After only working at my school for three short years, it has become abundantly clear that a large portion of the students in my school struggle with basic math skills. Students entering my third grade classroom struggle with basic skills, including adding and subtracting single digits (without counting it out on their fingers) as well as skip counting, skills which are necessary to teach third grade skills that include multiplication. My in-class observations about math are backed up by the results of the MAP test (Measures of Academic Progress). While most students make growth between tests, many score below grade level. Because of this, it is often necessary to spend extra time working on basic skills before moving onto grade level material. Reteaching the basics also causes problems as there are always a few students who have mastered the basics and are ready to move on to the grade level material. One part of the solution to the math problem is to find a tool that will allow students to work on skills that are appropriate to their level of need. One such program is called “First in Math” by Suntex, the makers of the 24 Game. The program is an online based set of games and activities that teach skills ranging from basic number skills to advanced algebraic equations. As students complete activities and master skill, they earn “stickers” for themselves, and in turn their team (class). The students can view their stickers and class’ stickers compared to students and classes from around the country. In addition, each class has a “Player of the Day”, “Player of the Week”, and “Player of the Month”. There is also a “Team of the Week” award for the class earning the most stickers per student. With all of the opportunities for recognition, many of the students are motivated to play. In addition to the awards, the games are genuinely fun, making learning math more enjoyable. One issue to consider with implementing an online based program is the availability of internet access at students’ homes. Before starting this program however, a survey was sent home to determine the level of access that the students had. Surprisingly, only one of the students in my class of 29 did not have access to the internet at any point after school. It was also important to consider the level to which other teachers would support use of the program. With all of the things a teacher is expected to do in a day, would this be too overwhelming? It turns out, no! The program requires very little action from the teacher. Other than checking to see who the Player of the Day is, there is very little extra work required from the teacher. Teachers can put more time into it if it is something they would like to focus on, but the program can be successful with only minimal teacher motivation and/or time. To make the program the most effective, teachers can view reports showing the skills that students have struggled on, those they have mastered, and those on which they are working. How do YOU feel about Vocabulary Acquisition?Semantic KnowledgeIn looking at the "Vocabulary Instruction" PowerPoint this week, it is easy to see that we are shifting our focus from the phonetics of words to the meanings of words. I found the PowerPoint especially useful in its categorization of the different purposes for vocabulary acquisition. In my teaching, I actually focus quite a bit on each of the different methods of vocabulary acquisition, but I had not put much thought into why I did this; it just always seemed logical. The students typically learn new meanings for known words and familiar concepts during their independent and guided reading. This seems to be the logical opportunity to learn new vocabulary since the terms are used in context and are likely words they are already familiar with phonetically. In science (and other content areas in years past), the students have the opportunity to learn new words for new concepts quite frequently. In addition to the more challenging words being used within the context of the material being studied, the students also have access to a fantastic "interactive glossary" as part of our online science textbook. The students have the outright definition presented in easy to understand terms, but also have access to videos featuring the use of that term, animations when appropriate, images, and sample sentences. It has been a huge help in improving content area vocabulary and allows the students more than one method of attaining the meaning. Typically, when you tell students to, "Look it up" how many times will the words actually be internalized? With the use of the interactive glossary, I have seen the words "stick" to the point where students are incorporating these new words into their writing and using them correctly. Academic VocabularyLike the authors of the "What is Academic Vocabulary", I also assumed that I knew the definition of "academic vocabulary" and that there would be a somewhat simple explanation. I should have known better! It turns out that there are many different domains of academic vocabulary, or literacy. Based on the typologies provided, it seems that there are more or less 3 basic types of academic vocabularies. The first of which would include general vocabulary. These are words that are used in a variety of texts and are easily understandable. The second would include words that can appear in a variety of texts, but are used in the context of a specific discipline. For example, the word "problem" can mean many things and is not linked to a specific learning domain, but when used in mathematics it has a very specific meaning. The third vocabulary are domain specific words/clusters/symbols. Words such as photosynthesis, cytoplasm, and phloem are all domain specific. Vocabulary Strategies
Morrow and Gambrell also assert that students, "need supportive instruction in learning how to use the dictionary, an important word-learning tool." While I personally think it is an important skill, I do not think it is vital for the world in which today's students are growing up. As an adult, I cannot remember the last time that I used an actual, honest-to-goodness dictionary. If there is a word I am unsure of, I either search for it on Google or use a dictionary app on my phone. While I might not always have access to my phone or computer, I most certainly have these tools more readily available than a dictionary. Rather than learning the ins and outs of dictionaries, such as guide words, I think we as educators should focus more on teaching students to take apart the definitions, whether online or in print, and decipher what the definitions are telling us, how to use the pronunciations, and how to decide on the correct definition. Instruction and Common CoreI could not get the PowerPoint focusing on Common Core to open, but I did find this one online published by the Illinois State Board of Education. In the PowerPoint, it is suggested that educators focus on the instruction of "Tier 2" words, which are similar to Fisher and Fry's "specialized words". These are words that are used in a variety of texts, but with different uses. By focusing on these Tier 2 words, students will be learning words that are more challenging that general words and will be valuable over a wide variety of texts than domain specific words. Both the Common Core reading and writing standards address the issue of analyzing words and word choice. By focusing on Tier 2, students will be able to make sense of a text and allowing for a better chance at making meaning for domain specific vocabulary using context clues provided in the text. In addition, the PowerPoint also provides a new strategy that I was not familiar with. It is called "SLAP" which stands for Say, Look, Ask, and Put. You say the word first, look for clues in the sentence, ask yourself what you think it means and pick a similar word, and then put that word in the place of the unfamiliar word. If it makes sense, it is likely that you have come up with the correct meaning. It seems simple enough, and how fun to tell your students to "SLAP" a word!
MemorandumTo: St. Francis de Sales School Board CC: Kitty Lovell (Principal) From: Edith Erickson Date: 3/1/2014 Re: Accelerated Reader Program The Accelerated Reader (AR) program deserves some reconsideration as an element of our school’s overall reading program. The Accelerated Reader parent company, Renaissance Learning, claims that the program is “fully supported by scientifically based research” and that “AR is effective in improving students’ reading achievement.” (Renaissance Learning, 2012) However, opponents of the program claim that the program does little to improve student reading achievement because it does not use “theoretically sound instructional practices.” (Biggers, 2001) Based on observations of my students who have used the program, I do not think that AR is effective in improving reading achievement and does not promote a long term desire to read. AR was sold as a program that helps to differentiate instruction. The problem is that it does not provide instruction; it is an assessment program, so differentiation of instruction is not possible. (Biggers, 2001) In addition, research shows that independent reading, as promoted by the AR program, is most successful and beneficial when paired with “direct instruction in reading strategies and with reading extension activities”, both of which are not elements of AR. (Elley & Mangubhai, 1983) In addition, the questions presented on the quizzes are shallow and do not require critical thinking. Since the program relies heavily on rewards, students will lose interest in reading if the motivation to read does not become intrinsic. In fact, in a study conducted about the topic of reading for enjoyment, it was found that middle school students who took part in AR in elementary school read less than their middle school peers who had not been exposed to the program. (Pavonetti, Brimmer, & Cipielewski, 2002) Instead of looking at a book and evaluating it for interest, the students are simply concerned with how many points it is worth, leaving them without the skills needed for making independent book choices. To solve the problem of reading achievement in our school, we should consider adopting a new reading program that focuses upon teaching reading strategies and offers greater choice for students in their independent reading choices. In addition, we need to either scale back the focus on AR or completely discontinue its use altogether. Before jumping to rash decisions, as policy makers for our school, I suggest that we explore a variety of options and learn how to best develop not only fluent readers, but readers who will be life long, self-motivated readers. I suggest all board members read, Readicide: How Schools Are Killing Reading and What You Can Do About It by Kelly Gallagher. In the book, Gallagher addresses many of the practices used in schools that discourage lifelong reading, one of which is the idea of overvaluing the creation of test takers over that of lifelong readers. In order to make a positive change in the direction of our reading program, we need to establish a vision for reading in our school. What should our students be capable of in terms of reading when they leave our school? What attitude should they have towards reading? We also need to develop the skills of the reading teachers in our school. There are online professional development opportunities available that could be taken advantage of in order to help our teachers grow. Improving student achievement needs to start with improving how we support our teachers’ professional growth. Another important element is the inclusion of incentives. Rather than providing incentives for earning points as in AR, is there another way we can provide incentives for students that would lead to an intrinsic motivation to read for enjoyment? We need to examine the resources in our building to be sure we have the materials to successfully implement any changes we decide to make to our program. Finally, we need to establish a plan for action, taking into account our building’s resources, up to date reading research, and proven best practices. If we can do these things, I have no doubt that we can provide our students with a quality reading education and instill a lifelong love of reading in our students. Biggers, D. (2001). The Argument Against Accelerated Reader. In Journal of Adolescent
& Adult Literacy(Vol. 45, pp. 72-75). Retrieved from http://dianedalenberg.files.wordpress.com/2012/05/argument-against-ar.pdf. Elley, W., & Mangubhai, F. (1983). The Impact of Reading on Second Language Learning. Reading Research Quarterly, 19, 53-67. Retrieved from http://www.jstor.org/stable/747337. Gallagher, K. (2009). Readicide: How Schools Are Killing Reading and What You Can Do About It. Portland, ME: Stenhouse Publishers. Pavonetti, L., Brimmer, K., & Cipielewski, J. (2002). Accelerated reader: What are the lasting effects on the reading habits of middle school students exposed to accelerated reader in elementary grades? Annual Meeting of the National Reading Conference, Scottsdale, AZ. Retrieved from http://files.eric.ed.gov/fulltext/ED456423.pdf. Renaissance Learning (2012). 171 research studies support the effectiveness of accelerated reader. Retrieved from http://www.renlearn.com/ar/research.aspx. Spelling DevelopmentI found the PowerPoint in this week's resources to be especially helpful in organizing my understanding of spelling development in children, specifically early on. Based on the two different continua presented in the PowerPoint, children between the ages of three and four are in the prephonemic/pre-instrumental stage of spelling development which involves scribbling with no real concern for writing as a means of communication, also called the early emergent stage in the article titled "Developmental Word Knowledge". Although not directly mentioned, it seems that this stage would be important for learning about writing tools and the use of motor skills. The next step would be middle emergent or differentiation stage where students start to represent words separately from pictures with the use of scribbles of different sizes or colors. Following this, students advance to the pictographic/early phonemic stage in which the student would start to include letters in their drawings, specially initial letters. This happens towards the end of the emergent stage and also may include letters to represent the phonemes in words. Following the emergent stage, students typically begin formal language instruction and enter the Letter Name-Alphabetic Spelling stage of development. This point in development focuses on using phonemic patterns to spell. As shown in figure 1.7 of the "Developmental Word Knowledge" article, this stage typically begins with students spelling words by using the sound of the letter's name rather than its sounds. The idea that students also learn to identify first and last sounds in words is also step included at this stage The example of "YN" for "when" demonstrated how both of these elements work together, which was especially helpful for someone who has never taught a beginning reader. Eventually, the students gain mastery in these areas and begin using vowel sounds in their writing, culminating in the consistent use of "most regular short vowel sounds, digraphs, and consonant blends". The stages following the acquisition of phonemic awareness are more relevant to my spelling instruction as an upper elementary teacher as I frequently focus on within word patterns, syllables, and affixes. These stages shift the focus from letter sounds to the spelling/meaning connection. By connecting words with similar parts, students are able to create meaning for unfamiliar words and can also work backwards to use these similar words to spell words they are unsure of. For example, a student may know how to spell the word astronomy. That student can use their knowledge of root words to spell other related words such as astronomer or astronomic. Spelling InstructionThroughout my life as a reader and writer, I have often been baffled by the number of people that cannot spell. There are most certainly words that are tricky, but for the most part, I have been able to identify and use patterns to spell most words easily. Because of this, I was not surprised at the research noted by Simonsen and Gunter which stated that "the written English language does conform to predictable patterns". Anyone who is good at spelling has undoubtedly discovered these patterns whether they realize it or not. The research focused on three main approaches used in spelling instruction including the phonemic approach, the whole word approach, and the morphemic approach. The phonemic approach to spelling instruction focuses on letter/sound correlations. To me, this seems to make sense as a first step in teaching spelling. The patterns are structured and predictable, making this easier for young readers to grasp. This idea is backed up by research by the NRP that concluded that this type of instruction in letter/sound relationships "demonstrated effectiveness teaching students to spell accurately". The next step in spelling instruction is the whole word approach, which focuses on teaching students to recognize and spell words that do not follow the predictable letter/sound patterns. This brings to mind the idea of "sight words" which are commonly taught using flashcards in early grades. While helpful for irregular words, the Simonsen and Gunter article argues that this approach can also rely heavily on rote memorization rather than implementing spelling patterns. When used for irregular words, this approach is effective, but should not be used in place of phonemic instruction when spelling patterns would apply. The final approach addressed by Simonsen and Gunter is the morphemic approach, which focuses on using morphographs to spell words. This approach seems to be the logical third step in spelling instruction as it focuses on larger chunks, more complex spellings, and patterns involving mean rather than just sound. The guiding principle in this approach is the idea of combining morphographs. By teaching students how to combine morphographs, the students will be able to use words they already know how to spell in helping them to spell new words. According to the article, "Research has shown that good spellers have a stronger grasp of the principles for combining mophographs than poor spellers." Spelling AssessmentWhen assessing student spelling, it is important to look at the types of errors students are committing. According to the PowerPoint, there are five types of errors to look for, including phonographic, visual, morphological, spelling rule, and form. In teaching 4th grade, I have noticed most of these errors in my students' spelling assessments, but did not think to specifically categorize their errors in this way. When thinking about my own students, the students that struggle with reading typically have the hardest time and have the most instances of phonographic errors. Those that commit visual errors are normally students that do not take their time, but I suppose this could also be a problem for students with dyslexia or similar disorders. The morphological and form errors are not as common with my students, but do happen on occasion. The biggest error that my students struggle with are the spelling rules. There are many to remember and the students frequently forget to double letters or drop the -e when adding a suffix.
In assessing my students, I follow relatively closely to the proposed weekly routines from the PowerPoint. My students are pre-assessed on Mondays. Based upon their performance, they are given either the normal list or the "challenge list", both of which focus on the same skill or pattern, but at varying levels. Throughout the week, the students do a variety of spelling activities to practice the words, ranging from computer/iPad games, to word sorts, to hands on games. While the students practice, it gives me a chance to do guided activities with small groups of students. At the end of the week, the students are tested upon the 10 words they needed to study, as well as 10 mystery words that use the same patterns. I also do assessments using the "Words Their Way" word lists. I do this at the beginning, middle, and end of the school year to keep track of how the students are progressing. This system has worked pretty well for me and I feel like it has done a decent job of assessing the week to week progress that my students are making in terms of spelling. As an upper elementary teacher, I have had very little experience in terms of word-level instruction. Very few students that I've taught have needed help in this area so I have not had much practice. We focus primarily on reading comprehension and content area. Because of this, I was a bit hesitant about this week's topic, but once I began the readings it did not seem as overwhelming. Come to find out, the focus of my case study actually falls under this realm of instruction! I especially appreciated the video by Peggy Semingson. She made understanding the differences between phonological awareness, phonemic awareness, and phonics easy to understand. Basically, phonological awareness deals with how we hear sounds, including rhyming, alliterations, and syllabication. A subset of phonological awareness is phonemic awareness which also deals with hearing, but focuses upon just the smallest units of sounds. Some of the strategies used, such as segmentation and isolation of sounds, are strategies that I have actually used with my ESL students when I taught in South Carolina. The final area discussed was phonics. Rather than being focused solely on sound like phonological and phonemic awareness, phonics instruction is meant to teach students about the textual representations of sounds.
After viewing the video, this week's readings were much more meaningful. In chapter 8 of the Morrow and Gambrell text, the controversy surrounding phonics instruction in reading is addressed. As an undergraduate student, I remember being told that phonics was the least important element in terms of learning to read. According to the text, and through professional development and experience teaching reading, I have learned this is not the case. Phonics is not the end all and be all of reading instruction, but it is an important element in a balanced reading approach. The section entitled of chapter 8, "Making Big Words", is particularly relevant to my students and is the exact topic upon which my case study will focus! I typically would not think to do a word sort with 4th graders, but the sample lesson presented would be enjoyable to my students and would also provide an appropriate level of word-level instruction. I appreciate the attention to root words and affixes, both of which I believe are vital in expanding student vocabularies. The Samuels and Farstrup text put my own reading skills to the test in their description of how a reader's mind learns to decode and understand text. I honestly had put very little thought into what actually happens in the brain in order to successfully read, so all of this was new to me. One thing I took from the reading is to determine when and how to use research findings and materials. The example of the DIBELS nonsense words did a good job depicting how we as teachers can sometimes take a helpful tool and use it improperly. the second thing that I took away from the reading was the fact that teaching words in both isolation and in context are both vital to ensuring that students are able to decode words as well as understand the proper usage and meaning of the text., Problem of PracticeOver the past few years, our school has experienced a decline in student success in science and in expository reading as assessed through the MAP test as well as classroom assessments and observations. Informal observations show that students are reluctant to think deeply about more difficult concepts, yet struggle even with questions or problems that have answers found directly in a text, video, or other resource that has been provided to them. Our school recently purchased the Discovery Education Science Techbook for grades K-8 to help remedy this problem. The Techbook provides quality text, accommodations for a variety of learners, videos, interactive elements, and is tied to the Michigan GLCEs, potentially making the process of planning more simple and focused. Instead of solving the problem, however, this has caused more problems for some teachers due to inadequate resources in some classrooms and especially due to the fact that we lack professional development time for the teachers to become familiar with the Techbook.
ReflectionIn deciding upon a problem of practice within the school in which I work, I initially had a hard time deciding, but finally settled on science and expository text since I teach both science and language arts. I chose these areas because I feel that they are connected, but are often ignored in favor of focusing on general reading skills.
When choosing the instrumental and missional questions, I actually drew a little inspiration from TE 846 (Accommodating Differences in Literacy Learners), which I am also taking this semester. This week's reading (from chapter 7 of Best Practices in Literacy Instruction by Lesley Mandel Morrow and Linda B. Gambrell) talked about student motivations to learn, which I think tie into the idea of instrumental and missional thinking pretty perfectly. With instrumental thinking, the motivators provided to our students are external. We are seeking to appeal to the children (or in the case of my school, their parents) externally with the best, newest, or trendiest tools. With missional thinking, on the other hand, the motivation to learn is more internal. As teachers and leaders who think missionally, we are seeking to appeal to students internally by eliciting curiosity and interest in the subject matter and use appropriate technologies as a tool rather than a focus. By discussing the instrumental questions with my staff, the focus of our discussion would likely focus on the hardware and software needs of more effectively using the science Techbook. We would probably discuss ways to fund the additional technology as well as the viability of implementing a “Bring Your Own Device” program. The end result would likely be more tech tools that many of the teachers would still not use since there is unfortunately little emphasis placed on professional development in my school. In discussing the missional questions, I feel the outcome of our meeting would provide better results for both teachers and students in terms of both the areas of science and expository text. One possible outcome would be improved student motivation to problem solve and think deeply. By discussing the these ideas, we could work together as a staff to figure out effective strategies for improving student thinking skills. Another possible outcome might be increased attention in the area of expository reading. This would not only improve science performance, but would likely improve other content areas, such as social studies, where expository text is prevalent. Finally, by looking at the Techbook, we would be able to decide whether it provides resources and experiences engaging enough to shift student attitudes towards science. If it were found to be deficient, we could devise a plan of action for swaying student attitudes in a more positive direction. For my case study, I will be instructing my students in the use of root words (lesson 1) and context clues (lesson 2) in order to improve reading comprehension. I have noticed an increasing problem with poor vocabulary skills in my students, causing difficulties in understanding unfamiliar words. I plan to teach the lessons to two of my fourth graders, one who is labeled a struggling reader and the other an advanced reader, and compare the results afterward. I will preassess the students using the MAP (Measures of Academic Progress) test in reading as well as through DIBELS with the retelling element. Progress throughout the period of the study will be measured with the DIBELS retelling, vocabulary activities, and discussion. The final determination of success will be measured with another MAP test and DIBELS assessment.
Upon reading this week's chapter about student motivation from Morrow and Gambrell, I was excited to see that I already employ many of the best practices listed within the confines of my reading and writing workshops! I feel like I do the best job in terms of making reading relevant to my students. I make it a priority to find out what topics interest my students and help them to find books that will appeal to them but leaving the choice in text up to them, making the motivation to read more intrinsic and, according to the text, more valuable in the long term. Like suggested in the text, I learn about the likes and dislikes of my students through conversation and questions, taking place primarily during the guided reading portion of our workshop times. I take these interests into account not only when making suggestions for independent reading, but also as I select texts for read alouds.
As a science and social studies teacher, I also provide my students with real world materials. These range from newspapers and brochures to website, magazines, and eBooks. These have been helpful in building schema and allowing students to make real world connections to the ideas and concepts that we learn about in class. When real-world materials are not available, I often provide demonstrations or models to help the students better understand the concepts at hand, similar to the example in the text of the teacher who was teaching about the holocaust. This is especially true in my science lessons. I typically begin each lesson with a demonstration of a scientific idea or principal to get the students interested and to build their prior knowledge of the topic. As mentioned in the reading, this is great for eliciting student questions, but it is also great for addressing prior misconceptions prior to starting the lesson. Along these same lines, I stress the importance of reading and writing in terms of the real world. I am always mentioned how scientists, historians, or mathematicians use certain strategies or skills. I've also made confidence building a major part of my reading instruction which I feel ties well with Marrow and Gambrell's assertion that success is vital in building a student's language skills. I do this in my own class by working with students at their own reading levels, regardless of whether the material is "grade level appropriate" or not. I make sure to praise even the smallest gains to help build confidence and to show my students that their hard work is indeed paying off. I give my students frequent feedback during guided reading and writing, in their reading response journals, blogs, and writing notebooks, and through informal discussions. Students also receive feedback from one another during buddy reading as well as in responses to their blog posts. One area in which I feel I could improve is in student goal setting. I have tried several methods of goal setting, but I always have a hard time getting the students to internalize the goals and also struggle to follow through on the goals set by the students. I typically do better when I am the one setting the goals, but I know that student-created goals are more meaningful and effective in terms of motivation. I think what makes this hard for me is determining when a goal has truly been met. I'm a logical/mathematical thinker, so the more abstract ideas involved in language development seem especially difficult to measure. Despite the fact that I used to work in a district with a high number of special needs students, I never received any valuable or useful training in accommodating instruction other than the training I received as an undergraduate, which was much too general to be of much help. In my staff meetings and grade level meetings, I was told to differentiate, but was not given any strategies or tools to use in differentiation. I ended up searching for ideas online, but it is just not the same as formal instruction.
I really enjoyed the PowerPoint called, "Adaptations for Struggling Literacy Learners". Almost every slide provided useful, easy to implement strategies that I can start using in my classroom tomorrow. I found the section on peer mediated remediation to be especially helpful. As teachers, I am sure we've all stuck a struggling reader with one of the star students. According to the slides, a better strategy is to pair a struggling student with a just slightly stronger student so that they can both benefit. This idea really had not crossed my mind, but it makes a lot of sense. It makes me think about my own math instruction in particular. When I first had to teach math on my own, I never felt like a did a very good job of explaining new concepts. Math has always been pretty simple for me. I am a logical thinker and because of this, many math concepts have just always made sense to me. Because of this, it was hard, at first, to relate to students who could not visualize simple concepts. To me, two plus two equals four. Period. I could not explain WHY, it's just how it is. Again, I called upon the power of the internet to solve my problem and found different ways to explain concepts in different way, I started to use manipulatives more effectively, and I tried to think more like a struggling students. Even more effective, however, was the use of math centers. I started using the centers to allow for small group instruction, but there was also an added benefit...the students taught each other! I found early on that the students were much better as explaining concepts to one another than I was! When I reflected upon this, I reasoned that the students could explain it better because they themselves had just learned the concept and the learning process was fresher in their minds. It makes sense that this would also be applicable to language instruction, but for whatever reason the idea has eluded me! I also appreciated the ICUE approach to accommodating learners. Something like that would have been extremely helpful in the last district in which I worked. I had never heard of ICUE or CARES until now, but both are easy to remember and seem like logical approaches to provided extra support for struggling learners. I really like the CARES acronym because it seems to gradually provide more assistance. When I make accommodations, I always feel like I am doing way too much and enabling student dependence on teacher assistance or not I am not doing enough and end up allowing students to fail unnecessarily. My go-to strategy is modifying criteria for success, but I feel like now I have a list of different adaptations that I can use. Not that I haven't enjoyed the previous readings, but I really feel like the things I've learned this week are especially helpful and have provided me with strategies I can start using tomorrow! |
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