time to correct themselves. (R eutzel and Cooter, 2009)
While correcting themselves, good readers take action in their heads and decide on a strategy to use when reading and using the cueing system. However, not every child knows about these strategies. Therefore, I intend to teach my children some of the following strategies. I would teach my students to look at the pictures for clues, and for them to think about what would make sense to the content. I would also teach my students to put their fingers under tricky words and with their mouths ready, have them sound out the confusing words. Finally, I plan to teach my students to reread parts that are unknown, and ask them to look for parts of the words that they do know, to help them with the text.
Before the instruction of these aforementioned strategies it is important to assess each child. “Highly effective teachers begin reading instruction by first assessing to find out what the students already know and can do.” (Reutzel and Cooter, p. 11) One assessment that accomplishes this goal is the running record. Running records, developed by Marie Clay, allow one to analyze oral reading errors, by noting everything, through shorthand, the students read correctly and incorrectly. This informal assessment, done on a regular lined paper, documents the miscues read by the student. Furthermore, the running records allow the teacher to note what areas the child is struggling and adapts instruction. (Reutzel and Cooter, 2009)
During the beginning of each school year, I intend to use running records on all of my students. This will allow me to see what mistakes my students are using, and determine what strategies each child uses for word solving. I further plan to continually assess each child once a month if not more depending on the child. This assessment is easy to use and allows me to monitor my students’ progress, or where a child needs more attention.
According to Reutzel and Cooter, highly effective teachers must teach the essential components of reading, using evidence based instructional practices. (2009) Teachers can achieve this by focusing on their curriculum essentials, allowing access to print materials, and through effective instruction. Furthermore, highly effective teachers must model reading and writing for the children. The process of modeling will help emergent readers; an individual who has little or no skills in the task assessed and requires instruction, to learn the skills necessary to succeed. (Reutzel and Cooter, 2009)
As emergent readers begin, they will first need to be taught that there are Concepts of Print. Teachers must first teach these readers that a book has a front and a back, and beginning and end. Then that as a rule, print corresponds to speech, readers read from left to right, and read from the top of the page to the bottom. Furthermore, the reader must understand that print comes in many forms. (Blevins, 2006) As a future teacher, I intend to teach these Concepts of Print by modeling how a book is read, through guided practice, and by using large text so that the students may follow along as I am reading. I plan to assess my students by using a checklist and individually asking students to identify the different parts of the book, as well as where to begin reading, the title, and other established concepts of reading text.
Alphabet Knowledge is another highly critical aspect for emergent readers. As an educator, I intend to teach my students the alphabet by first teaching the names of the letters. In addition to that, I plan to allow my students many opportunities to practice writing letters. Furthermore, I plan to teach my students memory strategies to help children write letters. I can assess my students by implementing the three second rule; which is that if a child does not know the information by that point the student probably does not know it. I also plan on using the Letter Naming Test to assess my students, because without a firm understanding of the alphabet students will fail to become successful readers.
Phonological Awareness is another important factor for the emergent learner to comprehend and is important for speaking and writing correctly. Phonological awareness is defined as a broad term that includes phonemic awareness and can involve things such as syllables, onsets, rimes, words, and rhyming (Armbruster, Lehr, and Osborn, 2008). One idea that I will use is substituting; by substituting letters the students can make new words and build on existing ones. Furthermore, I will incorporate rhyming activities so that the students in the classroom, can hear the sounds, but are creating new words. Finally, I will blend sounds, segment, and delete sounds so the children can build new words to add to their vocabulary. I can assess my students by writing a word on the board and asking them to create new words with similar endings or sounds, either verbally or written.
The third component, that is important to reading success, is Phonemic Awareness. Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words (Armbruster, Lehr, and Osborn, 2008). This aspect is important for emergent readers due to the fact that without this knowledge the child would fail to recognize individual sounds and be able to read words and spell correctly. One way I will teach my students is by using Elkonin boxes, this is a manipulative that allows children to separate sounds by using chips to mark each sound. I will teach a majority of this verbally and by modeling for the students. Furthermore, with the use of instructional aides, such as personal dry erase boards, I will ask students to add or delete phonemes to build new words. This last tool will be one way I can assess my students. In addition to that assessment, I can also make corrections consistently during the day to correct errors.
Another component that is important to the emergent reader is Alphabet Principle. The Alphabetic principle is the knowledge that a specific letter or letter combinations represent each of the speech sounds (Reutzel and Cooter, 2009). For students to progress in reading they must understand that the alphabet letters and the sounds they represent, speech is made up of sounds represented by those letters, and that the spelling of those words remain the same no matter where they are seen. I will teach the children in my classroom by introducing two letters at a time, so that the students can contrast the way each letter is written and how the letter sounds. Furthermore, I will have the alphabet around the classroom on the wall, and in other areas so the children can constantly be reminded. With the use of skilled base worksheets, I can assess my students and their progression. (Reutzel and Cooter, 2009)
According to Armbruster, Lehr, and Osborn (2009), phonics is defined as the understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spellings that represent those sounds. Teaching phonics allows children to learn and use the alphabetic principle, and help them recognize familiar words accurately and automatically. The first thing I will do is to create a word wall in my classroom. On the wall I will place high frequency words and one exemplar word. Each week I will place six new frequency words on the wall, to build the students’ vocabulary and also serve as a reference for the students throughout the year. (Armbruster, Lehr, and Osborn, 2009)
Time must be set aside for proper instruction of phonics. I will begin by setting aside thirty minutes in the day for working with words. During this thirty-minute period I will first begin by introducing the words of the week and explain how each word works. I will segment and sound out the words, so that the children will hear the correct pronunciation. On the second day I will focus my attention on word building. Using magnetic letters and a magnetic board, I will line the letters up at the top and build words with similar patterns, for word manipulation. The third day, we as a class, will work on word sorting, reading, and gluing words into the children’s journals. As a class we will analyze the words and focus on the word in its entirety. On the fourth day, I will work with the children on building and writing high frequency words on personal wipe board and playing word games, to strengthen their accuracy and automaticity. Finally, on the fifth day I will work on word knowledge, I will give the students a test on ten spelling words, five spelling pattern words, five high frequency words, and two dictated sentences for the children. After the assessment, I will go over the test and re-teach if necessary.
Fluency is the ability to read text accurately and quickly according to Armbruster, Lehr, and Osborn (2009). Fluency is important for children due to the bridge it creates between word recognition and comprehension. Furthermore, fluent readers are able to read with expression. In my classroom, I intend to model fluent reading, and allow my children the opportunity and time to practice oral reading. I will also have my students participate in choral reading, reader’s theater, and tape assisted reading. Furthermore, I will have a variety of genres and levels of books allowing children the opportunity to find “just right” books. Finally, in my classroom I will guide children’s reading in small and large group and give them the appropriate feedback. I will be able to assess my students by listening to them read, using timed passages, and using a well defined rubric. (Armbruster, Lehr, and Osborn 2009)
Assessment, according to Reutzel and Cooter (2009), refers to the observations, record keeping, and ongoing performance test that a teacher uses to gather information about each student’s reading progress. The reason I will assess is to inform my teaching, to find out what my students can and cannot do, to communicate student progress, and evaluate my teaching strategies. These assessments further allow the children to gain the knowledge of becoming better readers. (Reutzel and Cooter, 2009)
Teachers are on the frontline in the battle over children’s literacy. We are responsible for following the procedures listed above, to give students the knowledge and power to become successful citizens. Without this knowledge students will fail to meet their full potential, thus causing a greater health risk for students and the country. I intend to give my students the knowledge needed for their success, if not, one must remember that we will not be young forever and these are our future doctors, lawyers, and other individuals that will one day help take care of us.
Bibliography
Armbruster, B.B., Lehr, F., &Osborn, J. (2008). Put reading first: The research building
blocks for teaching children to read (3rd ed.). Jessup, MD: NIFL
Blevins, W. (2006). Phonics from A to Z: A practical guide (2nd ed.). New York:
Scholastic
Morrow, L. (1999). The literacy center: Contexts for reading and writing. York,
Maine: Stenhouse
Payne, Ruby K. (2002). Understanding learning, the how, the why, the what.
Highlands, TX: aha! Process, inc.
Reutzel, R.D. and Cooter, R.B., Jr. (2009). The essentials of teaching children to read:
the teacher makes the difference (2nd ed.). Boston: Pearson
Webster’s Dictionary defines reading as the act of reading. However, this definition is simplistic. According to Reutzel and Cooter (2009), the term reading is currently interpreted far more broadly and encompasses the learning of a complex set of skills and knowledge that allows individuals to understand visual and print based information. One cannot ensure a happy, healthy, and productive life, nor will one be able to fully access their rights as an individual if one does not possess the ability to read. This inability to read or being illiterate is a national health risk, and has disastrous and far extending reach on the lives of its citizens. (Reutzel and Cooter, 2009)
Teachers are on the front line in the battle against illiteracy. Competent teachers of effective reading make all the difference in instruction. Research concluded that about fifteen percent of the variation among children in reading achievement at the end of a school year is attributable to factors that related to the skill and effectiveness of the teacher (Reutzel and Cooter, 2009, p.7). Furthermore, research suggests that the influence that comes from teachers promotes more growth academically than any other factor, including the student’s family, neighborhood, or school, regardless of economic status. The teacher’s knowledge and understanding of effective reading instruction, and possess the characteristic that make the greatest difference in whether or not a child will learn to read successfully. (Reutzel and Cooter, 2009)
The first characteristic that every effective teacher must have is the ability of being excellent classroom managers. Classroom management refers to the ability of a teacher to organize, direct, and supervise the classroom environment so that effective student learning is possible. Furthermore, highly effective teachers know how to adapt instruction to meet the needs of learners with specific needs. (Reutzel and Cooter, 2009) In my classroom, I intend to create a classroom that is centered around the students, and ensure that the students are making connections to and are learning from the text. I will also provide different spaces for multiple use and users, supplying materials, with routines and procedures that follow the schedule and reinforce instruction. Furthermore, my students will learn as a class and in small groups allowing me to assess them while managing the student workload and the classroom environment.
To provide that quality instruction to students, teachers must have routines in the course of the day. According to Morrow (2000), these continually reinforced routines allow students to become independent learners. In my classroom, I will ensure that routines are positively enforced so that students are comfortable in their learning environment. One such routine would be that while I am giving one on one instruction or small group instruction students would be reading quietly or working at an appropriate center. Reading centers positively encourage independent learning and social learning, while allowing the teacher time to work with smaller groups or struggling students. (Morrow, 2000)
I plan to have multiple centers in my classroom, and each center will address the needs of both struggling and advanced students, ensuring that each child gains knowledge further propelling them to success. For example, in my first center I will provide an assortment of children’s literature on multiple levels. I will also include technology in one of my centers, allowing students to work on computer programs designed to specifically targeted areas. In addition to those centers, I will provide opportunities for writing in journals, and group activities.
Before routines and centers are established, I must have rules designed for and produced by the classroom. There should be a minimum of three to five positively stated rules, established on the first day, and these rules will be encouraged through rewards and consequences. During the course of the day, I will point to the posted rules to prevent any further misbehavior.
While posted rules may be enough to discourage misbehavior, there will be times when I must interact with parents or guardians. Parents must be involved in my classroom if the child and myself are to be successful. I can accomplish this goal through email, telephone, conferences, and letters to the child’s home. In addition to letters sent home associated with misbehavior, I must send home positive notes and messages as well. Parents rarely get positive letters and this encourages participation from the parent, and thus forming a good partnership with myself.
“Children that live in poverty come to school with twenty million fewer words than other students, “ stated Ruby Payne. (2002) Therefore, the teacher must become proficient as a highly effective teacher to ensure that these children catch up to the average norm. Highly effective teachers not only understand how oral language effects reading and writing, they also understand that children develop language at different rates. Furthermore, these teachers must adapt reading instruction to meet the needs of this diverse population of students. In my classroom I will incorporate structured times, thus allowing children to read every day, and giving ample opportunity for class and individual discussions to help develop oral language. Furthermore, I intend to give my students a wide variety of books that can accommodate their reading levels. For those students just entering school, my instruction will need to be modified to meet their needs, therefore I intend to model language by doing read alouds and read alongs, with quality children’s literature.
All good readers use a minimum of three cueing systems when making sense of text, and these cues are Meaning, Structure, and Visual. Good readers use the cueing system of meaning in order to make sense of the material by combining background knowledge, the definitions of words, and pictures. If a child makes a mistake the teacher must ask the child if the information read makes sense. Syntax refers to the way readers put words together arranging a proper sentence. Teachers must ask the child if the information read, sound right. Finally, the last cueing system that is vital for every good reader visual. Visual Cueing refers to the way letters represent the sounds present, and at the point of miscue teachers must ask if the text read looks right. The highly effective teacher knows that at the point of miscue it is important to ask these questions allowing the student time to correct themselves. (R eutzel and Cooter, 2009)
While correcting themselves, good readers take action in their heads and decide on a strategy to use when reading and using the cueing system. However, not every child knows about these strategies. Therefore, I intend to teach my children some of the following strategies. I would teach my students to look at the pictures for clues, and for them to think about what would make sense to the content. I would also teach my students to put their fingers under tricky words and with their mouths ready, have them sound out the confusing words. Finally, I plan to teach my students to reread parts that are unknown, and ask them to look for parts of the words that they do know, to help them with the text.
Before the instruction of these aforementioned strategies it is important to assess each child. “Highly effective teachers begin reading instruction by first assessing to find out what the students already know and can do.” (Reutzel and Cooter, p. 11) One assessment that accomplishes this goal is the running record. Running records, developed by Marie Clay, allow one to analyze oral reading errors, by noting everything, through shorthand, the students read correctly and incorrectly. This informal assessment, done on a regular lined paper, documents the miscues read by the student. Furthermore, the running records allow the teacher to note what areas the child is struggling and adapts instruction. (Reutzel and Cooter, 2009)
During the beginning of each school year, I intend to use running records on all of my students. This will allow me to see what mistakes my students are using, and determine what strategies each child uses for word solving. I further plan to continually assess each child once a month if not more depending on the child. This assessment is easy to use and allows me to monitor my students’ progress, or where a child needs more attention.
According to Reutzel and Cooter, highly effective teachers must teach the essential components of reading, using evidence based instructional practices. (2009) Teachers can achieve this by focusing on their curriculum essentials, allowing access to print materials, and through effective instruction. Furthermore, highly effective teachers must model reading and writing for the children. The process of modeling will help emergent readers; an individual who has little or no skills in the task assessed and requires instruction, to learn the skills necessary to succeed. (Reutzel and Cooter, 2009)
As emergent readers begin, they will first need to be taught that there are Concepts of Print. Teachers must first teach these readers that a book has a front and a back, and beginning and end. Then that as a rule, print corresponds to speech, readers read from left to right, and read from the top of the page to the bottom. Furthermore, the reader must understand that print comes in many forms. (Blevins, 2006) As a future teacher, I intend to teach these Concepts of Print by modeling how a book is read, through guided practice, and by using large text so that the students may follow along as I am reading. I plan to assess my students by using a checklist and individually asking students to identify the different parts of the book, as well as where to begin reading, the title, and other established concepts of reading text.
Alphabet Knowledge is another highly critical aspect for emergent readers. As an educator, I intend to teach my students the alphabet by first teaching the names of the letters. In addition to that, I plan to allow my students many opportunities to practice writing letters. Furthermore, I plan to teach my students memory strategies to help children write letters. I can assess my students by implementing the three second rule; which is that if a child does not know the information by that point the student probably does not know it. I also plan on using the Letter Naming Test to assess my students, because without a firm understanding of the alphabet students will fail to become successful readers.
Phonological Awareness is another important factor for the emergent learner to comprehend and is important for speaking and writing correctly. Phonological awareness is defined as a broad term that includes phonemic awareness and can involve things such as syllables, onsets, rimes, words, and rhyming (Armbruster, Lehr, and Osborn, 2008). One idea that I will use is substituting; by substituting letters the students can make new words and build on existing ones. Furthermore, I will incorporate rhyming activities so that the students in the classroom, can hear the sounds, but are creating new words. Finally, I will blend sounds, segment, and delete sounds so the children can build new words to add to their vocabulary. I can assess my students by writing a word on the board and asking them to create new words with similar endings or sounds, either verbally or written.
The third component, that is important to reading success, is Phonemic Awareness. Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words (Armbruster, Lehr, and Osborn, 2008). This aspect is important for emergent readers due to the fact that without this knowledge the child would fail to recognize individual sounds and be able to read words and spell correctly. One way I will teach my students is by using Elkonin boxes, this is a manipulative that allows children to separate sounds by using chips to mark each sound. I will teach a majority of this verbally and by modeling for the students. Furthermore, with the use of instructional aides, such as personal dry erase boards, I will ask students to add or delete phonemes to build new words. This last tool will be one way I can assess my students. In addition to that assessment, I can also make corrections consistently during the day to correct errors.
Another component that is important to the emergent reader is Alphabet Principle. The Alphabetic principle is the knowledge that a specific letter or letter combinations represent each of the speech sounds (Reutzel and Cooter, 2009). For students to progress in reading they must understand that the alphabet letters and the sounds they represent, speech is made up of sounds represented by those letters, and that the spelling of those words remain the same no matter where they are seen. I will teach the children in my classroom by introducing two letters at a time, so that the students can contrast the way each letter is written and how the letter sounds. Furthermore, I will have the alphabet around the classroom on the wall, and in other areas so the children can constantly be reminded. With the use of skilled base worksheets, I can assess my students and their progression. (Reutzel and Cooter, 2009)
According to Armbruster, Lehr, and Osborn (2009), phonics is defined as the understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spellings that represent those sounds. Teaching phonics allows children to learn and use the alphabetic principle, and help them recognize familiar words accurately and automatically. The first thing I will do is to create a word wall in my classroom. On the wall I will place high frequency words and one exemplar word. Each week I will place six new frequency words on the wall, to build the students’ vocabulary and also serve as a reference for the students throughout the year. (Armbruster, Lehr, and Osborn, 2009)
Time must be set aside for proper instruction of phonics. I will begin by setting aside thirty minutes in the day for working with words. During this thirty-minute period I will first begin by introducing the words of the week and explain how each word works. I will segment and sound out the words, so that the children will hear the correct pronunciation. On the second day I will focus my attention on word building. Using magnetic letters and a magnetic board, I will line the letters up at the top and build words with similar patterns, for word manipulation. The third day, we as a class, will work on word sorting, reading, and gluing words into the children’s journals. As a class we will analyze the words and focus on the word in its entirety. On the fourth day, I will work with the children on building and writing high frequency words on personal wipe board and playing word games, to strengthen their accuracy and automaticity. Finally, on the fifth day I will work on word knowledge, I will give the students a test on ten spelling words, five spelling pattern words, five high frequency words, and two dictated sentences for the children. After the assessment, I will go over the test and re-teach if necessary.
Fluency is the ability to read text accurately and quickly according to Armbruster, Lehr, and Osborn (2009). Fluency is important for children due to the bridge it creates between word recognition and comprehension. Furthermore, fluent readers are able to read with expression. In my classroom, I intend to model fluent reading, and allow my children the opportunity and time to practice oral reading. I will also have my students participate in choral reading, reader’s theater, and tape assisted reading. Furthermore, I will have a variety of genres and levels of books allowing children the opportunity to find “just right” books. Finally, in my classroom I will guide children’s reading in small and large group and give them the appropriate feedback. I will be able to assess my students by listening to them read, using timed passages, and using a well defined rubric. (Armbruster, Lehr, and Osborn 2009)
Assessment, according to Reutzel and Cooter (2009), refers to the observations, record keeping, and ongoing performance test that a teacher uses to gather information about each student’s reading progress. The reason I will assess is to inform my teaching, to find out what my students can and cannot do, to communicate student progress, and evaluate my teaching strategies. These assessments further allow the children to gain the knowledge of becoming better readers. (Reutzel and Cooter, 2009)
Teachers are on the frontline in the battle over children’s literacy. We are responsible for following the procedures listed above, to give students the knowledge and power to become successful citizens. Without this knowledge students will fail to meet their full potential, thus causing a greater health risk for students and the country. I intend to give my students the knowledge needed for their success, if not, one must remember that we will not be young forever and these are our future doctors, lawyers, and other individuals that will one day help take care of us.
Bibliography
Armbruster, B.B., Lehr, F., &Osborn, J. (2008). Put reading first: The research building
blocks for teaching children to read (3rd ed.). Jessup, MD: NIFL
Blevins, W. (2006). Phonics from A to Z: A practical guide (2nd ed.). New York:
Scholastic
Morrow, L. (1999). The literacy center: Contexts for reading and writing. York,
Maine: Stenhouse
Payne, Ruby K. (2002). Understanding learning, the how, the why, the what.
Highlands, TX: aha! Process, inc.
Reutzel, R.D. and Cooter, R.B., Jr. (2009). The essentials of teaching children to read:
the teacher makes the difference (2nd ed.). Boston: Pearson
Read Aloud Lesson Plan
I. Subject Content Area:
Reading/ Language Arts/Comprehension
II. Course of Study:
1) Demonstrate reading vocabulary knowledge, including recognition of multiple meaning words.
2) Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading material in a variety of genres.
3) Recognize the use and effect of literacy elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats including tables and charts.
4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
10) Demonstrate knowledge of grammar and usage concepts, including
subject-verb agreement with a compound subject; present, past, and
future verb tenses; forms of adjectives; forms of nouns; and subject,
object, and possessive pronouns.
III. Concepts:
Vocabulary; specifically the following words, anatomy, convulsion, deformed, hideous, laboratory, miserable, and revenge. Use the Comprehension strategy of Making Predictions.
IV. Behavioral Objectives:
• The student will be able to analyze words and break them down to find meaning of those words in a sentence.
• The student will be able to explain in their own words how the author has stated an intended purpose with his/her use of adjectives.
• The student will be able to make predictions of future text based on previously read paragraphs.
• The student will be able to describe read text to the teacher summarizing previously read paragraphs.
• The students will be able to changes key vocabulary in the text to synonyms.
V. Evaluation:
Teacher will listen to student responses based on questions from the text for accuracy and understanding. The teacher will evaluate student predictions based on prior knowledge of text. Finally, the teacher will listen to created synonyms from students based on the reading, and check for accuracy and understanding.
VI. Materials:
• Copy of the book Frankenstein, by Mary Shelley and adapted by Diana Stewart
• SmartBoard
• Pencils and Paper
• Writing Journal
• Movie of Frankenstein
• Sentence Strips for new vocabulary terms for the Word Wall
• Marker
• Equity Sticks
VII. Teaching/Learning Procedures:
1) Motivation: Due to Halloween approaching, teacher will ask students who like scary stories based on Halloween characters? Explain that today I am going to read the story Frankenstein.
2) Instructional Procedures:
• This will be read over the course of three to four days based on time constraints and scheduling. Teacher will choose appropriate places to stop, based on student discussion and understanding. Based on CT’s choice of selected material.
• Day 1
• Prologue and Chapter 1 and 2
• The teacher will introduce the book Frankenstein, and discuss the front cover.
• The teacher will then flip to the opening page and discuss the author and the adapted author.
• The teacher will ask students what it means for the text to be adapted.
• Students will respond that the book will be changed or altered in some way.
• Teacher will explain that yes the book has been changed and in this case the story has been shortened.
• The teacher will then turn to the first page and show that there is a Prologue and Epilogue.
• The teacher will ask for student responses.
• Students will respond that is something written before the story to explain the upcoming story.
• Teacher will begin reading the Prologue.
• The teacher will stop and ask students to write down their predictions, in their journals, based on the Prologue about the book.
• Teacher will ask students to briefly write what they think will happen in one or two sentences.
• Teacher will ask one student, picked from the equity sticks, to describe their prediction.
• Student responds.
• Teacher will then pick a student to describe Victor Frankenstein.
• Teacher will pick one student to respond.
• Teacher will continue to read, chapter one.
• Teacher will stop at previously marked spots and ask students to respond by describing the feelings of the monster.
• Teacher will allow students to respond.
• Teacher will then point out certain vocabulary (underlined in the text), and ask students to define the words, and come up with their own synonyms.
• Teacher will then ask students if their predictions have come true.
• Students will respond.
• Teacher will then ask students to make new predictions based on the reading.
• Students will write down the new predictions based on the previously read text.
• Teacher will then proceed to the next chapter showing pictures when available.
• Day 2; Chapter 3
• Begin by recapping the previous days reading. Ask students to take out the journals and look at yesterday’s written predictions.
• Ask students if they still feel the same way or if they want to change their predictions.
• Allow students a few minutes to change predictions if necessary or continue to read if no student wants to change.
• Teacher will begin reading the next chapter.
• Teacher will pause half way.
• Teacher will ask students to describe what was just read.
• Students will respond with brief descriptions.
• Teacher will then point out underlined vocabulary.
• Teacher will briefly discuss the vocabulary; it’s definition and context.
• Teacher will continue to read and finish the chapter.
• Teacher will ask students to analyze their predictions and turn and talk with their buddy to see if their predictions came true, and to write new predictions based on today’s reading.
• Teacher will allow ten minutes for talk time.
• Teacher will then ask for a few predictions and have students share by picking out equity sticks.
• Students respond.
• Teacher will then discuss adjectives (previously learned) and ask students to describe the text in their own words using synonyms form the written text.
• Teacher will ask students to make new predictions in their journal.
• Day 3, Chapter 4 and Epilogue
• Teacher will recap the previous days reading.
• Allow students to reread their predictions and give them an opportunity to change/adapt their predictions.
• Teacher will begin reading and pause at previously marked spots and discuss the author’s use of adjectives and the author’s purpose.
• Discuss the idea of mental images, and how the uses of adjectives help create mental images.
• Teacher will continue to read.
• Teacher will stop at the end of chapter 4 and ask students (using equity sticks) to describe what was read in their own words.
• Students will respond.
• Teacher will then show the Epilogue to the students.
• Teacher will briefly discuss the purpose of the Epilogue with the students and ask one for a definition.
• Student responds with a definition of an Epilogue, a closure of a story.
• Teacher will read the Epilogue and finish the story.
• The teacher will then ask students to turn to their buddy and discuss the predictions that they have made.
• Teacher will choose students to respond (using equity sticks) and have them discuss their predictions.
• Teacher will then remind students that tomorrow we are going to watch the movie Frankenstein.
3) Closure: Teacher will ask students to get out their journal, and pick one character from the story and describe what he/she could have done differently that might change the ending of the story. Show the students the movie on the fourth day.
4) Relevance: Students will be told that in writing it is very important to use adjectives to describe what they are discussing. This way the reader can create a mental image, which helps with comprehension. Furthermore, explain that making predictions help when reading a story to allow the reader to maintain focus and comprehend a story easier with an active involvement in the story.
VIII. Supplemental Activities:
• Early Finishers: Whole group, there will be no early finishers.
• Enrichment:
Day 1: Students will expand on their predictions with more detail
Day 2: Students will continue writing in their journals describing characters.
Day 3: Students will finish writing in their journals about different endings if the characters actions had been different.
Remediation: Discuss vocabulary, retelling, and adjectives in small group to assure student understanding.
Personal Reflection:
I enjoyed working with the kids over a period of four days. The children enjoyed the selection the cooperating teacher and I had chosen. I do admit that I can work on my theatrics when reading. I did try to stress the more suspenseful parts of the story, however I need to work on the “voices” and other aspects of reading aloud. I feel that I handled discipline during the reading quite well. I could call the students names in between reading without skipping a line in the story. This kept the children on their toes. Overall, I feel I quite good about this lesson, and the my cooperating teacher went over many different things after my reading that can only help me in the future.
I read this story to the kids for a week, and following that we watched the video. As I read I continually asked questions, and it was very fun hearing the childrens' predictions as we went along. They would constantly change their prediction after each chapter. The picture below is of the cover of the book I read.
Saturday, November 27, 2010
Social Studies, Working with Explorers
This past week I had the pleasure of teaching the students about some of our past explorers. I found the best website, that has many activities for children. http://www.crayola.com/crafts/detail/make-your-own-explorers%27-%27movie%27-craft/
This website allowed me to create a lesson plan that allowed the children to create their own movie strips. I had them take an explorer from the ones we were working on. And based on the information they found were allowed to draw pictures of the experiences that these explorers went through. This not only worked on sequencing with the students but allowed them to use this as a study guide as well. The teacher was also so impressed with my lesson, that she had me create a bulletin board of the students work. Here is how it turned out.
This website allowed me to create a lesson plan that allowed the children to create their own movie strips. I had them take an explorer from the ones we were working on. And based on the information they found were allowed to draw pictures of the experiences that these explorers went through. This not only worked on sequencing with the students but allowed them to use this as a study guide as well. The teacher was also so impressed with my lesson, that she had me create a bulletin board of the students work. Here is how it turned out.
Working with Fractions
As we progressed through this semester, we worked with fractions. I have to say this was one of the most interesting topics we have covered so far. I realized that the students learned differently than the way I did, and I found myself re-learning along with them. Here are some of the students working with number lines to solve fraction problems and estimation.
Also we worked with fraction strips, that the children created. This not only allows them to work with fractions visually, but gives them a hands on manipulative.
1. Subject/Content Area: Mathematics/Fractions
2. Alabama Course of Study Correlation: Grade 5:
3.) Solve word problems that involve decimals, fractions, or money
• Converting Fractions and mixed numbers to decimals and percents
3. Concept or Skill: Constructing Fraction Slips in order to find equivalences and the greater numbers.
4. Behavioral Objectives: The Student will be able to
• Build his/her own fraction slips including 1, 2, 3, 4, 6, 8, 9, 10, 12 as fractions.
• Use the fractions slips to find equivalences.
• Determine greater numbers represented by fractions.
5. Evaluation: Walk around the room to see if the students are creating their own fraction slips based on teacher instruction. Can they follow the teacher’s lead and make strips according to teacher instruction? Are any of the students needing help constructing their slips? Ask the students to find equivalences using their fraction slips after the teacher asks for and equivalence. In the closure, students will be able to determine the larger fraction by using their fraction slips and the number line on the board.
6. Materials:
• SmartBoard
• Number line, drawn on board
• Construction Paper, cut into strips in 8 different colors
• Marker
•
7. Teaching and Learning Procedures:
A. Motivation: Ask the students if they think that money can be represented as a fraction and if so how? Relate to students by explaining that a dime is 1/10 of a dollar, a quarter is ¼ of a dollar, and so on.
B. Instructional Procedure:
C. 1)
• Distribute the cut construction paper that has been previously cut into strips, and counted out.
• Choose the first color (red) and have the students write the number 1 on the strip. This will represent the whole number.
• Then have the students chose the next color (blue).
• The teacher will demonstrate how to fold this strip in half to the students.
• Students will respond by folding their paper in half. The students will then write ½ on each side of the strip.
• Teacher will hold up the next color (yellow) and fold this strip in three equal folds.
• Students will follow the teacher’s lead and fold their strip in three equal folds.
• The teacher will number each of the folds 1/3 and have students write 1/3 in the equal thirds spaces
• Take the green strip. Fold it into four equal quarters, and have students’ copy.
• Students will fold their paper equally and number each fold ¼.
• The teacher will then take the purple strip and fold this strip into six equal sections and ask students to copy.
• At different times during these procedure the teacher may need to stop and help individual students prepare their strips.
• Students will write 1/6 into each of the equal sections of the strip.
• The teacher will then choose the next color (white). The teacher will fold this strip into equal sections of eight.
• Students will copy this procedure, and number the equal portions with 1/8.
• Teacher will choose the next color (brown) and have students watch as it is folded into ten different sections.
• Students will copy this procedure and fold their strips accordingly, then label each portion 1/10.
• Finally the teacher will choose the color (orange) and fold it into 12 different yet equal portions.
• The students will copy and then label each equal portion 1/12.
2) Once the strips have been formed the teacher will write the number line on the board.
<0-------------------------------------1>
• Teacher will ask students to look at their strips. Teacher will state that no matter what the fraction is ½ to 50,000/100,000 that those fractions will be in this section of the number line.
• Teacher will then ask students to look at their fraction strips and tell me another fraction that is equal to ½.
• Students will respond 3/6 of 6/12.
• Teacher will then ask for another fraction that is equivalent to 8/12.
• Students will respond ¾.
• Teacher will continue to work with the handcrafted manipulatives comparing the fractions in front of the children.
•
3) Teacher will write a fraction on the number line (3/4).
• Teacher will then ask students if 9/12 is greater than, less than, or equal to ¾.
• Students will use their manipulative to determine that the number given is greater than the number on the board.
• Teacher will then write the fraction ½ on the number line.
• The teacher will ask students to come up with two other fractions that are less than ½.
• Students will respond ¼ , 1/12, 2/8, and so on.
• Teacher will then ask students where they think those numbers should go on the number line.
• Teacher will instruct them to look at the fraction strips and determine where they fit on the number line.
• Teacher will spend five minutes working with placement of fractions on the number line.
Sample Questions to use throughout the lesson:
Is ½ equal to 3/6?
Is 8/12 greater than 3/4?
Who can tell me another number that is equivalent to 1/2?
What is greater on the number line, 1/3 or 2/8?
How are 8/8, 12/12, 3/3, 4/4 alike and how are they different?
Does 10/10 mean that it is greater than 1?
D. Closure: Allow each student to discuss their fraction slips and have them try to stump each other.. Ask if anyone had problems with their fraction strips? Some students may need help reconstructing strips. Discuss, as a class different ways that fractions and money are similar. Share any problems that were brought up during the lesson.
E. Supplemental Activities: As a supplemental activity, I will have the students build other fraction strips to add to their collection, such as a 1/5th strip, 1/7th strip, and a 1/11th strip.
F. Early Finishers: There will be no early finishers, this will be done as a whole group, and early finishers will be asked to work on further strips.
Enrichment: Students will be asked to place fractions on the number line and find the right placement of each. Furthermore, students can begin converting fractions into decimals.
Remediation: Students needing remediation will be asked to come to small group and bring their fraction strips. The teacher will work with them using the manipulatives, folding the strips and showing equivalences.
Also we worked with fraction strips, that the children created. This not only allows them to work with fractions visually, but gives them a hands on manipulative.
1. Subject/Content Area: Mathematics/Fractions
2. Alabama Course of Study Correlation: Grade 5:
3.) Solve word problems that involve decimals, fractions, or money
• Converting Fractions and mixed numbers to decimals and percents
3. Concept or Skill: Constructing Fraction Slips in order to find equivalences and the greater numbers.
4. Behavioral Objectives: The Student will be able to
• Build his/her own fraction slips including 1, 2, 3, 4, 6, 8, 9, 10, 12 as fractions.
• Use the fractions slips to find equivalences.
• Determine greater numbers represented by fractions.
5. Evaluation: Walk around the room to see if the students are creating their own fraction slips based on teacher instruction. Can they follow the teacher’s lead and make strips according to teacher instruction? Are any of the students needing help constructing their slips? Ask the students to find equivalences using their fraction slips after the teacher asks for and equivalence. In the closure, students will be able to determine the larger fraction by using their fraction slips and the number line on the board.
6. Materials:
• SmartBoard
• Number line, drawn on board
• Construction Paper, cut into strips in 8 different colors
• Marker
•
7. Teaching and Learning Procedures:
A. Motivation: Ask the students if they think that money can be represented as a fraction and if so how? Relate to students by explaining that a dime is 1/10 of a dollar, a quarter is ¼ of a dollar, and so on.
B. Instructional Procedure:
C. 1)
• Distribute the cut construction paper that has been previously cut into strips, and counted out.
• Choose the first color (red) and have the students write the number 1 on the strip. This will represent the whole number.
• Then have the students chose the next color (blue).
• The teacher will demonstrate how to fold this strip in half to the students.
• Students will respond by folding their paper in half. The students will then write ½ on each side of the strip.
• Teacher will hold up the next color (yellow) and fold this strip in three equal folds.
• Students will follow the teacher’s lead and fold their strip in three equal folds.
• The teacher will number each of the folds 1/3 and have students write 1/3 in the equal thirds spaces
• Take the green strip. Fold it into four equal quarters, and have students’ copy.
• Students will fold their paper equally and number each fold ¼.
• The teacher will then take the purple strip and fold this strip into six equal sections and ask students to copy.
• At different times during these procedure the teacher may need to stop and help individual students prepare their strips.
• Students will write 1/6 into each of the equal sections of the strip.
• The teacher will then choose the next color (white). The teacher will fold this strip into equal sections of eight.
• Students will copy this procedure, and number the equal portions with 1/8.
• Teacher will choose the next color (brown) and have students watch as it is folded into ten different sections.
• Students will copy this procedure and fold their strips accordingly, then label each portion 1/10.
• Finally the teacher will choose the color (orange) and fold it into 12 different yet equal portions.
• The students will copy and then label each equal portion 1/12.
2) Once the strips have been formed the teacher will write the number line on the board.
<0-------------------------------------1>
• Teacher will ask students to look at their strips. Teacher will state that no matter what the fraction is ½ to 50,000/100,000 that those fractions will be in this section of the number line.
• Teacher will then ask students to look at their fraction strips and tell me another fraction that is equal to ½.
• Students will respond 3/6 of 6/12.
• Teacher will then ask for another fraction that is equivalent to 8/12.
• Students will respond ¾.
• Teacher will continue to work with the handcrafted manipulatives comparing the fractions in front of the children.
•
3) Teacher will write a fraction on the number line (3/4).
• Teacher will then ask students if 9/12 is greater than, less than, or equal to ¾.
• Students will use their manipulative to determine that the number given is greater than the number on the board.
• Teacher will then write the fraction ½ on the number line.
• The teacher will ask students to come up with two other fractions that are less than ½.
• Students will respond ¼ , 1/12, 2/8, and so on.
• Teacher will then ask students where they think those numbers should go on the number line.
• Teacher will instruct them to look at the fraction strips and determine where they fit on the number line.
• Teacher will spend five minutes working with placement of fractions on the number line.
Sample Questions to use throughout the lesson:
Is ½ equal to 3/6?
Is 8/12 greater than 3/4?
Who can tell me another number that is equivalent to 1/2?
What is greater on the number line, 1/3 or 2/8?
How are 8/8, 12/12, 3/3, 4/4 alike and how are they different?
Does 10/10 mean that it is greater than 1?
D. Closure: Allow each student to discuss their fraction slips and have them try to stump each other.. Ask if anyone had problems with their fraction strips? Some students may need help reconstructing strips. Discuss, as a class different ways that fractions and money are similar. Share any problems that were brought up during the lesson.
E. Supplemental Activities: As a supplemental activity, I will have the students build other fraction strips to add to their collection, such as a 1/5th strip, 1/7th strip, and a 1/11th strip.
F. Early Finishers: There will be no early finishers, this will be done as a whole group, and early finishers will be asked to work on further strips.
Enrichment: Students will be asked to place fractions on the number line and find the right placement of each. Furthermore, students can begin converting fractions into decimals.
Remediation: Students needing remediation will be asked to come to small group and bring their fraction strips. The teacher will work with them using the manipulatives, folding the strips and showing equivalences.
My Favorite Math lesson this Semester
I would have to say that my favorite math lesson this semester had to be the one in which I was able to teach number puzzles to the students.
1. Subject/Content Area: Mathematics/Multiplication
2. Alabama Course of Study Correlation: Grade 5: 2.) Solve problems involving basic operations on whole numbers, including addition and subtraction of seven-digit numbers, multiplication with two-digit multipliers, and division with two-digit divisors. c) Demonstrating computational fluency with addition, subtraction, multiplication, and division of whole numbers
3. Concept or Skill: Understanding Number Puzzles and Finding Common Factors
4. Behavioral Objectives: The Student will be able to
• Find all the factors of a number.
• Find all the ways to multiply whole numbers for a given product.
• Use properties of even, odd, prime, square numbers and the relationships of numbers to solve problems.
5. Evaluation: Walk around the room to see if the students can find the factors of the numbers given. Can they find all of the factors? Are any of the students missing any of the factors? Observe students while they are working in pairs, creating their own puzzles that each have created. In the closure, students will solve puzzles and factors from numbers and puzzles created by the teacher on the SmartBoard and those created by each other.
6. Materials:
• SmartBoard
• Smart Document Camera or Elmo
• Paper
• Pencils
7. Teaching and Learning Procedures:
A. Motivation: Ask the students if they like solving puzzles. Discuss how there are many different types of puzzles, and that today we are going to be working on Number Puzzles. Ask the students if they can remember all of the prime numbers.
B. Instructional Procedure:
C. 1) Review factors of numbers by writing numbers on the board and asking for volunteers to come up to the SmartBoard and find all of the factors based on previously learned material.
2) Spend about five to ten minutes reviewing factors, prime, even, odd, and squared numbers. The teacher will inform students of the importance of the lesson, and how numbers can be represented different ways. Furthermore, the numbers in the problems can help in everyday life, when dealing with percentages, bills, and interest. Also, there may be a point when some students encounter problems where the student may need to solve in order to get the most logical answer. Teacher may need to review squared numbers and how they are created (multiplying a number by itself, ex 6x6, 3x3, 5x5).
3) Teacher will write a Number Puzzle on the Board, involving factors; such as:
• This is a square number
• This number is less than 100
• This number is even
• This number is a multiple of 4
Solution: 4, 16, 36, and 64
4) Create another example on the board and ask students to solve, ex.
• This number is a prime number
• This number is less than 20
• This number is odd
Solution: 1, 3, 5, 7, 11, 13, 17, 19.
5) Ask the students to pair up, use their neighbor across the table, and ask them to try and create their own puzzle. Give each student about ten minutes to come up with his or her own puzzle, similar to the examples, and have them ask their neighbor to solve. If there are questions the partner should ask his or her neighbor to explain the answer, with feedback from the teacher if necessary.
Sample Questions to use throughout the lesson:
Is that number prime?
Is that number odd?
Is that a factor of (?) number?
Can you find another number that is a factor of (?) number?
Can you explain to your neighbor if there are any other factors in the problem?
D. Closure: Allow each student to discuss their problems that they have created. Ask if anyone had problems with their puzzle? Discuss, as a class different ways there may be to solve individual’s puzzles. Share any problems that were brought up during the partner session.
As a way to motivate the students I would see if they think any of the students from the other classes could answer their riddles, or stump the other classes.
E. Supplemental Activities: As a supplemental activity I will write numbers on the SmartBoard and ask the students to find all of the factors for those particular numbers, and see if there are any other problems that they can come up with to stump the teacher.
F. Early Finishers: These students will be asked to come up with new problems that can be assigned for homework or study guides for the rest of the class.
Enrichment: Students will be asked to solve harder problems that will be found in a center, or an area designed for a math workshop, where students can proceed with extra activities.
Remediation: Students needing remediation will be asked to come to small group and we will solve the problems together, or as a group; asking and answering questions as we go, thus allowing the student to gain a firm grasp on the number puzzle concepts.
Reflection:
I really enjoyed this lesson with the kids. They seemed a little confused in the beginning, and I did struggle in the beginning. The teacher had to step in a couple of times and assist me in explanations. Once I caught on to his line of thinking however, I was able to continue with my lesson with fewer helpful tips from him. Furthermore, the only other part that I will change next time, is that I will have more examples in mind and written on paper. Two of the examples I came up with , off the top of my head, were a little to advanced for the kids, but they did not want to move on to a newer problem, they wanted to finish what we had started. After the lesson was over and the children were working in groups to come up with their own problems, they really enjoyed it. I saw how they enjoyed trying to stump the teacher and their classmates. Finally, when the lesson was almost done, I chose one groups’ work, and had the class try and solve it. There were two problems here; one, the children that did the problem tried to solve it, and two I wish I had more time to pick more students to work their problems on the board as well.
1. Subject/Content Area: Mathematics/Multiplication
2. Alabama Course of Study Correlation: Grade 5: 2.) Solve problems involving basic operations on whole numbers, including addition and subtraction of seven-digit numbers, multiplication with two-digit multipliers, and division with two-digit divisors. c) Demonstrating computational fluency with addition, subtraction, multiplication, and division of whole numbers
3. Concept or Skill: Understanding Number Puzzles and Finding Common Factors
4. Behavioral Objectives: The Student will be able to
• Find all the factors of a number.
• Find all the ways to multiply whole numbers for a given product.
• Use properties of even, odd, prime, square numbers and the relationships of numbers to solve problems.
5. Evaluation: Walk around the room to see if the students can find the factors of the numbers given. Can they find all of the factors? Are any of the students missing any of the factors? Observe students while they are working in pairs, creating their own puzzles that each have created. In the closure, students will solve puzzles and factors from numbers and puzzles created by the teacher on the SmartBoard and those created by each other.
6. Materials:
• SmartBoard
• Smart Document Camera or Elmo
• Paper
• Pencils
7. Teaching and Learning Procedures:
A. Motivation: Ask the students if they like solving puzzles. Discuss how there are many different types of puzzles, and that today we are going to be working on Number Puzzles. Ask the students if they can remember all of the prime numbers.
B. Instructional Procedure:
C. 1) Review factors of numbers by writing numbers on the board and asking for volunteers to come up to the SmartBoard and find all of the factors based on previously learned material.
2) Spend about five to ten minutes reviewing factors, prime, even, odd, and squared numbers. The teacher will inform students of the importance of the lesson, and how numbers can be represented different ways. Furthermore, the numbers in the problems can help in everyday life, when dealing with percentages, bills, and interest. Also, there may be a point when some students encounter problems where the student may need to solve in order to get the most logical answer. Teacher may need to review squared numbers and how they are created (multiplying a number by itself, ex 6x6, 3x3, 5x5).
3) Teacher will write a Number Puzzle on the Board, involving factors; such as:
• This is a square number
• This number is less than 100
• This number is even
• This number is a multiple of 4
Solution: 4, 16, 36, and 64
4) Create another example on the board and ask students to solve, ex.
• This number is a prime number
• This number is less than 20
• This number is odd
Solution: 1, 3, 5, 7, 11, 13, 17, 19.
5) Ask the students to pair up, use their neighbor across the table, and ask them to try and create their own puzzle. Give each student about ten minutes to come up with his or her own puzzle, similar to the examples, and have them ask their neighbor to solve. If there are questions the partner should ask his or her neighbor to explain the answer, with feedback from the teacher if necessary.
Sample Questions to use throughout the lesson:
Is that number prime?
Is that number odd?
Is that a factor of (?) number?
Can you find another number that is a factor of (?) number?
Can you explain to your neighbor if there are any other factors in the problem?
D. Closure: Allow each student to discuss their problems that they have created. Ask if anyone had problems with their puzzle? Discuss, as a class different ways there may be to solve individual’s puzzles. Share any problems that were brought up during the partner session.
As a way to motivate the students I would see if they think any of the students from the other classes could answer their riddles, or stump the other classes.
E. Supplemental Activities: As a supplemental activity I will write numbers on the SmartBoard and ask the students to find all of the factors for those particular numbers, and see if there are any other problems that they can come up with to stump the teacher.
F. Early Finishers: These students will be asked to come up with new problems that can be assigned for homework or study guides for the rest of the class.
Enrichment: Students will be asked to solve harder problems that will be found in a center, or an area designed for a math workshop, where students can proceed with extra activities.
Remediation: Students needing remediation will be asked to come to small group and we will solve the problems together, or as a group; asking and answering questions as we go, thus allowing the student to gain a firm grasp on the number puzzle concepts.
Reflection:
I really enjoyed this lesson with the kids. They seemed a little confused in the beginning, and I did struggle in the beginning. The teacher had to step in a couple of times and assist me in explanations. Once I caught on to his line of thinking however, I was able to continue with my lesson with fewer helpful tips from him. Furthermore, the only other part that I will change next time, is that I will have more examples in mind and written on paper. Two of the examples I came up with , off the top of my head, were a little to advanced for the kids, but they did not want to move on to a newer problem, they wanted to finish what we had started. After the lesson was over and the children were working in groups to come up with their own problems, they really enjoyed it. I saw how they enjoyed trying to stump the teacher and their classmates. Finally, when the lesson was almost done, I chose one groups’ work, and had the class try and solve it. There were two problems here; one, the children that did the problem tried to solve it, and two I wish I had more time to pick more students to work their problems on the board as well.
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