Reminder...

Be sure to bring the following items to class with you on Tuesday, February 19th.

• Completed K-W-L chart (Based upon Fluency article by FLaRE)
• Completed Excel spreadsheet using data from 8-10 students
• Completed graph depicting data from the Excel spreadsheet

Assignment #5

Another strategy FLaRE recommends for building fluency is Reader's Theater. Go to the link below and find a script that you can incorporate into your instruction. Post the title of the script you have selected and the reasons for chosing that particular one. Be sure to bring a copy of the script to our next class meeting - Tuesday, February 19th - as part of your portfolio requiremments.

http://www.aaronshep.com/rt/

Assignment #4

Recent discussions and readings have centered around fluency and the impact it has on student achievement. One strategy the FLaRE professional paper recommended for improving fluency is the incorporation of poetry. Choose a piece of poetry that can incorporated into your classroom instruction. Post the author and title of your chosen selelction and briefly explain why it was selected. Be sure to bring a copy of the poem to our next meeting - Tuesday, February 19th.

Assignment #3

After reading the article from our last class, please post a key point that served as an "Aha!" for you professionally. We will also be using this article as a springboard for discussion at the start of class Tuesday.
Happy reading!

Vocabulary

In kindergarten vocabulary development is an intrinsically part of everyday instruction. Children are developing their academic knowledge of words as well as their worldly knowledge with every lesson and with every conversation they have. However, just knowing words is not enough; you must know the right words in order to succeed in standardized testing. This week for example kindergartners were given the Dibbles assessment and vocabulary knowledge was tested even if this was not the intent.

Vocabulary Instruction

FAB VOCAB. I look at teaching vocabulary so differently now than when I was in the classroom two years ago. I have learned so much from the reading I have done on research and instructional practices. If only I could have known then what I know now. I remember having students look up words in the dictionary and then use them in a sentence before actually "owning" the word. I still can't believe that I did that. What was I thinking????? According to the article, "...it is essential for students to have frequent encounters with a word and understand the connection between words and ideas before students begin to 'own' a word." I found this to be true during my last two years teaching 3rd grade. After the reading coach came to my classroom to model a vocabulary/background knowledge lesson, I realized the vital importance of providing students with many different ways to make connections with the vocabulary words being taught. I encourage teachers to use many different strategies when teaching vocabulary. Students should also be taught to use strategies, as well, when learing new vocabulary or when unfamiliar words are encountered in the text being read. Like the article stated, "By activating background knowledge, providing frequent exposure to new words and showing students how to use vocabulary tools such as maps and webs, teachers can help students increase their vocabulary skills and knowledge." Many of the teachers at BGE have LCD players and ELMOs which are used to expose students to visuals which greatly enhance their ability to make connections to the new vocabulary words being taught. By allowing students more time to make connections to words, the better their chance is of actually building long-term and deep vocabulary knowledge that will stay with them for a lifetime.

Assignment #2: Test Talk...

Reflect on the various tests or assessment tools you have used in your classroom or school. Which one would you view as being the "go to" option for determining whether or not your instruction needed any modifications?