March 08

Summarization

Template for Recipe for Strategies on Publisher the preferred method

Template for Recipe card for Strategies in Word

Lesson Plan Rubric

Date of Class: 3-31-2008

Important Web Pages:

Streaming: http://streaming.dsu.edu/eled450/033108.wmv

Download: http://video.dsu.edu/files/eled450/033108.wmv

Date of Class: 3-26-2008

Date of Class: 3/26/08
Summary of Class Session:
Vicki passes out recipe strategies completed by students.
• Remember to bring them to class everyday so we can go through them
together.
• Can put them in recipe box or punch holes and put on ring.

Phonemic Awareness-to hear sounds. Phone-greek means to hear

Here is a given Situation: You are a teacher at a birthday party and a parent approaches
you. She wants to know what you think is important for her child to know for
kindergarten. What do you tell her?
• Read to them: books, environmental print, etc
• Model appropriate language to expand vocabulary. Use adjectives to
describe and expand their vocabulary, too.
• Write-give child opportunity to write. Scribbling is okay.
• Sing and recite alphabet and any songs with the alphabet and letters.
• Encourage your child to be physically active. Fine and Gross motor skills are
important. Allow access to opportunities such as writing, coloring and cutting. Running
and playing outside to give strength and chance to hone gross motor skills is important.
• Provide opportunities for children to stack and fit things together.
• Provide stimulation through interaction with environment. Take on “mini” field
trips. Take to grocery store, bank, post office. Allow the child to explore new places.
Dates:

Important Web Pages: See powerpoint about Phonological Phonological Awareness
Reading First http://www.courses.dsu.edu/eled450/Strategies/Web&PowerP.htm

Summary completed by: Billi Jo Meyer

Important Web Pages:

Streaming: http://streaming.dsu.edu/eled450/032608.wmv

Download: http://video.dsu.edu/files/eled450/032608.wmv

Date of Class: 3-10-2008

Summary of Class Session:

Language experience and whole words stresses writing

Phonics based and direct instruction work with word attack, building words easy-to-hard

Basal approach, whole language, phonic’s based, and language based give opportunities to read

Adding methods together:

Language experience and phonics: You can build off the words that they learned, and were able to read and write after working on it

Basal and Literature based: Use the structure of the basal approach, but use literature based books. Letting them read books from literature based not just basal paper work.

Whole word and phonics: balanced reading. See the letters and combine them to see the different sounds and words that it can make.

Basal approach and site words: incorporate site words in reading. Drill on them, and have them write with them.

4 Blocks method

Each block:

Guided reading: expose wide range of literature such as, basal, big books, etc. It is led by the teacher. Review them for background knowledge. Do a reading response after the reading. It is the hardest block to make multi-level. Not everyone is at the same level in reading.

Activity: Book club lasts a week, and teacher does a book walk to build interest. They have twenty minutes to decide what is the best book, and then have them the next day write down everything they know about that topic before reading it, then have them read1/3 of book and write down what they learned/remember. The next day they read the next 1/3 of the book. The following day they read the remaining 1/3. Then have them write down what they learned from the book. What they liked/disliked.

Self Selected reading: Students have books to choose from, teacher observes how they do.

Writing block: Teacher models writing. Primary students aren’t able to write out all the words correctly. Have them sound it sound, don’t hinder their vocabulary. Big v. Enormous. Have them refer to things in the room to help them with their spelling.

Working with Words: Children read, spell, use high frequency words correctly, and that they learn the patterns necessary for decoding and spelling.

Activity: Use wall words: Put them in sentences, but put different endings on them. Have them identify the wall word used in the sentence, and identify the ending that was placed.

Glossary of terms: You need a strong definition and philosophy of each method that we have discussed in class.

Strategies that you can use when teaching.

What are the 5 pillars?

1.Comprehension

2. Phonics

3. Vocabulary

4. Fluency

5. Phonemic Awareness

Recipe Cards:

After finding the strategy you have:

Fill out the recipe template:

Name it

Define it

When does it work?

How does it work?

Have the same idea on all 4 cards.

Dr. Sterling will make copies for all of us.

Send the recipe card to Sterling through webct mail.

Example on 2^nd page.

Dates:

For Wednesday March 12th:

Quick midterm quiz will be online available from 2-5pm. 10 questions. Once it is opened you have an hour to work on it.
No class on Wednesday.
Women’s Conference on Wednesday
Research your strategy

Friday 14^th

Strategy recipe card is due

Phonics quiz is due.

Important Web Pages:

Streaming: http://streaming.dsu.edu/eled450/031008.wmv

Download: http://video.dsu.edu/files/eled450/031008.wmv

http://www.courses.dsu.edu/eled450/march_08.htm

Download the list of strategies. Find which strategy you have.

Download both templates to make recipe cards.

We will put each strategy on a recipe card.

Summary completed by: Amber Sherman

Date of Class: March 5, 2008

Summary of Class Session:
Today we finished presenting our reading methods presentations. Dr. Sterling was gone for a conference. The first group to present was: Katie, Hallie, and Brittany.

Their presentation was on the literature based approach.

The literature based approach happens when teachers teach children to read using pieces of literature, both fiction and non fiction, which were written for purposes other than use as a text for reading instruction. When using this approach materials for instruction are whole pieces of real literature. Instruction happens in strategies and skills are provided in the context of real reading and as-needed basis. There are no comprehension worksheets or pre-reading vocabulary study exercises. Children are encouraged to discuss various interpretations of their reading with others. Children have choices in their reading material. The focus of this approach is on understanding what is read or constructing meanings and instruction includes literary elements and exploration of various genres.

It also includes a broad range of cultural and ethnic groups.

The literature based approach requires highly skilled teachers. A literature-based program requires knowledge of children’s literature, organizational skills, assessment skills, and the ability to differentiate instruction to meet the needs of each learner. Some of the useful instruction strategies include: scaffolding of instruction, modeling, cooperative learning, student choices, self-initiated reading and writing, using different modes of reading, activation of prior knowledge, and student responses to literature.

Next they showed us an activity that was called literacy circles. In this activity students read independently and teacher chooses a book for the whole class. The students make a response book mark when they are finished reading the book. On the bookmark they list their name, the pages they read, and a question they have. They then write a summary on the back of the bookmark. The teacher places children into groups of three and four. The teacher chooses a leader. Each group will need one cup and two Popsicle sticks for each child. Starting with the leader, everyone takes a turn discussing the book. When one student has talked he/she places his/her Popsicle stick into the cup. When a student does not have any more Popsicle sticks he/she is done talking.

The second group included: Sarah, Tricia, and Amber. Their presentation was on Direct and Explicit Instruction. The first thing they did was show us a book called If You Give a Moose a Muffin. While they presented this book, they used a paper moose taped on a Popsicle stick to help children follow the text when they read. Direct instruction begins with an analysis of a task to be learned and then breaking it down to a smaller task.

Direct Step 1
Show the students the skill they will be learning. Relate your activity to their prior knowledge. Next, demonstrate the skills with a visual aid. The teacher would then call one of the students up to the front to help with the demonstration. Make sure each student knows what is going on.

Direct Step 2

Watch them and praise them. Give them feedback, pair them up, have them think out loud, and assess student acquisition.

Direct Step 3

Make them use it and work independently.

Direct Step 4

Expand their horizons. What other things could they make to help them follow the text in their book?

Explicit Instruction

Explicit instruction delivers information from the teacher to the students.

Step 1 – models/demonstrates

Step 2 – opportunity to practice (under teacher’s guidance)

Step 3 – student executes strategy independently, give feedback

Direct vs. Explicit Instruction

Direct instruction involves step by step instruction while explicit instruction has an emphasis on practicing.

The last group did not present because all of the group members were not there. They will present on Monday.

Dates: There were no important dates given.

Important Web Pages: none were given

Streaming: http://streaming.dsu.edu/eled450/030508.wmv

Download: http://video.dsu.edu/files/eled450/030508.wmv

Summary completed by: Nikki Pidde

Date of Class: March 3, 2008

Summary of Class Session:

Streaming: http://streaming.dsu.edu/eled450/030308.wmv

Download: http://video.dsu.edu/files/eled450/030308.wmv