Class Presentations Review:

Susan-

I enjoyed Susan's lessons over the Life Cycle of Frogs. She had a fantastic resource, in the form of a book, which explained the different steps in a very simple, yet thorough way for students to understand. The book included great graphics for young students who are unable to visualize the differnt steps as well! I might have to use this book in the future! Great lesson Susan! 

Kim-

Kim's lesson over the book Wonder was wonderful! She had a great tool for students to analyze what they thought would happen before the book was read, and after! I liked it so much I saved it for future use! :) I have seen a cooperating teacher use this book, and ask guiding questions before, during, and after, but Kim's sheet gives students a hard copy of what they initially thought and how it compared to the book. Great job Kim!

OVERALL: 

• There were a lot of presentations last week, including mine, and they covered a wide variety of topics including various math concepts, The Lady Who Swallowed A Fly book, etc. 

EVALUATION OF A LESSON

WEEK 4 - LESSON PLANS:

Sorry for the delay everyone. Easter weekend sure kept me busy here in Missouri! I hope you all enjoyed your time with your family as much as I did! 

This week I am going to look at a sample reading lesson for elementary students, in detail. When reading this lesson and looking at the main ideas, I want you to evaluate this lesson with the checklist I have provided below. For each requirement, I want you to check whether or not it is present.

• Requirements of Exemplary Lesson Plans:

          □ Includes accurate information

          □ Learning objective met

          □ Appropriate to audience

          □ Interesting to age group

          □ In good condition

          □ Employs creative thinking

          □ Motivating and engaging

LESSON:

2nd grade - Reading

My lesson covers reading comprehension, more specifically finding the main idea. To begin the lesson I would start with stating the objectives for the day, such as "You will be able to use predictions before, during, and after reading to discover what the story is about." I would then show students this anchor chart explaining the difference between real and fake reading, giving them the examples and non-examples. 

After explaining the chart for five minutes, I will explain that mindful readers ask questions before, during and after reading. I will then present the next book we will be looking at to introduce this reading strategy, which is chapter 1 of Judy Blume's Freckle Juice. Upon bringing the book out for students to analyze, I will model how the cover graphics and title raise questions in my mind. 

Before.

I will ask students, "What does the title and cover make you ask?" Then record these answers on the before section of our chart on the smartboard. Giving them an example if they aren't feeling comfortable sharing or are drawing a blank.

During.

I will begin reading the text, and write down the questions I come up with on the chart. Encouraging students to do the same while I am reading, asking them to raise their hand as they come up with one. Explaining how asking and pondering questions gives us a deeper understanding of what we're reading. 

After.

When I am finished reading, I will explain to my students that I can still have questions even after I finish a book/chapter. I will demonstrate this by providing a few questions for students to ponder. 

I would then move on to the guided practice section, by having students complete their own BDA Chart on 1 or 3 articles I have chosen. Students will complete this, as I am walking around to check on their comprehension of the article and strategy. 

For independent practice, students will take home their book (Freckle Juice) for them complete a BDA chart over chapter 2. We will review these tomorrow aloud in class to check for full comprehension. 

To close the lesson, I will review the key points of the strategy used throughout today's lesson. Then I will ask students write an exit ticket, explaining if they found this strategy useful or not and why.

Thinking Maps: What are they good for?

Thinking Maps, also known as graphic organizers, are used in today's classrooms to develop critical thinking skills for students. Thinking Maps are visual tools used for organizing and structuring information about topics. In addition to that, they clarify communication, provide continuous cognitive development, encourage creativity, and give students a chance to reflect on a variety of subjects and topics.

There are an abundance of thinking maps an educator can use in their classroom! Each map having their own distinct use. For example, circle maps are used for defining, brainstorming, listing, identifying, and telling everything you know about a topic. 

Here is an example of a map discussed above, a circle map used for the number 6:

The 8 Thinking Maps and their thinking process: 

1. Bubble Map - describe qualities, using adjectives.

2. Double Bubble Map - compare and contrast, using similarities and differences. 

3. Tree Map - classify, categorize, sort and/or group. 

4. Brace Map - part-whole thinking process.

5. Flow Map - sequencing (of events). 

6. Multi-Flow Map - cause and effect.

7. Bridge Map - viewing analogies. 

Thinking Maps are used with the KWL Plus reading strategy, as a way to create and organize information about a topic. For example, students will use the KWL chart and brainstorm each component. What they know, want to know, and what they have learned. Before they get to the learned part, have them read the text. After they have read the text, they can then fill out the learned section of the chart. 

As you probably already know, Thinking Maps are a great addition to any lesson! Enjoy folks! 

EDUC 338 - Content Reading - Mrs. Steffes

Strategies to Implement When Teaching Content Reading:

• The first strategy I want to try in a lesson is the Before, During, and After Questioning, more commonly known as BDA Questioning. I like the idea of this strategy, because it breaks down the text for students. Instead of trying to understand the whole text you are reading as a class, students can focus one section, and hone in on what it's really trying to say. Additionally, BDA Questioning offers students a chance to critically think about the text they're reading. 

Below is an example of questions for students to consider. It's always a good idea to display key strategies for your students, so I really enjoyed this!

I found this chart below when I was initially researching more information about the BDA Questioning, and thought it provided a few good points about the strategy itself. Personally, I like how it broke down the strategy into smaller parts, by providing examples, explanations, etc. 

On another note, I found a site about individual strategies to use for BDA Questioning. The site provides explanations of the strategy, handouts to use while reading, a break down of each step, and much much more! 

Feel free to check it out at: http://smoran.ednet.ns.ca/Reader%27sworkshop/before_during_after_reading.htm

_______________________________________________

•  The second strategy I want to try is the RAFT. I enjoyed learning about the RAFT strategy, because it's a strategy that allows students to take on different roles, and it allows teachers to use specific writing formats. I like how creative you can get with this strategy, and you can use it for many different subjects. Which is always a bonus! 

I added this image for those who might want more examples of each component of the RAFT.

Don't be shy, research this strategy a bit more, because there are a ton of RAFT's out there! They come in different subject areas, and can provide you with great starting points for a reading/writing comprehension!

EDUC 338 - Content Reading - Mrs. Steffes

(Tonight's Subject: Write about one of the following strategies - Jigsaw, Frayer Model, or Choice Boards - and how you will use it in your class.)

Frayer Model

The Frayer Model is a graphical organizer used for building vocabulary comprehension. This model not only looks at the the vocabulary, but it evaluates words for students. 

I have seen this model used in a 5th grade classroom before reading Woodsong by Gary Paulsen aloud. The students had a packet passed out, and this was one of the sections within it. In the same classroom, we used the same model for a topic in social studies. The studies worked on these on their own, and then went over them as a class. 

I think I would use this model in my classroom as a way to introduce a topic with vocabulary. Students wouldn't just look it up in a dictionary, Google it, but they would analyze it in partners. To begin with, I would introduce the model using a well-known vocabulary word. Then I would list the key words from the chapter on the board, partner my students, and assign them a section of the reading. Students would complete the four-square graphic organizer around a key concept/word. Then they would share their completed frayer model with the class. 

This model can be used in all subjects, as there's always vocabulary for students to learn in all subjects. You can approach this model for lessons in different ways, as long as students get a chance to analyze vocabulary on their own. Followed by the class presenting their models aloud. 

Class on Wednesday, June 7th - Week Six

Book List for Miss Humphrey's Unit Plan:

1. A Light in the Attic by Shel Silverstein. 

Shel Silverstein's collection of poetry was first published in 1981 as a book of poems for children. The classic of a book includes unique individual drawings by Silverstein himself!

2. There's A Wocket in my Pocket! by Dr. Seuss.

Another great classic by Dr. Seuss about a boy that goes through his house meeting new creatures! This simplistic books allows readers to explore the nature of rhyming words. The pronouncing of the words due to rhyming will really help readers develop fluency!

3. Goose on the Loose by Phil Roxbee-Cox.

An illustrate easy reader that introduces word families and includes a comical story to decode words easily. Included is word list on the back cover of all of the words used, and an introduction to phonics, phonemes, and regular and irregular words.

4. Frog and Toad Are Friends by Arnold Lobel.

This story of two friends offers students a chance to observe friendship at it's best. Frog and Toad will guide students on a journey about the fondness of friendship.

5. From Tadpole to Frog by Kathleen Weidner Zoehfeld.
 
This nonfiction book about frogs offers a chance for children to learn all about the life cycle of a frog. From a jelly egg to a tadpole with a tail, then to a full grown frog with four legs!

6. No More Homework! No More Tests! by Bruce Lansky.

This book of poems includes the funniest school poems ever heard! With poems written by Shel Silverstein, Jack Prelutsky, Bruce Lansky, etc. 

7. Frog on a Log by Phil Roxbee-Cox.


Frog on a Log is book made for children are wanting to learn the -OG word family. This book is a great beginning reader for students who enjoy a clever and funny story!

8. The Napping House by Audrey Wood.

The Napping House is a story about a boy, his grandmother, and their pets being woken up by a persistent flea. There's a mouse on top of a cat, a cat on top of a dog, a dog on top of the boy, and the boy is on top of the grandmother. However, the flea bites the cat and causes everyone else to fall - like a domino effect.

9. One Vote, Two Votes, I Vote, You Vote by Bonnie Worth. 

One Vote, Two Votes, I Vote, You Vote is a rhyming book with Cat in the Hat to guide early readers through the process of voting - primarily in the American presidency. Children explore the principles of democracy, how political parties are created, why Election Day is held in November, etc.

10. How to Read a Story by Kate Messner.

How to Read a Story is a book that helps readers - step by step - learn to become a reader. With the steps of finding a book, grabbing a reading buddy, and to finding a book, Messner playfully and movingly illustrates how readers can grasp their love and nurture their love for reading and storytelling.

Class on Wednesday, June 14th

Overview of Tonight's Class: 

Tonight we covered Readers Theaters, which I am so glad we covered as I am interested in them. However, I haven't been able to experience them in the classroom setting yet. I probably did many, many moons ago, but who's memory works that well! ;) I am excited to try these as I have seen many videos, and heard great reviews on successful this strategy really is. 

Apart from that we discussed our lesson plans, which were phenomenal! I am so glad we discuss these lesson plans, as I am writing down the interesting ideas all our classmates are coming up with! Thanks in advance! ;P I have to say, I am impressed. 7

Take Aways from the Class as a Whole:

1. Cover material that was to be read before going over what we need to and moving on,

2. Teach strategies throughout the lesson so students can use them in the future,

3. I am now fully informed on Checking for Understanding, and can come up with ideas on a whim,

4. Utilize Brain Breaks for students and adults as well,

5. Graphic Organizers are great for modeling, checking for understanding, guided practice, etc.

6. GoNoodle is now my friend! I love the different resources it offers and adds for a great technology assistance.

Overall Feeling of EDUC 337: 

I would say I have really enjoyed working with you lady's and Mrs. Steffes! The different strategies presented has really made me appreciate the teaching of Language Arts even more. It has really been fun, even for a summer course! ;) Thanks ya'll!