Session+6

=EDUC 507 = =Developmental Reading = =6/10/14 =

Essential Question: How do fluency and vocabulary contribute to the reading and writing process?

1. Check In

Google Comments and Questions: Michelle: Being a spec-ed para for students with learning disabilities, I feel like I never get to see the different types of assessments. When we were practicing them in class, it got me thinking of how interesting this really is and how much it really assesses. Emily: Ken: I was web browsing when I can across this []

That led me to the companies website [|http://www.spritzinc.com/#]

I was fascinated by this, am and still not sure if it is because of how incredible the technology and thought behind it is, or if I am scared that this means the end of true pleasure reading and actually taking time to enjoy a good book. Shelly: It is extremely important for students that struggle with fluency to get as much practice as possible. As Tompkins pointed out on page 206, struggling readers will not improve unless there is a dramatic increase in the volume of reading Christine: Continuing on with my inspirational theme throughout this class. I believe literacy as a whole can be inspirational whether its through reading, writing, speaking, or listening. I Beth: [|How to encourage students to read for pleasure: teachers share their top tips] The part of the article that I enjoyed the most was more focused to older children. As children get older they lose their interest in reading. Reading becomes something that they do for school but is not something that they want to do for fun. Lindsey: []

I just came across this article about the different areas of the brain that are triggered depending on the type of writing a child is doing (typing, regular handwriting, cursive writing) This article discusses different areas that are lost, now that Common Core does not require children to learn cursive handwriting, and the focus is on being able to type on the keyboard. Since the technology boom, children's ability to navigate on different devices has soared. Kate: As a future educator, it is insightful looking back at how different assessments are viewed. Also, a lot of times I have over heard teachers complaining about the assessments they have to do. After our class discussions and readings I have realized how useful some assessments really are. I thought it was really interesting that I was able to learn so much about one student just by asking a few questions about reading. I am now looking at assessment in new light. Bryan: I went to Reading Rockets, which is a fantastic site, to learn more on using word walls to improve vocabulary and ultimately fluency of reading. Reading Rockets has some great information on word walls! Kirsten: One part of the chapter that I strongly disagreed with was using spell check programs on the computer when they write drafts. I have found over the years that I forgotten how to either a) catch my own errors in a hand written paper or b) completely forgot how to spell words because I used the spell check for such a long time. I think students should be encouraged to read the paper out loud first while checking for errors and use the spell check as the final option. Jennifer: [] Fay: Cassie: I really think with how much weight is put on reading educators should consider better alternatives to the reading list that will keep the kids interested in reading; you hear about trying to find a book when kids are young to peak their interest, why isn't the same being done for them after they leave elementary school? Kelsey: []

2. Read Aloud: A Poem for Two Voices, Paul Fleischman

3. Using echo reading, choral reading, and/or readers' theater (Tompkins, pg. 211): RATS FOR LUNCH

4. Get into groups of 3 or 4. Choose a poetry book and practice as a group. Be ready to perform your poem

5. Mini Lesson: Quick write – how do you learn new words at this stage in your life? Compare that with how you learned new words when you were in elementary school. Chart paper – In life, in school where are the similarities and differences?

6. Overview of vocabulary learning. Groups of 3 – create an instructional strategy

7. Word Walls : Introduce the word wall. Give everyone a post it note – they should come up with a word that they have learned this semester – you must be able to define it or explain it. Go to the word wall to put up their word. This is all that you have learned – pick something that you might like to investigate further—come with a proposed plan of study for next week

8. Workshop time: Phonemic Awareness Assessment data

Next Time: Read Tompkins 8 Read Connecticut Blueprint pp. 32-36 Phonemic Awareness assessment due <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">Running Record data due 6/12/14 <span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">Review Keynote on What Is Comprehension

<span style="font-family: 'Comic Sans MS',cursive;">Upcoming: <span style="font-family: 'Comic Sans MS',cursive;">Running Record data to class on 6/12 asessment due 6/17