EDU 407

A learning disorder that would impact the language arts classroom would be dyslexia. My math teacher in 7th grade had dyslexia and she would mess up numbers and words all the time on the board.

Dyslexia: a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence.

• Difficulty reading, including reading aloud
• Slow and labor-intensive reading and writing
• Problems spelling
• Avoiding activities that involve reading
• Mispronouncing names or words, or problems retrieving words

Three strategies that I can use for dyslexic students are:

1.) Multi-sensory learning

2.) Audio books

3.) Line readers

 

Standard:

CCSS.ELA.-LITERACY.RF.K.2 : Demonstrate understanding of spoken words, syllables, and sounds.

STUDENTS ABOVE LEVEL: I would start off by giving these students the basic words just for review, and then introduce them to more challenging words with a few more syllables than the words that they already know.

The new words that I will be giving the students above level are words that they haven’t seen before.

If students need assistance I will be there to guide them.

STUDENTS BELOW LEVEL: With the below leveled students I will give them words that they are familiar with and some easy words that they can understand and are able to count the syllables. These words won’t contain as many syllables. I will be there to assist these students and guide them along the way.

 

Differentiated Instruction:

1.) Design lessons based on students learning styles

2.) Group students by shared interest, topic, or ability for assignments

3.) Assess students learning using formative assessment

4.) Manage the classroom to create a safe and supportive environment

To ensure that students are prepared to meet the high expectations set by common core standards, you may need to incorporate a variety of supports into your English Language Arts instruction, including Universal design for learning, explicit instruction of evidence based strategies, and the use of technology tools.

Focusing on literacy is critical at the upper elementary and middle school levels in order to help address these gaps before students move on to high school.

• Building Background Knowledge:
• Online references materials
• Multimedia supports
• Digital texts
• Text-to-speech
• Annotations

It was sad to read that:

• One fifth are five or more grade levels behind.
• Nearly 50% test more than three grade levels behind (In both reading and Math)
• Almost 25% are one grade level behind

blog rubric (1)

Measuring student learning: 

• Include indirect and direct assessments as well formative and summative assessments.
• Evaluate whether or not the assessment aligns directly with a learning outcomes.

Assessments may emphasize the measurement of vocabulary breadth or vocabulary depth. The breadth of the test itself may be extremely selective if it is testing only the knowledge of words from a particular story, a science unit, or some passive understanding of the word like a basic definition of synonym.

 

Giving Feedback- Preparing Students For Peer Review and Self-Evaluation 

Ideas to take back to the classroom-

Specific evaluation criteria

• Basis for developing evaluative questions through the full range of evaluations topics.
• Self evaluation
• Peer review

Giving feedback-

• Guidelines and criteria for evals need to be carefully developed
• Practice papers

Peer review-

Evaluation of scientific, academic, or professional work by others working in the same field.

• Commenting on partners work
• Model peer revisions
• Practice peer revisions

Checking for understanding digitally during content area learning:

Digital writing: Checking for understanding-

• Closures
• Exit slips
• Questions
• Letters

Audience responses-

The use of digital speaking and listening to check for understanding

• iPad: students can use and teachers can check for understanding
• Students being able to record themselves responding to prompt

Assessment in RTI: What teachers and specialists need to know: 

• Screening
• Diagnostics
• Formative progress monitoring
• Summative outcome assessment

 

A few was for measuring student learning would be to:

• Include indirect and direct assessments as well as formative and summative assessments.
• Evaluate whether or not the assessment aligns directly with a learning outcome.

Classroom assessment is generally divided into three types:

Assessment for learning, assessment of learning, and assessment as learning.

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day to day basis and modify their teaching based on what the students need to be successful.

Assessment of learning is the time that lets the teacher, students, and their parents know how well each student has completed the learning tasks.

Assessment as learning develops and supports students metacognitive skills.

There are also:

• Screening assessments
• Diagnostic assessments
• Outcome assessments
• Norm-referenced assessments
• Criterion- referenced assessments
• Progress-monitor assessments

 

 

Grade: 3

Topic: Revising/ Editing

Objective: Students will be able to focus on a topic and strengthen writing as needed using the revision/ editing process.

Materials: worksheet of paragraph that needs revising and editing

Red pen

Prior knowledge:  Students have been revising paragraphs with teacher.

Procedure: 

• Gather students together for the start of the lesson
• Teacher will introduce to class about the concept of revision again to refresh
• Teacher will pass out worksheet with paragraphs that need editing/revising
• Teacher will read the paragraph to students and help revise the first two sentences
• Teachers will then put students in groups of two
• Students will make edits together with their partner
• Teacher will model again with instruction about specific important edits and revisions that must be made.
• Students will be asked to identify the errors that they are correcting when teacher is walking around and guiding
• Once students are completed with peer assignment, teacher will come by and check paper off. Students are to wait for the next instruction.

Assessment: (next instruction): Students will write a paragraph containing 5 sentences about their weekend.

Once student is completed, student will pass the paper to their peers. Peers will edit and revise papers if needed. Once student is done, the student who revised will sign their initials on the top right hand corner.

Closure: Student will hand in revised paper from their peers. Then students will have to tell teacher 1 thing that they have learned

As a writer, I definitely have grown but not as much as I should have. Throughout my years of school in English courses or reading where I had to write papers, it was always a bit of difficulty for me. Its easy for me to gather my thoughts, but once it’s time for me to write it down on paper, I am not sure how to write it out for it to sound good. I also can be hard on myself when it comes to writing. I like for my papers to sound good and for the reader to understand my thoughts and ideas in my papers. Currently I have been receiving A’s on my papers. I have been trying my hardest to really focus on the main point and not ramble about anything on my papers. I use details and important information in my papers so Professors know that I understand my readings, and that I am able to write at the level of a college student.

I feel like blogging made me better. I really enjoy posting my ideas, thoughts, and personal opinions up here. It feels great to write freely and create my page the way I want it to look.

Supporting Young Readers: Developing Reading Club Conversation Skills: 

I really liked this article. I think book clubs are great for children to be in. Its a great way to get children involved and engaged into groups that introduce books that interests them. Its also a great way to get children motivated into planning, and getting prepared for real life experiences.

Book clubs are a great way to engage students and contribute to reading culture at school.

I also liked the section about the guidelines that the article provided for a successful book club. This was very interesting to read because I had no idea about how to even put a book club together especially for children.

Supporting Disciplinary Talk From The Start Of School: Teaching Students To Think And To Talk Like Scientists: 

I wasn’t sure how to get children how to talk like scientists but after reading this article it really helped me understand and taught me how to teach my future students how to speak like scientists. I was impressed!

If we want our students to think like scientists, we need to explicitly teach the nature of science. Teachers should routinely support students in sense making talk to help them work through understanding while engaging in the science and engineering practices.

• Solid start program
• Oral Language/ literacy development

Designing Pedagogies For Literacy And Learning Through Personal Digital Inquiry:

Introducing new challenges associated with how we work, play, and learn with others in a range of local and global communities.

Inquiry leads to action, through both creation and participation

• Ultimate goal of learning