Welcome!!
Welcome!!
Reading Endorsement - Competency 4/5
Foundations and Applications of Differentiated Instruction
In this course, teachers will have a broad knowledge of students from different profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, and intensify instruction based on individual student needs.
3 things I learned tonight were effective instructional practices in different areas of the big 6. The first one was Root-O. I think this is a great way to teach morphology, especially the way our new standards are written. Next, I liked the word family game one of the groups presented. I will use the same game, but I will have the students make a 2-column note and when they combine an onset with the rime, they must decide if it is a real world or not and put it in the correct column. The third strategy I learned was the Penny for Your Thoughts activity. That was a great way to group students. I will be using it in my classrooms. I will definitely use the 3 practices I mentioned above. I don't have one that I would least likely use.
ReplyDeleteChristine Rodriguez
One thing I learned was how to go to intervention central to create fluency passages. Another thing I learned is that you can type the first 200 words of any book and the site will give you the reading level. Also, I learned some ways to teach oral language, the new component. This is one area of reading we really don't stress and I believe we don't teach it as much as the others. Although all the activities were very creative and fun to do, I would use in my classroom the main idea table for comprehension. The reason I would use it is because my students can read but have difficulties with comprehension. The vocabulary map is also an activity that will benefit my students. The instructional practice I would less likely use is the phonemic awareness activity with the box. The reason why is because this activity doesn't address the needs of my particular students right now. I did find it to be a cute activity that not only teaches but keeps students engaged.
ReplyDeleteIn Session 4, I learned how closely related the six components of the reading process are and how the differentiated process actually works. The 3 activities I would most likely use are the Root-O because it is an effective way of teaching word roots(FCAT 2.0),the vocabulary map and the fluency activities presented. I am now aware of the fact that, when students don't have to spend so much time and effort in decoding words, they can devote more time to comprehension. I still find it difficult to integrate phonics into my daily lesson plan, and therefore I have to figure out how it would be best incorporated to it.
ReplyDeleteAs always, every week there is a lot to learn. A lot of great information as well as presentations. There were many great activities presented. The three that I liked the most were the Main Idea Table. I had never seen this graphic organizer before. I love the way that the organizer is constructed. It shows the students that all main ideas are supported by details. Another tool that I liked was the Intervention Central website. I love that you can upload passages and get the word count. It is a great tool to use to help students build fluency. I also liked the word family activity. I thought that this would be a great tool when teaching word families. It can also be adapted and modified to use with other words. As I said before, all the activities presented were great I can't think of one that I would not use. Varying instruction calls for varying activities and they were all great to keep in a teacher's tool kit. What I liked most about session 4, is that many of the activities tied in directly to the FAIR assessment as it pertains to the elementary grades.
ReplyDeleteIn Session 4, I learned a lot about the big 6s from my colleagues as usual.I got lots of ideas from all the presentations. They were activities unknown to me and I am planning to use them in my class.Thinking about those instructional practices made me realize that sometimes I am reluctant to utilize them because I believe they are not suitable for my students, but perhaps what I need to do is to investigate how those practices can be modified to meet my students' needs.
ReplyDeleteThree things I learned:
ReplyDeleteAll the tools available at www.interventioncentral.org - great website, thanks!
I learned a little more about the 6th component: oral language. There's still much more to learn.
Many practices offered in class require some adaptation. I teach 2nd grade, and I find some practices a little difficult to implement. I can’t say that there’s anything I will not use in my class; I'm sure sooner or later they'll come in handy.
Three things I learned from this session were the addition of the sixth reading component (oral language), the intervention website that helps you create fluency passages, and the continued use of simple ways to teach sound awareness. I am glad that reading teachers realize the benefits of teaching students the importance of sound. With the addition of this component to the Big Five, others have realized that sound is what makes language...language. There were no activities presented that I would not use. Many of my students are struggling readers and I belive in using everything and anything until you find what works!
ReplyDeleteI thought the lesson on the six parts of Phonemic Awareness very interesting. It really causes me to rethink the way we start our language development as children and how so many students have not had the right building blocks to use language competently.I learned of the website (intereventiocentral.org. and its nice to see so much out there to easily access for the teacher),and strategies to teach sounds(need to adapt these for the high school level).I have learned to use segmentation, substitution, isolation, to teach phonemes. I am a little disappointed in the fact that most of the work here was directed to elementary school level but than I see the scores of high school readers and so many are functioning at an elementary level.This cause me to really think! I will gingerly try the MOP game and the two column note on real verses unreal words. My students have all passed FCAT but they do love game/team competition on every level! And yes I do have a few low level/at risk students and this lesson was especially for them.I will try some sophisticated words and do the boxes with the counting of sound to see how it goes.
ReplyDeleteI learned and reviewed many instructional practices of the six areas to support the students' language/reading development.
ReplyDeleteI realized that working with special needs students I apply all of them in different activities during the school day, and it does not matter the subject that I am teaching. For example, every day we have a new vocabulary word, and due to their cognitive level, that new concept has to be related to their prior knowledge, ilustrations, and family words.At the same time, we work with the phonics which is not only to utilize the sound of the word, it is helpfull to reinforce the articulation of the sounds (phonological awareness)where it is the foundation of the reading skills.
Well, I think that all of them are very necessary, therefore I will most likely use all of them.
I also think that the class was very rich in demonstrating and discribing the instructional practices for content, process and product for low, average and high progress readers.
Three things I learned in the session are www.interventioncentral.org, it is an amazing web site. I learned a lot about the 6 components and how all of them are integrated and depend on one another. I also really like the Root-O because it is mostly for vocabulary which I happen to use a lot of in my class. I would most likely use Root-O even thought I have to modify according to my subject. I truly don’t have one I would least likely use, because they are all great, although some have to be modified for my subject.
ReplyDeleteNancy Lopez
Three things I learned in this class were the 6 reading components which all demonstrated to work as a whole (can't have one without the other), a very effective way to teach students the amount of syllables in a word (trust me when I say it can be used in High School), and the Root-O Word which hopefully I'll be able to use in class tomorrow. I couldn't honestly say that I am more inclined, or not at all, to use any of what was demonstrated in class because I believe all is useful. I am actually quite overwhelmed because I just feel I want to use everything right away.
ReplyDeleteEvery class brings me closer and closer to understanding how the big 6 works. I have tried almost everything we have done in both class. I can see my students scaffolding in the right direction to become better readers. My test scores look great my administration tells me keep up the good work. I’m glowing I am so proud of my students. Last class I learned how to use intervention central to create fluency passages with an accuracy count, can’t wait to try it out.
ReplyDeleteThree things I learned in session 4: One is that you need all the big six components in order to teach reading effectively. The presentations were all excellent. I tend to go with phonics because my students are extremely low. I try to use many of the activities that we do in each class with my students. I was horrified to find that my students knew what vowels were, but a large amount did not know what consonants were. I have to use elementary school strategies because my students have very limited comprehension. I liked all of the strategies used in the presentations and I try to modify them for my students' needs. I am realizing that I may have to start from ground zero because the more work I do with my students, the more I see how much more they need in relation to phonics, phonemes, fluency, and learning to read. I really liked the Main Idea graphic organizer. I feel my students will be able to use it.
ReplyDeleteAs always I had the chance to learn many interesting things. I have to say that what I liked most from the activity were the Main Idea Table, this is a very good technique that we can use in class taking into account the fact that many of our students have a hard time identifying the main idea in a passage, paragraph or any other reading, they just think that the main idea is always at the beginning and that’s the sentence they choose every time they have to work with kind of exercise. I also like the Root-O because I consider that is very important to know were the words we use come from and how we form them to fit the language. Finally I liked a lot to see the big 6 components of the language working together as a whole; this is crucial for my ESOL class because working with these kind of students is like working with kindergarten kids who are just beginning to use and understand the language in a logical way. I am pretty sure that I would like to use all of them in my class because there is not one that is a bad choice for students like the ones I’m teaching now.
ReplyDeleteDuring session 4 I learned many different techniques that could be used to address the needs of students needing intervention in the Big 6 components of reading. Three things that I learned were: 1) using intervention central to upload passages and get a word count for fluency practice, 2) different ways to address phonemic awareness skills, and 3) the importance of developing Oral Language, important for all, but especially crucial for ELL students.
ReplyDeleteAn instructional practice I will most likely use is the website (intervention central) to create fluency passages. This will allow me to select passages at the appropriate reading and interest levels of my students and be able to easily keep track of fluency.
Since I work with all grade levels in my school, I think the opportunity to use all of the instructional practices may arise. There is not one practice that I would single out and say I would least likely use it. Each of the practices can be modified to meet the needs of the students being worked with.
David Osborn
I enjoyed all the presentations done in section 4 I think all of them where very creative and helpful. During this section I learned that there is an additional component to the Big Five (Oral Language). Even though I don’t teach reading, I would use all the reading component cause they are related to each other. I can not think of one that I would give more importance than the other.
ReplyDeleteThe three things I have learned in this session are the understanding that phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes-in spoken words, various strategies to work on the development of vocabulary, and that phonics is the understanding of the relationships between written letters and spoken sounds. In addition, working with my group has allowed me to learn about the three stages in oral communication development, and how to create lesson plans appropriate for each level. As always, it was a great pleasure to be part of this great learning experience.
ReplyDeleteI have learned several things in this session, but the most important is the extreme relationship between the 6 six parts of Phonemic Awareness which is very interesting. In addition to this, we as a class are sharing different graphic organizers, teaching and learning strategies.
ReplyDeleteDuring the class we were presenting a variety of instructional practices, from that we were able to analyze the content, process, and product in the three different levels of readers such as: low, average, and high progress.
In summary, we learned how to deliver the same material to our students in different ways, taking in consideration their needs, learning styles, and levels of comprehension, in other words teaching from simple to complex.
I do not feel comfortable, mentioning any instructional practice that will be least used because sooner or later I think I will implementing each of the activity, reaching my target students.
I learn and enjoy each class I attend, session four was very interesting. The activity with the pennys to create different groups and another activity you used in Comp.3 "put together the face" were great . From the Big 6, there are two that I need to use with my ESOL students,Phonemic awareness and Phonics especialy with two of my students that has dificulties, even reading in Spanish. I will definitely use the activities we have done in class. I liked the one where the sounds were separated with red dots, but I know that I still need to learn more.
ReplyDeleteThree things I learned in session 4 was how effective using the 6 reading components which demonstrate how they depend on each other.The presentations were great and very helpful. One of my favorite was the main idea graphic organizer because I realized that working with the higher grades and special population I would apply this activies to help them with vocabulary, comprehension, and phonics skills especially with FCAT around the corner. I also learned how to go to intervention central website to create fluency passage {Good stuff:)} I found all the tools to be very useful I may have to adapt some of the material to meet the needs of my students and their levels.
ReplyDeleteI learned several different things during session 4. As an early childhood teacher I have always understood the importance of the big 6 but I have learned that addressing the big 6 parts of language needs to be continued into our middle schools in order to meet the changing needs of our students. Phonemic awareness is very important when teaching children that are learning English for the first time. I enjoyed learning about the syllable game that can be altered depending on the level of the children. The other great thing I enjoyed learning about was the Root-O. This is a great way of helping the students learn new words.
ReplyDeleteI learned that know there is one more component added to the original reading components. I think that is a great idea because when the oral language skills are well developed the reading will become more easy for the students to acquire. To be aware of the sounds that they hear and connect them to the print makes it more logical to the students to understand that print convey meaning.
ReplyDeleteThe use of graphic organizer are a powerful tool to help the brain gets organized with the new knowledge. The different GO presented are all useful. I will use tomorrow the Root-O to help the third graders understand better how to analyze new words.
The following three things that I leaned are:
ReplyDelete• The six components of the reading process
• www.intervention central.org
• Root-0
The Root-O will be the most likely instructional practice, which I will use in my classroom. This instructional practice will help my students understand and read science words. It is very important that my students know were science words come from. At this moment I cannot say that there want be any instructional practice that will not be use. I have ESE students, so any and all instructional practice can be used in my classroom.
The following three things that I leaned are:
ReplyDelete• The six components of the reading process
• www.intervention central.org
• Root-0
The Root-O will be the most likely instructional practice, which I will use in my classroom. This instructional practice will help my students understand and read science words. It is very important that my students know were science words come from. At this moment I cannot say that there want be any instructional practice that will not be use. I have ESE students, so any and all instructional practice can be used in my classroom.