My own personal observations strongly align with those of the authors regarding the two problems with older students and reading: 1. Older students don’t read enough, and 2. Older students don’t understand what they read. I know that these issues only increase as students in my district move from middle to high school. Both issues need to be areas of major focus for secondary teachers and families. However, I’d like to focus a bit on the comprehension problem.
Friday, September 30, 2011
Post #3
I’m a content teacher (social studies) as well as a reading teacher. We content area teachers largely see reading as a primary vehicle to convey information to students. Yet, because of the reading deficits that information isn’t being effectively transferred with the majority our students. Many of us (myself included) got into teaching thinking of ourselves as “experts” of sorts in some subject. We are specialists. But, we are teachers first, and historians second (or scientists, or mathematicians, or musicians, etc). Chapter 8 was largely review for me, but a good reminder of strategies that “I already know” but sometimes forget to employ.
Early in my MAT graduate coursework at Concordia, Dr. Jerry McGuire asked our class “how many of you are going to be reading teachers?” None of us raised our hands. “Wrong,” he said, “you’re all reading teachers!” Well said.
Thursday, September 29, 2011
Reading Blog #2
This blog entry is from Gillet’s Ch. 3. I wanted to write a bit about the organization and recording keeping associated with the reading. I appreciated the discussion in the text dealing with the specific student tracking systems and teacher organization. As the “scatterbrain” teacher I know that “clean systems = less teacher (and student) stress.” However, I think I gained more from visiting Tonia’s classroom in Molalla than I gained from the textbook. (Last week I attended class with the Molalla cohort).
It was really powerful for me to see the systems Tonia set up. I took a couple of iPhone photos of the student journals and learning logs. I even copied down the class library check-out system notebook and the way books are organized on her shelves. As an adult learner I’ve discovered that I really learn from exemplars. I think I always have benefited from seeing good (and bad) examples. I know that I’m not alone. Many of my students seem to really appreciate examples of work.
From the reading I’m most drawn to (and intimated by) the depth some teachers have deployed with using student portfolios. I know that my current system is little more than a collection of work to show off at conferences. I want portfolios to include true baseline data, snapshots of progress, reading history/logs, writing, student designed reading targets, etc. I’m more interested in the “authentic” tracking of reading progression by my students so that we can monitor and celebrate growth. By “we” I mean me, her/his parents, and the student. But, before I get overwhelmed with all of the ideal portfolio elements I need to remember to walk before I run.
Reading Post #3
In response to Ch8: Assessing & Teaching Older Readers, I was able to make several connections with the section discussing how older students don't understand what they are reading. My first year (2 years ago) of teaching was with a self-contained 5th grade class. After spending the year doing DIBELS, using the Scott Foresman curriculum and then working with the strategic readers for the last trimester of school, I found that many of our students were excellent at decoding and using different reading strategies/techniques to meet/achieve success with rate and fluency, but struggles terribly with comprehension. I was truly amazed at how difficult it was for my students to respond in written response to comprehension questions following the reading.
Now, as a middle school math teacher, I can't stress to my students enough how important language, vocabulary and comprehension is. In class I have my students use an ongoing word wall of Common Math Language, unit vocabulary posters, a running list of Word Problem Solving Strategies, and students are required to answer any word problem using complete sentences with complete/proper punctuation.
I also find it completely frustrating when OAKS season rolls around, I take my MATH classes to the lab to begin testing, and then am faced with the dilemma that at that very moment I am having my kids complete a READING test, just as much as they are taking their MATH test. This past year I had the opportunity to sit with one of my ELL students who is just a whiz at math. His first round of testing I had him sit by himself and test. He missed "Meets" by 7 points. The second round, I made sure myself or another teacher was able to sit next to him in case he wanted the questions read to him. Sure enough, he asked for the majority of the questions to be read, and Met. Later I asked him why he felt he was successful this time around. He told me he thought it was because when an adult read to him things sounded more clear and it was easier for him to understand the task he was being asked to do.
It is very true that we need to be concerned about our older students' reading abilities because as they get older, so much of what students must learn comes to them through reading. We are asking them to read all different kinds of texts. One of the hardest things for me to do with my math classes is explicitly teach how to "self teach" themselves by reading examples and text in a math book. I sometimes forget how that is a learned strategy and that I cannot assume anything.
Now, as a middle school math teacher, I can't stress to my students enough how important language, vocabulary and comprehension is. In class I have my students use an ongoing word wall of Common Math Language, unit vocabulary posters, a running list of Word Problem Solving Strategies, and students are required to answer any word problem using complete sentences with complete/proper punctuation.
I also find it completely frustrating when OAKS season rolls around, I take my MATH classes to the lab to begin testing, and then am faced with the dilemma that at that very moment I am having my kids complete a READING test, just as much as they are taking their MATH test. This past year I had the opportunity to sit with one of my ELL students who is just a whiz at math. His first round of testing I had him sit by himself and test. He missed "Meets" by 7 points. The second round, I made sure myself or another teacher was able to sit next to him in case he wanted the questions read to him. Sure enough, he asked for the majority of the questions to be read, and Met. Later I asked him why he felt he was successful this time around. He told me he thought it was because when an adult read to him things sounded more clear and it was easier for him to understand the task he was being asked to do.
It is very true that we need to be concerned about our older students' reading abilities because as they get older, so much of what students must learn comes to them through reading. We are asking them to read all different kinds of texts. One of the hardest things for me to do with my math classes is explicitly teach how to "self teach" themselves by reading examples and text in a math book. I sometimes forget how that is a learned strategy and that I cannot assume anything.
Week # 3
First, I'd like to respond to what Michelle O'Meara wrote about being surprised about dyslexic students scoring average to above in intelligence. When I read the chapter, I wondered how a dyslexic student would perform on a test that is mostly a reading test and then thought about the dyslexic student I had in class. For my student, given a test to read and then respond in writing was a disaster for him. Dyslexic students are like the poster child for the chapter about Teaching Middle and Secondary Readers and learned helplessness. My student thought he was dumb and there was nothing he could do to get better at reading. I'm not sure how the authors test students with dyslexia since most tests are of the reading variety, but it clearly shows this disability doesn't mean the student cannot learn. I read with interest the methods to use with dyslexia and will incorporate them. One strategy that I used with my student was using visuals to explain a new concept. It helped him "see" what he needed to grasp.
I liked what Celeste wrote about being able to help her students to read "just right" books as well as the red books that showed they were better readers. I believe that focusing on how fast students read as the measure of success encourages students to compete (dibels). Thankfully, good assessments will help us to understand what individual students need to become better readers, and teach reading skills like questioning, comparing and contrasting, and rereading.
I got a lot of great information out of the chapter on ELL students since the new eighth edition I have is almost fifty pages long. I noticed some of the techniques they talk about can be used for any student who might need extra support. For example, pre-teaching, mini lessons on problem areas and using visuals help many kinds of learners within a classroom.
The last thought I had was about the statistic claiming that 70% of older students are below-level readers and deficient writers. Why we don't retain more students and how we can get better at helping the low students before they reach middle and high schools? Great, relevant chapters!
I liked what Celeste wrote about being able to help her students to read "just right" books as well as the red books that showed they were better readers. I believe that focusing on how fast students read as the measure of success encourages students to compete (dibels). Thankfully, good assessments will help us to understand what individual students need to become better readers, and teach reading skills like questioning, comparing and contrasting, and rereading.
I got a lot of great information out of the chapter on ELL students since the new eighth edition I have is almost fifty pages long. I noticed some of the techniques they talk about can be used for any student who might need extra support. For example, pre-teaching, mini lessons on problem areas and using visuals help many kinds of learners within a classroom.
The last thought I had was about the statistic claiming that 70% of older students are below-level readers and deficient writers. Why we don't retain more students and how we can get better at helping the low students before they reach middle and high schools? Great, relevant chapters!
English Language Learners
The chapter on helping ELL students really caught me this week. I happened to read it the day after I was doing a DRA for an ELL student who is literate in his first language (Russian). He was telling me about the books he reads at home and some of them are in Russian. When I told him he could put those books on his reading log and they would count for his home reading, you would have thought that I gave him a million dollars. Although at first he didn't believe me. "Really?" he says. "But in school I am practicing in English." I told him that as long as he keeps reading in both languages (he is on grade level in English) he'll be fine and that I didn't want him to start struggling with his reading in Russian because he wasn't doing it as much. Then I was able to tell him that in fact reading in Russian will help him be a better reader in English. I still don't think he quite believes that part (it's not even the same alphabet!), but he's happy to be able to keep reading his books in Russian with his dad.
Of course he is one of the lucky ones that is literate in his first language. My heart breaks for those kiddos who aren't and end up losing parts of their native language or not developing their ability to read in their native language. It's so frustrating to know what would help these kids be on track (teaching reading in their native language first) and yet not be able to provide it because of the usual suspects: time, money, etc. etc. etc.
Wednesday, September 28, 2011
#3 Another Week Down
Well, just like some of you, I am feeling a little overwhelmed. I enjoy this class and what we are learning, but what I dislike is feeling rushed and like there's no time to breathe. I suppose part of it is my fault for being as busy as I am, but such is life...
This week I did running records and more DRA-2s with my students. Running records are so much easier when the reading is recorded! I can't tell you how many times I re-listened to my student's reading just to make sure I was doing it right. What I find difficult to do quickly is when a student repeats a word or phrase, getting some words right and some words wrong. There's a lot going on in a matter of seconds that needs to be recorded on paper. Having the voice recorder was fabulous as a tool to help me remember what exactly my student said.
In Chapter 8 of Gillet, it talks about some of the emotional consequences that might come from having difficulty with reading when students are older. It's something that is unpleasant to think about. We don't want our students to experience embarrassment and anger with it comes to reading. Though this chapter was focused mainly on older students, it made me think of one of my students in third grade. This student of mine is 8 years old. He is a very active little boy and has a difficult time focusing and also with finishing tasks in the classroom. Sometimes, when a task seems too difficult or too long, he tends to shut down very quickly. Reading about learned helplessness in this chapter made me think of this boy and how he too, even at a young age, sometimes shows major signs of withdrawal and anger about the task or subject being learned. I'd hate to see him with such negative feelings, so right now I'm trying to find a way to motivate him! I don't want him to have low self esteem or to believe that he is unable to do certain things. This serves as a healthy reminder of how important my job is when it comes to teaching reading and also making it so that students enjoy it in the classroom.
This week I did running records and more DRA-2s with my students. Running records are so much easier when the reading is recorded! I can't tell you how many times I re-listened to my student's reading just to make sure I was doing it right. What I find difficult to do quickly is when a student repeats a word or phrase, getting some words right and some words wrong. There's a lot going on in a matter of seconds that needs to be recorded on paper. Having the voice recorder was fabulous as a tool to help me remember what exactly my student said.
In Chapter 8 of Gillet, it talks about some of the emotional consequences that might come from having difficulty with reading when students are older. It's something that is unpleasant to think about. We don't want our students to experience embarrassment and anger with it comes to reading. Though this chapter was focused mainly on older students, it made me think of one of my students in third grade. This student of mine is 8 years old. He is a very active little boy and has a difficult time focusing and also with finishing tasks in the classroom. Sometimes, when a task seems too difficult or too long, he tends to shut down very quickly. Reading about learned helplessness in this chapter made me think of this boy and how he too, even at a young age, sometimes shows major signs of withdrawal and anger about the task or subject being learned. I'd hate to see him with such negative feelings, so right now I'm trying to find a way to motivate him! I don't want him to have low self esteem or to believe that he is unable to do certain things. This serves as a healthy reminder of how important my job is when it comes to teaching reading and also making it so that students enjoy it in the classroom.
What day is it again????
I must agree with the previous post in that I too feel a tad overwhelmed. I have a talent for biting of too big of a chunk from time to time, and here I am again. School + reading endorsement + teaching a college class + marathon training + 3 1/2 year old daughter = mush for brains. Luckily, I will be able to subtract two things from this equation in a week and a half and I'll feel half normal again.
As for the reading, I'm always excited to see anything that deals with older students. Chapter eight mentioned a few strategies that I already use pretty consistently in my own class as well as some new tricks that I would like to try. I especially like the I.N.S.E.R.T model. I teach students to use margin notes, but this model gives a clear and efficient way to mark text. It can be especially helpful in a choral reading where a student may not be able to stop and make extensive notes.
As for the reading, I'm always excited to see anything that deals with older students. Chapter eight mentioned a few strategies that I already use pretty consistently in my own class as well as some new tricks that I would like to try. I especially like the I.N.S.E.R.T model. I teach students to use margin notes, but this model gives a clear and efficient way to mark text. It can be especially helpful in a choral reading where a student may not be able to stop and make extensive notes.
Reading 3 and other items
Ok, starting to feel overwhelmed and it is not even close to the end of this class yet. It just seems I am doing things last minute for either this class or for teaching my other classes. So inevitably no matter what I do I feel like I am drowning or I feel like I am trying to run and keep up with the rest of them, whoever them is, and instead I am falling two steps behind.
That being said I did enjoy the reading this week. They used different phrases for before reading, during reading and after reading strategies but in the end it was interesting. I didn't enjoy the political jargon that was included in the chapters but if I must try to read it, I will. I found the section on Strategies for Teaching Reading and Writing to English Language Learners to be not that applicable to the older ELLs. I was excited to start reading this section so it was kind of a let down. I also found the factors related to reading problems not that interesting.
I started doing running records this week and they are hard to do with a class to also look after. It is also difficult to do them with fast readers but oh well. At least I have a recorder so I can go back and double check my written work.
I started keeping a portfolio or typed journal of items for this class and I took notes on the readings we have done. All in all I honestly think I am crazy for taking classes and teaching classes at the same time. My head is spinning almost 90% of the day.
That being said I did enjoy the reading this week. They used different phrases for before reading, during reading and after reading strategies but in the end it was interesting. I didn't enjoy the political jargon that was included in the chapters but if I must try to read it, I will. I found the section on Strategies for Teaching Reading and Writing to English Language Learners to be not that applicable to the older ELLs. I was excited to start reading this section so it was kind of a let down. I also found the factors related to reading problems not that interesting.
I started doing running records this week and they are hard to do with a class to also look after. It is also difficult to do them with fast readers but oh well. At least I have a recorder so I can go back and double check my written work.
I started keeping a portfolio or typed journal of items for this class and I took notes on the readings we have done. All in all I honestly think I am crazy for taking classes and teaching classes at the same time. My head is spinning almost 90% of the day.
Reading Response #3
The readings this week seemed overwhelming to me. When your teaching you don't realize how many strategies you use because its more natural compared to when they list them all like the book did. It made me feel that I have used some of the strategies in the past when I was in school as well as using them with my students. I didn't realize how many strategies I had already known before this class.
I really liked reading about the writing strategies because it's one of the subjects that students can get really frustrated on. I love finding writing strategies that prove to students that if you use them the writing process WILL go smoother and less stressful.
For the last five years I have worked with students from all over the world. There have been moments where I have to trust other students to translate for me to practically playing charades to act out what the students should and shouldn't do. But no matter how stupid I feel I will never get over the moment where you can actually have a conversation with the students.
Halfway there!
This week marks the halfway point of class. Crazy, huh? It's gone by fast. There was a lot to cover in the reading this week. Here's what to expect in class:
Journaling and Discussion regarding the Gillet reading
Sharing/Work on MSV analysis of running records (bring one without MSV done + copies of text for group work)
Strategies for reading with older learners and special populations: lesson design
Group read from Cris Tovani
Don't forget your copies of your running record and please bring the text read by your child. You'll need it!
See you this week!
Journaling and Discussion regarding the Gillet reading
Sharing/Work on MSV analysis of running records (bring one without MSV done + copies of text for group work)
Strategies for reading with older learners and special populations: lesson design
Group read from Cris Tovani
Don't forget your copies of your running record and please bring the text read by your child. You'll need it!
See you this week!
Tuesday, September 27, 2011
Older Readers Need Help Too!!!!
My focus is normally on our youngest learners. As I started my reading for this week, I hesitated when I noticed that we were focusing on older readers. Even though I hesitated, I found myself really interested in Chapter 8 on Assessing and Teaching Older Readers. It's true...older readers need help too! I was shocked to read that as many as 70 percent of older readers read below grade level. NO!!!!!! It was difficult to read about the emotional consequences that students potentially encounter from experiencing difficulty with reading. I've always figured that this happens...but as I was reading, I was picturing the students that I've had over the last few years, who I know could be one of these "older readers" one day. I worry about those students. It was promising to read through the ideas of reaching through students' emotional difficulties to help them learn to read.
As I mentioned above, even now in my classroom with my Kindergarten students-there are students who could be one of these students who really struggles when they are older. This possibility only motivates ME to do all I can do for the short 2 1/2 hours a day that I have them...to ensure that they can be the best readers they can be.
As I mentioned above, even now in my classroom with my Kindergarten students-there are students who could be one of these students who really struggles when they are older. This possibility only motivates ME to do all I can do for the short 2 1/2 hours a day that I have them...to ensure that they can be the best readers they can be.
Middle School Literacy Class
I am living in the world of assessing and teaching older readers. Chapter 8 in the Gillet has hooked me from the beginning and has brought great framework and examples for the best practices in the teaching of older students.
I also can’t help but wonder about this lack of time spent in middle schools on comprehension strategies and reading attack skills. My school has started a literacy program this year that I believe in and am a big part of. I have noticed that content area teachers are frustrated, scared and unprepared to branch out and teach one period of literacy a day. Are these content area teachers, that have been assigned to teach literacy, already teaching the strategies in their classrooms and don’t know it? How can we help them?
Most teachers want students to love the subject they teach and all teachers know that students need to navigate text and assignments to be properly inspired and enthused.
Why wouldn’t teachers want to spend time on reading strategies and thinking skills with the population of students they are trying to reach?
I also can’t help but wonder about this lack of time spent in middle schools on comprehension strategies and reading attack skills. My school has started a literacy program this year that I believe in and am a big part of. I have noticed that content area teachers are frustrated, scared and unprepared to branch out and teach one period of literacy a day. Are these content area teachers, that have been assigned to teach literacy, already teaching the strategies in their classrooms and don’t know it? How can we help them?
Most teachers want students to love the subject they teach and all teachers know that students need to navigate text and assignments to be properly inspired and enthused.
Why wouldn’t teachers want to spend time on reading strategies and thinking skills with the population of students they are trying to reach?
Slowing Down Enough To Think
I know my second- graders think I'm a little goofy when I leave messages around the room such as METACOGNITION MEANS THINKING ABOUT YOUR THINKING! and "SCHEMA is how your EXPERIENCES affect your your reading comprehension!" or get excited when a student notices an INFERENCE about a detail in a read-aloud but I hope my sense of urgency will spread as the year goes on. One thing I have noticed as I have assessed my class with the DRA is that (fortunately) most of them have gotten pretty good at decoding. Some of them are even pretty good with their oral reading fluency, or "ORF" as DIBELS affectionately calls it. A few are pretty good at surface comprehension. A VERY FEW (notice a pattern) are good at retelling grade-level texts and only a handful are able to apply cognitive strategies to their reading. All that time spent assessing really gave me some valuable information.
Of course, my struggling readers are a different ball of wax. I'll save that for another post- Really examining their MSV patterns was very helpful for diagnosis and focused instructional planning... but back to my point... My overall classroom needs to start from square one with really learning how to think like a reader. As we have begun to spend more and more time building stamina as readers as well as choosing "just right" books, I have realized that (like a lot of older readers) most of my students have not developed a passion for books yet. They have not developed the habits of lifelong readers. What they have developed is a sense of competition to be reading the hardest chapter book in the library. They are all about decoding and being in the highest reading group. Our library is leveled for AR, with all the books color-coded. "I can read blue sticker books! The red are TOO EASY!" Pretty much every student is desperate to check out books that are way above their comprehension level. I allow one book to be a free-for-all but the other to be "just right." Kids are NOT happy with me that I am making them check out books that are "too easy." I feel like the book NAZI! You WILL read a red sticker book!
Still, we will push forward. I know that as students have little "Aha" moments, they will begin to personalize their reading experiences. If anyone has suggestions for super-engaging read-alouds (grade 2) that teach the comprehension or cognitive strategies (Mosaic of Thought, Reading For Meaning) Please pass them on! Meanwhile, I will keep choosing books that I love and hope that the passion for reading spreads like a virus. :) It is amazing how a culture of testing based on words-read-per-minute read can affect children's attitudes about reading and perception of what reading IS...
Of course, my struggling readers are a different ball of wax. I'll save that for another post- Really examining their MSV patterns was very helpful for diagnosis and focused instructional planning... but back to my point... My overall classroom needs to start from square one with really learning how to think like a reader. As we have begun to spend more and more time building stamina as readers as well as choosing "just right" books, I have realized that (like a lot of older readers) most of my students have not developed a passion for books yet. They have not developed the habits of lifelong readers. What they have developed is a sense of competition to be reading the hardest chapter book in the library. They are all about decoding and being in the highest reading group. Our library is leveled for AR, with all the books color-coded. "I can read blue sticker books! The red are TOO EASY!" Pretty much every student is desperate to check out books that are way above their comprehension level. I allow one book to be a free-for-all but the other to be "just right." Kids are NOT happy with me that I am making them check out books that are "too easy." I feel like the book NAZI! You WILL read a red sticker book!
Still, we will push forward. I know that as students have little "Aha" moments, they will begin to personalize their reading experiences. If anyone has suggestions for super-engaging read-alouds (grade 2) that teach the comprehension or cognitive strategies (Mosaic of Thought, Reading For Meaning) Please pass them on! Meanwhile, I will keep choosing books that I love and hope that the passion for reading spreads like a virus. :) It is amazing how a culture of testing based on words-read-per-minute read can affect children's attitudes about reading and perception of what reading IS...
Check, one, two, three...
These three chapters were jam packed with a lot of information. The parts that stick in my mind the most were the chapters talking about older students and reading, and dyslexia.
Older students don't read enough...I agree. With the amount of electronic devices in their worlds, and still coming, where do words from a book fit in. I think they read more than they realize through everyday life and the print around them, but the attention spans in children, in general, are growing shorter. I also agree that older students don't understand what they are reading. The "ways of words" changes and the volcabulary deepens as they reach the higher grade levels. For example, science. Reading a science text book for my students (even though we don't have them) is like reading a foreign language. We spend lots of time with hangs-on activities, drawing pictures, figuring out ways to learn the vocabulary without looking in a dictionary every time, writing notes, acting, etc. How do you get a 5th or 6th grader ready for the next step, high school, college, or life? One day at a time. Practicing skills that they can use to understand. What I find difficult about this is I feel like there is so much to do and not enough time. So...what is the most important step?
I liked the section that speaks about responding to the needs of readers beyond the primary grades. Honestly, I look at the the suggested strategies and I thought...well...isn't that just good teaching at all levels? Of course, some will vary depending on the grade, but don't you need to practice reading and writing in all subject areas? Or have a technology component? Or have a variety of diverse texts? I say yes!
The reading about dyslexia kind of hits home for me. I have seen that struggle and determination. I didn't know that dyslexic students tend to be average or above in intelligence testing. But I knew it at the same time, because the students I have had experience with can think on a different level and really look outside the box on various concepts.
Older students don't read enough...I agree. With the amount of electronic devices in their worlds, and still coming, where do words from a book fit in. I think they read more than they realize through everyday life and the print around them, but the attention spans in children, in general, are growing shorter. I also agree that older students don't understand what they are reading. The "ways of words" changes and the volcabulary deepens as they reach the higher grade levels. For example, science. Reading a science text book for my students (even though we don't have them) is like reading a foreign language. We spend lots of time with hangs-on activities, drawing pictures, figuring out ways to learn the vocabulary without looking in a dictionary every time, writing notes, acting, etc. How do you get a 5th or 6th grader ready for the next step, high school, college, or life? One day at a time. Practicing skills that they can use to understand. What I find difficult about this is I feel like there is so much to do and not enough time. So...what is the most important step?
I liked the section that speaks about responding to the needs of readers beyond the primary grades. Honestly, I look at the the suggested strategies and I thought...well...isn't that just good teaching at all levels? Of course, some will vary depending on the grade, but don't you need to practice reading and writing in all subject areas? Or have a technology component? Or have a variety of diverse texts? I say yes!
The reading about dyslexia kind of hits home for me. I have seen that struggle and determination. I didn't know that dyslexic students tend to be average or above in intelligence testing. But I knew it at the same time, because the students I have had experience with can think on a different level and really look outside the box on various concepts.
Week #3
After finishing the reading assignments for this week I feel like there is a lot of new information to process! My favorite part was chapter 10 and the discussion of factors related to reading problems. There are so many types of IQ tests, and they all seem to offer some slight difference from the next. I am not sure how anyone decides which one is the best and makes the decision to use it. The Wechsler Intelligence Scale for Children - III did seem appropriate because it is done individually and the students are not required to read or write. There are so many factors as to why a student may struggle with reading. It enforces the idea that assessments are so important so we can discover specifically where and why a student is having problems.
Dyslexia is one reason that a student may struggle with reading. I was quite surprised to learn that dyslexic students have IQ's in the average to above average range. Since most IQ tests are so concentrated with reading, it is not an accurate measure of intelligence for a dyslexic student. There are many strategies to help dyslexic learners such as breaking different tasks into distinct parts, focused learning on sight words and teaching phonics.
I am excited to learn about the "next step." While we spend this class learning about different assessments and how to give them, I want to know what happens next! How we can take this newly learned information and have some concrete ideas as to how to specifically help our students in the future.
Dyslexia is one reason that a student may struggle with reading. I was quite surprised to learn that dyslexic students have IQ's in the average to above average range. Since most IQ tests are so concentrated with reading, it is not an accurate measure of intelligence for a dyslexic student. There are many strategies to help dyslexic learners such as breaking different tasks into distinct parts, focused learning on sight words and teaching phonics.
I am excited to learn about the "next step." While we spend this class learning about different assessments and how to give them, I want to know what happens next! How we can take this newly learned information and have some concrete ideas as to how to specifically help our students in the future.
Saturday, September 24, 2011
#3 Assessing older Readers, "The Great Challenge!"
Okay - The studies show that older students are not reading very much on their own. Less than 10 minutes per day. I think that is so sad. Now the challenge be known we as teachers need to work hard! All TV's need to be shut off and learning must begin. If it was only that simple. Each of us as teachers worry about our students because low reading ability affects grades in all subjects areas. After reading chapters 8 and 9 I realize that we must monitor and know our students well. We need to help build up comprehension skills and offer our students diverse text that will have a variety of topics that will keep each students interest. It's important to provide extended time for literacy. At our school we have increased the hours of a school day to provide a larger chunk of reading and math. I can see a difference in my students as they can read the text as a class and then do their independent work as well. It's important to help our students with writing, spelling and vocabulary.
Confidence develops and a student grows academically as they read for understanding. Smaller groups can work on specific needs. Teachers must carefully plan organized focused strategic intensive instruction. There are many teaching strategies mentioned and I realize even more then ever the importance of meeting the needs of disabled readers. As a lesson is presented it is important to preview a text and then encourage students to search for answers. The teacher needs to help her students learn by summarizing what was read. Our school had teacher training Thursday. It covered the importance of vocabulary words and understanding the meaning. If students don't have previous knowledge they will not understand what is read.
I am learning so much from reading this text myself. Hope your week is going well.
Thursday, September 22, 2011
Week #2
After reading the very long chapter about Informal Assessments, I feel I have enough information to get started on the process of working with the student I selected. The student I'm working with is a 7th grader and he's probably two grade levels below and it makes sense to test him several times a year. My question is, after assessing students at the beginning of the year when should we do the assessments again? Four times a year? Should all students go through all of the assessments or just the lowest? I was very interested in the section about how to interpret and apply what is discovered in the IRI scores and observations. This is the area that will be the most meaningful and one I'm not good at doing yet. It'll be a good strategy to get together with other teachers and talk about the students who are low and see if there is a consensus about how to modify instruction.
Another piece that seemed like a challenge to manage was keeping track of observations. The one I like best is keeping a separate sheet for each student in a binder. The text gives guidelines for writing the observations that were helpful too.
The chapter about spelling and writing was great fun to read in hindsight. What I mean is, I've learned much about spelling by being in the classroom, talking to other teachers and by continuing education classes. I thought about the development of writing and reading being very closely connected after the reading.
Another piece that seemed like a challenge to manage was keeping track of observations. The one I like best is keeping a separate sheet for each student in a binder. The text gives guidelines for writing the observations that were helpful too.
The chapter about spelling and writing was great fun to read in hindsight. What I mean is, I've learned much about spelling by being in the classroom, talking to other teachers and by continuing education classes. I thought about the development of writing and reading being very closely connected after the reading.
Post #2
So I have chosen to use the DRA kit to assess my student for my case study assignment. I was able to get my hands on a DRA kit that includes levels 60-80 which is appropriate for my work with middle school students. The school that I work at does not use the DRA, but instead consistently uses DIBELS to assess reading fluency (rate/accuracy/automaticity) and does not include the re-tell / comprehension piece.
As I was going through the DRA kit, the one thing that surprised me the most was the amount of writing the older students have to do. I had expected that students would answer comprehension questions post reading the text, but when I started looking through both the Teacher Observation Guide and the Student Booklet, I discovered that students will also be asked to complete "Before Reading: Predictions", "After Reading: Summary", "Literal Comprehension", "Interpretations", "Reflections" and "Metacongnitive Awareness". I couldn't imagine having to perform this lengthy of an assessment on an entire class of students in a GIVEN time frame. What do you do with the rest of your class at this time?
One aspect of the DRA that I did like was how organized and planned out it is. It has very simple instructions and has everything you need in each individual file.
One last thing: I will be testing a 7th grade student and therefore chose a level 70 text. As I was learning a little more about the assessment, it was brought to my attention that reading a Level 70 Fiction is not the same as reading a Level 70 Non-Fiction. Students will need to be able to read a leveled NF text in order to move on to the next DRA reading level.
As I was going through the DRA kit, the one thing that surprised me the most was the amount of writing the older students have to do. I had expected that students would answer comprehension questions post reading the text, but when I started looking through both the Teacher Observation Guide and the Student Booklet, I discovered that students will also be asked to complete "Before Reading: Predictions", "After Reading: Summary", "Literal Comprehension", "Interpretations", "Reflections" and "Metacongnitive Awareness". I couldn't imagine having to perform this lengthy of an assessment on an entire class of students in a GIVEN time frame. What do you do with the rest of your class at this time?
One aspect of the DRA that I did like was how organized and planned out it is. It has very simple instructions and has everything you need in each individual file.
One last thing: I will be testing a 7th grade student and therefore chose a level 70 text. As I was learning a little more about the assessment, it was brought to my attention that reading a Level 70 Fiction is not the same as reading a Level 70 Non-Fiction. Students will need to be able to read a leveled NF text in order to move on to the next DRA reading level.
Running Record Training Wheels
I have been doing DRA's like a madwoman for the last week or so. Even though the section where the student reads out loud has the words printed on a page for me to look at and take notes on while they read, I have been practicing with my running record training wheels on. I haven't tried the checkmarks, but I have been making more notes about what they are saying, how they are sounding out or chunking words, etc. Before I would write down their substitutions, and other errors and make notes about their expression and phrasing, but that's about it. So I guess my next step would be to try out the check marks, time to jump into the deep end of the pool. . .
One thing I am intrigued with this week is a student I have in my class that dropped several levels of DRA assessment over the summer. She went from a 16 to a 10 (from the end of first grade level back to the beginning/middle of first grade level). She has an identical twin in another class who stayed at a 16 over the summer. The other teacher and I talked after school and we are going to delve deeper to try and find out how much reading each one did over the summer. I am also going to talk to her last year's teacher about the DRA to see how that went.
Wednesday, September 21, 2011
This week's adventures...
So all I have to say about Running Records is AAAARRRGGGHH!!! I thought the little ones were tough, but I was not prepared to try it with a senior (even one who doesn't read at grade level). This is going to take a bit of practice, to say the least.
As for the reading, I find myself a little overwhelmed. There are so many ways to not just informally assess reading, but to formally assess as well. In my position, I have to find the ones that are not only the most age appropriate but also the most efficient. With 190 kids, time is a valued thing. I think that portfolios are definitely an option, as older kids can be taught to self evaluate. I also like the idea of organizing them on a calendar and choosing one student a day to observe.
As for the reading, I find myself a little overwhelmed. There are so many ways to not just informally assess reading, but to formally assess as well. In my position, I have to find the ones that are not only the most age appropriate but also the most efficient. With 190 kids, time is a valued thing. I think that portfolios are definitely an option, as older kids can be taught to self evaluate. I also like the idea of organizing them on a calendar and choosing one student a day to observe.
Survey...
As I am giving the Burke Reading Survey to my high school students- I started to get excited about some of their answers. Even though I mentioned to them that I was using these for a college course I am participating in.... I am sure there will be some insanely sarcastic responses. I will post more tomorrow after may class- they will be completing and turning them in 6 and 7 period.
Reading number 2
Reading through some of the other blogs it seems many of us are thinking about how to kidwatch all of our kids instead of focusing on just the fewer that are struggling or that are disrupting class. I too would like to start focusing attention to all of my students and possible keep a record of these students. I am not exactly sure how I will keep this record or even how I will share this record with parents but I do find this information will be helpful. I think the book does a good job of getting us started on thinking about his process. I know for my classes I need to think about how I will separate these observations maybe thinking about observations on reading, observations on writing, observations on following directions, and observations on answering questions when using the text. Then within these subjects I need to think of the students physical behaviors in class, cognitive behaviors in class and for some of these the strategies the student uses in class.
There were many items I found interesting in the text. I like the new terms interactive view versus summative view because they make me think differently about my classes and how one student has a complex view on any of the observations that I wrote above. I also like the cloze procedures. It will be interesting to hear more opinions on how well these procedures work for others. I enjoyed reading through all of the different stages of spelling.
There were many items I found interesting in the text. I like the new terms interactive view versus summative view because they make me think differently about my classes and how one student has a complex view on any of the observations that I wrote above. I also like the cloze procedures. It will be interesting to hear more opinions on how well these procedures work for others. I enjoyed reading through all of the different stages of spelling.
For week three...
Hello, again! Here's a reminder of what to expect this week, and what you should have accomplished:
Due:
Gillet Chapters 3-5
Blog Response #2
Unofficially Due:
Identification of Case Study student(s)
Informal survey/interview with case study student
Begin taking running records
In Class:
Journaling about assigned reading and case study so far
Review of DRA/QRI/IRI (with video)
In-class reading and discussion: "Triangulation of Data" article
Additional assessment techniques/organization ideas
Due:
Gillet Chapters 3-5
Blog Response #2
Unofficially Due:
Identification of Case Study student(s)
Informal survey/interview with case study student
Begin taking running records
In Class:
Journaling about assigned reading and case study so far
Review of DRA/QRI/IRI (with video)
In-class reading and discussion: "Triangulation of Data" article
Additional assessment techniques/organization ideas
Tuesday, September 20, 2011
Week #2
This week I have learned many new things about ongoing assessment. One of the interesting strategies that I read about focused on reading behaviors and how to keep track of them to note progress or difficulties. The idea of using a record sheet and putting sticky notes on a square for each different student was really helpful. Often times I find that the same few number of students get much of my attention, and I barely notice the other students because they are always on task and flying under the radar. This idea is helpful to me because it would reinforce for me visually which students needed a little more observation done.
I found the section on spelling and the different stages that all students go through fascinating. There are such distinct levels of achievement as a child's brain is developing. It seems really helpful for students to have the freedom to write with little critiquing from a teacher. With the freedom to explore what sounds fit together and how, they are learning something new each step of the way!
I found the section on spelling and the different stages that all students go through fascinating. There are such distinct levels of achievement as a child's brain is developing. It seems really helpful for students to have the freedom to write with little critiquing from a teacher. With the freedom to explore what sounds fit together and how, they are learning something new each step of the way!
Reading Response #2
The readings this week have made me look back on some of the observations that I have seen when it comes to students choosing the right book for them. I have come across some students that struggle being a lower reading than everyone else in the classroom. They struggle with the fact that they don't want to be seen with a "kiddie book" when everyone else has chapter books. The other observation that I have noticed is students not picking the right book for them.They either choose a really easy book that they will read is a matter of a couple days, or they choose a book that is too hard. I have seen the five finger rule which I believe is an easy way for students to find books suited for them. The student reads the first paragraph of the book and whenever them come across a word that they don't know that's one point. If a student reads the first page and they come across five or more words that they don't know that means the book is to hard and they should try another book.
The problem I have come across is the amount of information that the student should be told when it comes to there reading progress. I understand that the student's should know the areas where they need to work on but there should be boundaries on what they need to know. If the student get told over and over again the negative points the students can develop a negative view towards reading in general. It is really important that teachers choose wisely how they present the results to each student in a way where it's not all negative information. Because each student is different the boundaries need to be flexible depending on each student.
Monday, September 19, 2011
RR with my Students
Wow! Keeping up with my students reading and marking errors is a challenge! We were flying right along and then it happened she miscued some words and I made my attempts to document it . I set up my computer to record her and realized that after I replayed her reading I realized she made more mistakes then noted. To be really good I will need to practice. Our text staed that practice was vital to be a good recorder and they were certainly right.
I really appreciated the reading this week. I want to provide authentic assessment so I can best meet and plan for my students. Each piece of work that I place into my student's portfolio will help me provide a clear picture to parents as well as other educators. I agree Joe, blogging can be frustrating sometimes. I have had a few hurdles getting on myself. As teachers we never give up but face the challenges ahead.
Post #2
Ok, so everyone who has followed the Daily 5 Cafe layout is probably familiar with the ongoing assessment portion that is mentioned in chapter 3 of this week's reading. The informal assessment is so important and is arguably the most important! This is REAL assessment based on REAL behavior! It is so authentic. I know I can do better with this in my own classroom. Sometimes I think I can just "remember" my students' tendencies and behaviors, but really I should be taking notes and logging it somewhere for future conferences and later references. I tend to get wrapped up in the DRA-2 and QRI-4 at the beginning of the year. Yet, sometimes the most important part is just sitting down and reading with a student. Both formal and informal assessments are important, but it's good to be reminded of the value in observing students with a goal in mind. To have ideas of what to look for is also very helpful. I agree that the behaviors on pages 83 and 84 are helpful as a clue to what to look for with my students.
Later in the reading, Gillet talked about writing being a purpose of communication, not evaluation. I thought this was very interesting. I also like that Gillet said students should be involved in the assessment of their writing. Isn't assessment the most tedious part of teaching when it comes to writing assignments? It is so hard to grade writing assignments! There is so much to it. I struggle with being consistent from one child to another. I struggle with deciding what to grade up or down on....it's a mind game sometimes. I like the idea that writing should show progress. It really should! Writing is proof of what has been learned, and it is obvious when one reads work from the beginning of the school year and the end of the school year. Comparing written work is a great way to see the growth. That is also why portfolios are so important. They really catch the student in the right place for assessment. Rubrics are helpful at times, because they give a better idea of direction when grading. However, I still think writing is a difficult subject to grade! It is something I hope I get better at teaching too. This year, we are adopting the Excellence in Writing format for elementary students. I hope to see some big progress this year in my writers!
Later in the reading, Gillet talked about writing being a purpose of communication, not evaluation. I thought this was very interesting. I also like that Gillet said students should be involved in the assessment of their writing. Isn't assessment the most tedious part of teaching when it comes to writing assignments? It is so hard to grade writing assignments! There is so much to it. I struggle with being consistent from one child to another. I struggle with deciding what to grade up or down on....it's a mind game sometimes. I like the idea that writing should show progress. It really should! Writing is proof of what has been learned, and it is obvious when one reads work from the beginning of the school year and the end of the school year. Comparing written work is a great way to see the growth. That is also why portfolios are so important. They really catch the student in the right place for assessment. Rubrics are helpful at times, because they give a better idea of direction when grading. However, I still think writing is a difficult subject to grade! It is something I hope I get better at teaching too. This year, we are adopting the Excellence in Writing format for elementary students. I hope to see some big progress this year in my writers!
Reading ideas galore from the textbook!
I just want to say...running records are hard to do. There. That being said I wanted to post some words about our Understanding Reading Problems textbook. I really really liked all the awesome information from chapter 3! I especially love the behaviors list where you can keep track of behaviors the students project while they read. I am starting reading groups tomorrow and I have never done that before (should be entertaining). Having a list that has behaviors listed in advance would really help me focus for the first go around. Another idea was keeping an observation record sheet with sticky notes. You can jaunt around between groups and keep quick notes on stickies and stick it on the students designated spot in your reading notebook. It is quick and simple. I need that! Also a calendar for observations. I'm the type of person that needs things organized so I know what to do and when to do it especially if it is something new. Give me a calendar and I am set. It will also help with making sure I observe each group or student regularly.
I have finally figure out what a cloze passage is. Interesting idea, but I'm still not sure how to use it.
PORTFOLIOS! Love it love it love it! I have decided that I like the showcase version best. It makes sense to have the students choose their own best work or things they are proud of to show off. Binders are a must. Collect all student work in binders. Students select showcase pieces. Evaluation. Showcase! I look back and it seems so simple...but I know it is going to be a lot of work. It will be worth it!
I have finally figure out what a cloze passage is. Interesting idea, but I'm still not sure how to use it.
PORTFOLIOS! Love it love it love it! I have decided that I like the showcase version best. It makes sense to have the students choose their own best work or things they are proud of to show off. Binders are a must. Collect all student work in binders. Students select showcase pieces. Evaluation. Showcase! I look back and it seems so simple...but I know it is going to be a lot of work. It will be worth it!
Reading 1, Take 2
First, let me say that I’m
not typically this technologically impaired. First I have difficulty logging into this here blog (the
user error was too remedial for me to even mention). Then, once I’m in, I can’t see/find my first blog post. It’s nowhere to be seen… I’m not sure what I did wrong. Well, this one is saved in MS Word
(should I make another misstep).
Running Record intimates me a bit.
Well, up until this course I think that I had only “heard of” Running Record, but couldn’t begin to tell
anyone what it was. For all I knew
it was a P.E. thing or some federal fitness initiative (which might not be a
bad idea).
Now that I have the
beginnings of an idea about it I can safely say, “I’m a bit intimated.” My multitasking can get taxed with the idea
of walking and chewing gum.
Recording middle school students will likely require me to use multiple
recording devices just to keep up. I'm sure that I'll miss a lot when I try it for real. I am thankful
to learn that the reading specialist who teaches across the hall from me is an
old pro using RR.
All that being said, RR
could prove quite helpful. In the
past few years I’ve had students in my classrooms that have flown under the
radar. Their growth (or lack of
growth) was often discovered too late to help. Also, I see RR as a means to help students view and engage
with their own learning targets and goals.
Sunday, September 18, 2011
Post 2 - Running Records and Portfolios
Our reading this week taught me the importance of taking running records. There is great detail needed as we give assessments to our students. It is important to document factual information and not to add any additional information. It is important to get to know your students and to let them choose their books. Self selection helps students read more. It is our job to be sure they haven't choosen books that are too easy or too difficult. Running records should be given as their second reading. The assessment rule states: Tests are used to measure the product or outcome of instruction and to compare students to others. Observing classroom behavior is very important. It is necessary to record physical and cognitive behaviors in a classroom. I really appreciate the ideas given for observations. I choose to use a binder with all my students papers but I am also going to use a calendar to keep track of students and their assessments. I will use post it notes to write additional notes.
I was reminded to use objective language and to be sure that all student are observed. Pinnell/Fountas have created an outstanding program for guided reading. It is a literature based approach in books of many types of genres. Readability levels are show in the front and back. I have already started portfolios for my students. I have a reading journals from the first day and a copy of their writing samples and notes from in classroom observations. One part of homework for second grade is a reading log so I have a list of books they select. Our job as a teacher involves close monitoring of our students and we are able to authentic assessments. I started doing my case study this week I have one student that appears to have strong reading skills and another that falls in the struggling reading. I have sepearte plans for each student that will best meet their needs.
QRI-4 Examples Available!
Happy weekend, everyone!
The livebinder now has a new tab for the QRI-4. For all those who did not have access to this lovely tool, you simply need to read the simplified instruction pages, print out the word lists to administer to your kiddo, and then get the reading passage and score sheets from whichever level you need. I have included all of the word lists (for student and examiner), two pages of simplified scoring instructions, and at least one reading passage and accompanying scoring sheets at each grade level (a couple of them have 2 passages). Hopefully, that will allow everyone to get what they need. If anyone needs more than one passage at a specific grade level, just let me know and I'll put them up.
Happy assessing to all!!
The livebinder now has a new tab for the QRI-4. For all those who did not have access to this lovely tool, you simply need to read the simplified instruction pages, print out the word lists to administer to your kiddo, and then get the reading passage and score sheets from whichever level you need. I have included all of the word lists (for student and examiner), two pages of simplified scoring instructions, and at least one reading passage and accompanying scoring sheets at each grade level (a couple of them have 2 passages). Hopefully, that will allow everyone to get what they need. If anyone needs more than one passage at a specific grade level, just let me know and I'll put them up.
Happy assessing to all!!
Ongoing Assessments in My Classroom
I am excited about this class and running records! After our readingabout running records I realize how important accuracy is. I have always had a committment to doing things right in regards to assessment but this chapter totally brought it home for me. In the hussle and bussle of growing classrooms we must carefully assess each step. First get to know your student. Watch them carefully and monitor the books they are choosing. I was reminded of giving the children the opportunity to self select their books. Be sure they are not diving into books and feeling overwhelmed with the difficulty of the book. I feel like monitor was an important thing repeated in our chapters this week. The cognitive behaviors and reading strategies of our students should be observed and noted. Do we have an awesome job full of huge responsibilities? Yes!
So in my classroom I do running records or checkouts each five lessons. I have a required binder which I list all my groups and individual students. I document mistakes and place notes in my binder. I really like the idea of the calendar page listing all my students too. I using put copies of running records and notes in my students portfolios for conferences or parent meetings as for IEPS. I was reminded in our reading this week to use factual language and to be sure I don't add to facts in any way. The calendar page will make me accountable. At my school we are required to turn in weekly updates on all students so we are carefully monitoring progress and our specialist can spend additional time if needed. It's a lot of work but it works. This weeks reading was full of excellent suggestions and reminders. I look forward to working with my students this week and to Thurday night class.
Thursday, September 15, 2011
First Post
Like all of you, I find my brain surging with new expectations and information on assessment.
Little did I know how little I knew. Ahh a college education. Some of the reading was a good refresher for me. As a substitute teacher I have been waiting for my school year to begin. I am anxious to put much of the new insight gleaned from this weeks reading into play. I eager learn more. Let's go!
post #1
After reading about how to do Running Records, I remember why I was discouraged and overwhelmed about doing them. In the schools I've taught in, RR isn't used as an assessment tool. I realize that I'm not good at doing reading assessments and this class will ensure that I'll get better at it! The types of assessments I've done are the canned ones from the reading program, dibels and my own notes when I've worked in small groups. When I've had serious concerns about a student, I've relied on Reading Tosa's to do additional tests. Although RR will require a working knowledge of the abbreviations, it should be a good tool to use once I understand how to use the data. I'm looking forward to learning how to give assessments and understanding how it will drive instruction.
The article I selected, "Reading Is Your Thing" is about teaching students to read different types of texts. We tend to rely heavily on fiction as the standard for teaching about reading although so many children love to read about nature or how things work. This past year, I taught science and social studies and I quickly discovered that students didn't know how to "read to understand" the texts. The step-by-step model the author discusses builds on what the students should know about reading fiction works; what is the main idea, background knowledge, making inferences, answering questions, and monitoring comprehension to name a few.
The article I selected, "Reading Is Your Thing" is about teaching students to read different types of texts. We tend to rely heavily on fiction as the standard for teaching about reading although so many children love to read about nature or how things work. This past year, I taught science and social studies and I quickly discovered that students didn't know how to "read to understand" the texts. The step-by-step model the author discusses builds on what the students should know about reading fiction works; what is the main idea, background knowledge, making inferences, answering questions, and monitoring comprehension to name a few.
Assessing Fluency
This week I have been reflecting on fluency assessments. My school is about to start the fall DIBELS assessment, and for my second graders traditionally we have used the fluency portion to determine who needs extra help in reading. This has been bothering me so I chose an article from The Reading Teacher about one minute fluency measures and the mixed messages they can deliver. Even though most definitions of fluency include rate, accuracy, natural delivery, and comprehension, these one minute tests only measure rate and accuracy.
I especially appreciated that the article included suggestions for ways to use these quick fluency tests to get more balanced information. My district requires the use of DIBELS so I am hoping that the assistants who administer the test will be able to implement these ideas. One simple thing is to write down the error a child makes instead if just slashing an incorrect word. If they were able to do this, we can easily use this as another way to analyze the errors a student is making. The other suggestion was to mark the one minute point in the reading and allow the child to continue reading to the end of the passage. This way you will have not only the one minute measure as prescribed by the test, but also a measure of a longer passage to check on their endurance.
I am lucky in that my second grade team has focused on using a variety of assessment information to get the most balanced picture of each student. Now I feel hopeful that we can enhance the information DIBELS gives us as we are required to use this for our RTI decisions.
Wednesday, September 14, 2011
The Benefits of Assessment
Allison Schefers
Reading Blog
September 14, 2011
When I did my weekly reading for this class I was struck by the benefits and the information that assessments can give us about students to ensure that they meet the grade level standard. I know I have “known” this but the amount of time and energy spent on testing (especially ELL students) has left a bad taste in my mouth. This reading reminded me that if assessments are used correctly they give us the opportunity to be better teachers for our diverse group of learners. There is a not a “one size fits all” education and whether we find it empowering or scary, teachers have an enormous impact on student achievement. Perhaps with the current state of our economy, I feel more scared that I will not be able to meet the needs of my students.
I am glad that our district is working in professional learning communities to create assessments that help guide instruction along with progress monitors to make sure that students are getting it. It is not perfect but at least we are moving in the right direction. The message I got from this reading is that assessments guide instruction and it is all focused around student learning.
For the past years I have been hearing about RTI, I am interested in learning more about this and how it will decrease the achievement gap between the haves and have nots Our district is at the beginning stages of this I am interested to see how this system develops over time.
Tuesday, September 13, 2011
The research article I read for the week was written on the topic of data-driven decision-making and whether or not it was an effictive means of making decisons in the best interest of students. After the creation of NCLB, I watched school districts move from using Marie Clay's Observation Survey, student portfolios, student work samples and running records to using assessments like DIBELS and statewide assessments to make very high-stakes decisions. As schools put a narrow focus on the achievement of the "bubble" kids on statewide assessments, the implications for all students is broad and deeply felt. These days our school's success or failure is measured on a single test (OAKS.)
I think politicians and many administrators tend to oversimplify the "how" of the reading and writing process, taking a scientific approach to teaching language arts instead of teaching it like an art or craft. As I begin a new school year, It is my greatest hope that I will be able to infuse my classroom with rigor, relavence and intimacy (social-context of learning). I hope that I can encourage a literate environment where thinking is modeled and curiosity is valued. As I gradually release responsiblity for learning to my students and push them to think deeply and make connections with their learning, I will have faith that the test scores will come because the learning will mean something to them. Our mandated curriculum alone is superficial and contrived. In this day of accountability, it takes a measure of bravery to be the rogue Daily Fiver, the only Reading With Meaning follower around. Here's to a year where I strive to meet all my students where they are and teach them how to think about themselves as readers and writers, to think about their strategies, processes and own thinking (metacognition).
I think politicians and many administrators tend to oversimplify the "how" of the reading and writing process, taking a scientific approach to teaching language arts instead of teaching it like an art or craft. As I begin a new school year, It is my greatest hope that I will be able to infuse my classroom with rigor, relavence and intimacy (social-context of learning). I hope that I can encourage a literate environment where thinking is modeled and curiosity is valued. As I gradually release responsiblity for learning to my students and push them to think deeply and make connections with their learning, I will have faith that the test scores will come because the learning will mean something to them. Our mandated curriculum alone is superficial and contrived. In this day of accountability, it takes a measure of bravery to be the rogue Daily Fiver, the only Reading With Meaning follower around. Here's to a year where I strive to meet all my students where they are and teach them how to think about themselves as readers and writers, to think about their strategies, processes and own thinking (metacognition).
Week #1
This week I have learned a tremendous amount about assessment! In my first five years of teaching, I'm afraid I did very little assessing besides class tests and state testing. My view has broadened now and I can't wait to try out some of these new skills. There is an article from "Reading Today" that explains assessment and the different levels of questioning. Also, how teachers have a difficult time transitioning from questions having to do with remembering and comprehension to analysis and application. Using a higher level of thinking is certainly a great way to assess our students.
Running records will also be another excellent way to assess where my students are reading. After watching the posted U-tube video of the teacher explaining running records I had a surprising response. I have always felt like assessment (although being about what the students know) was mainly discovered by the mistakes that they make. The teacher on U-tube was so positive about grading the tests. If students made mistakes and self corrected, that was a wonderful thing. If a students repeated the same section of the sentence over again it was also encouraging because it meant that they were gaining skills to figure out how to decode. It is not about a red pen and check marks to tally, but instead really understanding the mistakes and using them to discover how to help them in the future. We have important jobs and need to treat it that way.
Running records will also be another excellent way to assess where my students are reading. After watching the posted U-tube video of the teacher explaining running records I had a surprising response. I have always felt like assessment (although being about what the students know) was mainly discovered by the mistakes that they make. The teacher on U-tube was so positive about grading the tests. If students made mistakes and self corrected, that was a wonderful thing. If a students repeated the same section of the sentence over again it was also encouraging because it meant that they were gaining skills to figure out how to decode. It is not about a red pen and check marks to tally, but instead really understanding the mistakes and using them to discover how to help them in the future. We have important jobs and need to treat it that way.
For this week...
First of all, I have to say that I've enjoyed reading all of the posts! So far, so good, everbody! Just as a preview of what's coming up, here is a brief review of what to expect in class and what is due this week:
Due:
1.Your professional journal article with active reading markings (please also bring 5 copies in addition to your own).
2. Your first blog response (which some of you have already done- yay!)
3. Chapter 2 of the Gillet
4. Chapter 5 of the Clay
5. Bring a book with a lexile score and readability level figured out to share with the group
In class:
1. Journaling in response to home reading
2. Sharing books
3. Sharing journal articles in groups
4. All things running records
5. Running Record buddy practice
*For David Douglas group, a visit from Terry to discuss practicum business!!
Quick Reminders:
1. If you are going to switch classes due to prior commitments, send me an email so I remember to make enough copies.
2. Identify at least 2 students you'd like to know more about
3. Make plans to give at least 3 running records to students.
That's all, folks!!
Due:
1.Your professional journal article with active reading markings (please also bring 5 copies in addition to your own).
2. Your first blog response (which some of you have already done- yay!)
3. Chapter 2 of the Gillet
4. Chapter 5 of the Clay
5. Bring a book with a lexile score and readability level figured out to share with the group
In class:
1. Journaling in response to home reading
2. Sharing books
3. Sharing journal articles in groups
4. All things running records
5. Running Record buddy practice
*For David Douglas group, a visit from Terry to discuss practicum business!!
Quick Reminders:
1. If you are going to switch classes due to prior commitments, send me an email so I remember to make enough copies.
2. Identify at least 2 students you'd like to know more about
3. Make plans to give at least 3 running records to students.
That's all, folks!!
Reading #1
As a math teacher, I haven't done a very good job of staying up to date with the most current reading assessments. This class will help me to become more knowledgeable on the topic of literacy and allow me to feel more confident in engaging in conversations directed towards literacy in my school.
Reading through the first couple chapters of the two texts has been a good refresher of things that I know I learned in my college Lit classes, but being completely math-minded never really payed attention to. The past couple years I have learned that effective teaching requires knowing the whole student. This includes how to best meet their individual needs in my classroom, as well as, how they work and what their strengths & weaknesses (reading/writing/comprehension/etc.) are in other core classes (LA & SS, science). I am excited that although we are focusing on literacy, I have already been able to make several connections between the assessments mentioned in the text and what I do (or would like to do) in my math classroom. I love the piece I read that says, "When the class teacher observes how individual children are problem-solving, it makes a difference to what happens in classrooms." We as teachers need to be able to problem-solve and then make adjustments on the go...this is also a skill that I try to teach my math students all the time. I like to use weekly Common Formative Assessments to keep running tabs on whether students are building a strong understanding or whether it's time to stop moving forward to answer questions or review past material.
I am interested in learning more about best practices when using literacy assessments and how I can integrate effective assessment styles and techniques in my math class.
Reading through the first couple chapters of the two texts has been a good refresher of things that I know I learned in my college Lit classes, but being completely math-minded never really payed attention to. The past couple years I have learned that effective teaching requires knowing the whole student. This includes how to best meet their individual needs in my classroom, as well as, how they work and what their strengths & weaknesses (reading/writing/comprehension/etc.) are in other core classes (LA & SS, science). I am excited that although we are focusing on literacy, I have already been able to make several connections between the assessments mentioned in the text and what I do (or would like to do) in my math classroom. I love the piece I read that says, "When the class teacher observes how individual children are problem-solving, it makes a difference to what happens in classrooms." We as teachers need to be able to problem-solve and then make adjustments on the go...this is also a skill that I try to teach my math students all the time. I like to use weekly Common Formative Assessments to keep running tabs on whether students are building a strong understanding or whether it's time to stop moving forward to answer questions or review past material.
I am interested in learning more about best practices when using literacy assessments and how I can integrate effective assessment styles and techniques in my math class.
Monday, September 12, 2011
As I greeted my Kindergarten students this morning-on their first day of their educational journey, I couldn't help but think about how important my job really is!
After reading the first two chapters in our textbook, I was glad to have some refreshers on information that I have learned in the past. I was also thrilled about learning a lot of new information. I'm really interested in learning about "Kidwatching" (Yetta Goodman). I like the idea of learning more from observing children in the daily life of the classroom. I look forward to investigating (Goodman) further and learning about this form of assessment.
On page 26 of Chapter 1-Allington was quoted: "Children learn to read by reading." As a teacher of our youngest students, attitude is key in learning and enjoying the gift of reading. During a read-aloud today, I gazed across the faces of my students-all I could see was enjoyment and motivation. All I could think was: "I've got them where I want them...now I'm going to teach them!" My wish for each of them, is to never lose the joy I could see on their faces as I read to them.
This course is going to really assist my learning on the specifics of reading assessment and how to focus my instruction. Let the learning begin!
After reading the first two chapters in our textbook, I was glad to have some refreshers on information that I have learned in the past. I was also thrilled about learning a lot of new information. I'm really interested in learning about "Kidwatching" (Yetta Goodman). I like the idea of learning more from observing children in the daily life of the classroom. I look forward to investigating (Goodman) further and learning about this form of assessment.
On page 26 of Chapter 1-Allington was quoted: "Children learn to read by reading." As a teacher of our youngest students, attitude is key in learning and enjoying the gift of reading. During a read-aloud today, I gazed across the faces of my students-all I could see was enjoyment and motivation. All I could think was: "I've got them where I want them...now I'm going to teach them!" My wish for each of them, is to never lose the joy I could see on their faces as I read to them.
This course is going to really assist my learning on the specifics of reading assessment and how to focus my instruction. Let the learning begin!
Developing a Plan for the First Weeks of School
I am finally able to differentiate between the approaches to assessment of reading. This feels great to have some momentum back when it comes to assessing my students. I have an opportunity this year to work with a class of struggling readers who I can tell already have some serious attitude problems when it comes to approaching any level or genre of text. My first days have been spent setting behavior expectations, building community and watching how they are handling and reading from a wide selection of non fiction and fiction texts. I am very interested to learn how the reading interviews turn out tomorrow so I can begin to plan how I am going begin my assessments. With real poor attitudes around reading I can’t help but wonder how much repetitive assessment and “low” intervention groups have played into their less than favorable attitudes around reading. Chapter 5 in the Clay text was really helpful and I have a new found respect for the patterns and unique info running records reveal about the individual. I also enjoyed the u-tube video’s on the live binder.
Assessing with the DRA and QRI-4
I think it is so convenient that we are taking this particular class at the beginning of the school year. Though it would have been great to know all of this material beforehand, this class is making me look at my reading assessments this year much differently. School for my third graders and me started last Wednesday. On Friday, I began to assess my students using the QRI-4. I like to do the word lists for everyone first, so that I can immediately group the students based on their decoding abilities. I realize that reading word lists are much different than reading paragraphs and short stories. However, this quick glance at the word list assessment is very helpful in helping me get a rough idea for where my students are as readers. It also allows me to have some one on one interaction with the students and set the tone for our reading “appointments” that we will have throughout the school year (I follow the Daily 5 CAFE curriculum from the Sisters). *Side note, I changed CAFÉ to the “FACE of a reader” in my classroom, thanks to a blog that I saw online. I think it is much more relatable for my third graders to think about the FACE of a reader than a CAFÉ menu.* Anyway, I’m almost done with the word lists. When I have the word lists complete for each student, I’ll assess my more struggling readers first. I know that this year I have a very wide range in abilities, and I’m guessing that about 6 of my students are one or two grade levels below where they should be at this time.
As I anticipate doing the full QRI-4 assessment, I am so grateful that I have access to it and that I am familiar with how to give this assessment. I like QRI-4 much better because it doesn’t seem to take as long as the DRA. Though I like the colorful DRA books, I find the written portion of the DRA to be quite overwhelming for my third graders. For instance, when the students are asked to write a summary of what they read, my students do very poorly. When I ask them to tell me orally what they remember (similar to the retelling in the QRI-4), then my students are able to recall more information and more importantly, communicate that information. When you mix in writing with the reading comprehension, the scores do not accurately reflect their ability to remember what they read. Some students are natural and gifted writers and can write great summaries at the beginning of third grade, but the majority of my students look at the DRA packet like a huge, daunting task. Plus, from my standpoint, it takes so much time for them to read the book and fill out the questions and summaries! On the other hand, when I had my students retell me last year what they remembered, my hand was about to fall off from writing so quickly what they were saying! There’s not really a win-win in this situation, is there? I love the DRA and think it’s a great tool, but it’s not as practical for the reality of our teacher world in which we have over 25 students to assess and limited time before the rest of our class goes crazy while we work with one student at a time.
The upside of the DRA is that it has actual levels, such as 28, 30, 40, etc. In this case, it’s great because I can level all my classroom books with the DRA levels so that I can more easily recommend good fit books to my students, and they can also be mindful of the kinds of books they are reading. In my classroom, I either looked the book’s DRA level up online, or I found its lexile measure and used a guide to determine what the DRA level would be. I’m not sure if the QRI-4 has any kind of measurement that I could then transfer to my books in the classroom. If so, I definitely want to know what it is for next year!
Assessment as a Sped Teacher
As I began this class- I felt pretty confident in my assessing ability. As a Sped teacher- I have to assess all the time. I typically administer an ILR about every 2 months depending on when the IEP falls into the school year- but little did I know that I was not using the full potential of the assessment. I recently purchased the QRI-5, which has really opened my eyes to everything that I can assess... prior knowledge, oral reading, unaided recall comprehension, look-back comprehension, think aloud comprehension, frustration level, instructional level, and independent level-
For the first time in a long time- I am excited about reading assessments.
For the first time in a long time- I am excited about reading assessments.
Listening Comprehension Level
As I have been reading about IRIs in chapter 2 of the Gillet text, I was particularly struck by the idea of listening comprehension levels. For the past couple of years, I have been playing audio versions of the novels that I teach instead of just having the students read aloud. I found that comprehension seemed to go way up among students with various reading abilities, but especially with my struggling students. I initially suspected that this was because students were hearing it read fluidly and with expression, and that I had a number of students who were oral learners, but I didn't think about them still being a place where there was still a significant gap between listening comprehension level and reading ability. I have a number of students in my regular English class who are not reading at grade level, and it would make sense that they have not quite reached that level of mature reader where the gap between listening and reading levels closes. This chapter gave me a new perspective.
Sunday, September 11, 2011
Reading assessments in the classroom
I was reminded today as I read Chapters 1 and 2 of the important role of a reading teacher. Our assessment must be carefully taken and we then need to use that information to best meet the needs of our students. My class of 28 came to me from various school settings and homes. We do placement tests to best place them into small groups were they can be matched best with reading material that suits their level of reading. I have already started to collect information for their portfolio and I use rubrics to measure and observe my students' performance. We wait patiently for school records to arrive so we can better meet our students needs. Once a course of instruction is chosen then I will give monitoring assessments. I like to collaborate and share results with other teachers. It is a team effort to meet the needs of my students. Parents are also a part of the progress as they read at home with their child.
Chapter 2 focused on the levels of reading ability. I wish my all my students were at the independent level where they can read easily but the truth remains they are not. There are four ability levels. I realized two students were at at the frustration level with reading. Expressions on faces during reading group showed that the reading level was too difficult and after class I spoke with my students reassuring them that I would be placing them in groups matching ability level. I am ready for a challenge.
Reading #1
For me there is a ton of information in these two chapters to take in and adsorb into my brain. In previous classes I had heard of instructional levels of learning and independent levels of learning. However, I find it interesting that there is a frustration level and a listening level of reading. It makes sense that the listening level may or may not be the same as the instructional reading level. Since I am a science teacher whenever I read anything I think of ways I could possible use this information in science class. I know that I have students that are not at the same reading level. I wonder if these students may have a higher listening level. I wonder how I might be able to find and use readings at their independent or instructional reading level, which will fit my curriculum or fit somewhat with the vocabulary that is introduced with the readings from the book. I think and hope with this class I will learn more ways to assess even the possible readings I find to give to students to read. I think it would be interesting to use the informal reading inventories on some of my students to see where their comprehension breaks down on an expository text. Then I might use instruction to help those students. However, I wonder if it would be unfair to use it on the few students and not all my students. But using this on all 150 students that I teach in a day would be overwhelming if not impossible, I think.
I also like how they break down interpreting the IRI into quantitative data and qualitative data because I can understand this interpretation of data easily. In fact I teach my students the difference in between qualitative and quantitative science data collections. Now after reading this chapter and its redundancy I would feel comfortable trying to give and IRI.
Running records, hum, I am encouraged at how plan and simple they are. Although it has different categories it is nice how they can also be used as an assessment of the student reading level. However, I didn't like the part of the chapter where they state, this type of record is supposedly not useful for my middle school students. It just seems like there is a way to use this record possibly with alterations to help instruction in a middle school science class. Or to help instruction with certain students in a middles school science class. I don't know those are just my thought right now.
Oh yes, one quick question on page 42 in the Gillet reading it mentions a "good question....should call on both convergent and divergent thinking." I looked up a little online but you know how there are different response to one query online. So online the general overview is convergent thinking you must come up with one possible solution or answer the problem but with divergent thinking you can come up with all of the possible answers to solve the problem. Is that close?
I also like how they break down interpreting the IRI into quantitative data and qualitative data because I can understand this interpretation of data easily. In fact I teach my students the difference in between qualitative and quantitative science data collections. Now after reading this chapter and its redundancy I would feel comfortable trying to give and IRI.
Running records, hum, I am encouraged at how plan and simple they are. Although it has different categories it is nice how they can also be used as an assessment of the student reading level. However, I didn't like the part of the chapter where they state, this type of record is supposedly not useful for my middle school students. It just seems like there is a way to use this record possibly with alterations to help instruction in a middle school science class. Or to help instruction with certain students in a middles school science class. I don't know those are just my thought right now.
Oh yes, one quick question on page 42 in the Gillet reading it mentions a "good question....should call on both convergent and divergent thinking." I looked up a little online but you know how there are different response to one query online. So online the general overview is convergent thinking you must come up with one possible solution or answer the problem but with divergent thinking you can come up with all of the possible answers to solve the problem. Is that close?
Assessment Realizations
I hope this works.:)
I am still in the midst of doing my readings, but after reading a little from Clay and Gillet I am understanding assessment more. I know assessment is important, but I honestly could not see assessment past tests. I teach in a private school and from what I have learned in the past months we have a lot of freedom when it comes to what a teacher has to teach. There is curriculum we use and we supplement like crazy for what we need, there are standards that we match up with our curriculum, but testing (standardized testing) was just that time of the year. Our IOWA standardized tests are great tools, but I don't want it to be the only tool. I also don't want that "final" test to be the tell all of what the student has learned.
I read an article this week that talks about using multiple types of assessment and how to evaluate it. When reading Clay I could see how that matched up. What I loved most about the article is that there were four different tests regarding reading used: Standardized, Cloze, IRI, and Running Record. Each fictional student was assessed, given a percent, and then the percentages were mapped out and given a reading level (1, 2, 3). Composite scores were rung up and...viola...a reading level. All were presented in a chart and graph.
I hope this was not too scattered.
I am still in the midst of doing my readings, but after reading a little from Clay and Gillet I am understanding assessment more. I know assessment is important, but I honestly could not see assessment past tests. I teach in a private school and from what I have learned in the past months we have a lot of freedom when it comes to what a teacher has to teach. There is curriculum we use and we supplement like crazy for what we need, there are standards that we match up with our curriculum, but testing (standardized testing) was just that time of the year. Our IOWA standardized tests are great tools, but I don't want it to be the only tool. I also don't want that "final" test to be the tell all of what the student has learned.
I read an article this week that talks about using multiple types of assessment and how to evaluate it. When reading Clay I could see how that matched up. What I loved most about the article is that there were four different tests regarding reading used: Standardized, Cloze, IRI, and Running Record. Each fictional student was assessed, given a percent, and then the percentages were mapped out and given a reading level (1, 2, 3). Composite scores were rung up and...viola...a reading level. All were presented in a chart and graph.
I hope this was not too scattered.
Reading Response #1
I want to apologize in advance for any mistakes I make since I have not blogged before.
The readings this last week really reminded me of how much information you get when you assess a student. Before I was a substitute I was an educational assisstant for almost 5 years. Part of my job was teaching small reading groups as well as DIBELS, QRI and DRA assessments. Even though my job was to assess the students, I never got to see the outcomes and the process it takes to modify the lessons for each small group.
The one advantage I did see in my small reading groups was the achievement that each student made throughout the year. Even though DIBELS, DRA and QRI are very tedious work, I saw a positive outcome in each student when compared to the first of the year results.
Posting to Blogspot
In order to post to the blog, you have to have a blogger account (a google account). If you don't already have one, you will need to create one. This is pretty easy. Just follow the link that was in the invitation you received to the blog. It should walk you through how to create an account. When creating the account, please use the email address you gave to me in class, as that is what I used in order to grant you authoring access.
Once you have your account and password, simply go to the blog and click "sign in" in the upper righthand corner of the page. Sign in with your username and password. After this, you should have posting access. In the upper right corner of the blog page click on "new post" and start typing away!
If anyone has difficulties, let me know and I'll try and help you troubleshoot the process.
Your first blog entry is due by class time this week.
Once you have your account and password, simply go to the blog and click "sign in" in the upper righthand corner of the page. Sign in with your username and password. After this, you should have posting access. In the upper right corner of the blog page click on "new post" and start typing away!
If anyone has difficulties, let me know and I'll try and help you troubleshoot the process.
Your first blog entry is due by class time this week.
Friday, September 9, 2011
Let the Posting Begin!
Hello, everyone!
You should all have received notification of invitation in order to post as an author to the class blog. If for some reason you did not receive an invitation by email, please email me and we will try again. If you supplied multiple email addresses I enabled both so that you can choose which to use. Please let me know if you come across any problems so that we can get snags fixed in a timely manner.
After all, being punctual is very important. (the David Douglas group is now snickering)
I also added the powerpoint from class #1 to the livebinder page.
You should all have received notification of invitation in order to post as an author to the class blog. If for some reason you did not receive an invitation by email, please email me and we will try again. If you supplied multiple email addresses I enabled both so that you can choose which to use. Please let me know if you come across any problems so that we can get snags fixed in a timely manner.
After all, being punctual is very important. (the David Douglas group is now snickering)
I also added the powerpoint from class #1 to the livebinder page.
Monday, September 5, 2011
Greetings, Concordia Cohorts!!
Welcome to the blog page for EDCI 582. Here you can contact me and find necessary information for class. The blog will also be utilized in class to share information, read, and discuss aspects of the curriculum as well as to provide a way for me to assess your progress. Please feel free to browse the blog and to ask any pertinent questions that are fleeting around inside your brain. I look forward to meeting you all in class this week as we begin a close examination of appropriate diagnostic and assessment practices in reading.
What to expect this week:
Introductions
Syllabus Overview
What Good Readers Do
Progression of a Reader
Overview of Assessment Varieties and their Purposes
What to expect this week:
Introductions
Syllabus Overview
What Good Readers Do
Progression of a Reader
Overview of Assessment Varieties and their Purposes
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