The document summarizes a literacy lesson plan developed by Dr. Denise Love for struggling second grade readers. It describes assessing students' vocabulary skills using an informal reading inventory. Texts were selected that featured realistic characters and illustrations appropriate for the readers' level. Activities included reading chapters from the book Ready, Freddy! and using the title words from The Snowy Day to build vocabulary and create oral stories. The goal was to help students make personal connections to texts and think of themselves as participants to improve comprehension.
1How Does the Use of Reading Strategies Improve Achieve.docxaryan532920
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
1How Does the Use of Reading Strategies Improve Achieve.docxjoyjonna282
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Dr. Denise Love
The Beginning Reader
Pre K-3 EDUC - 6706R – 4
December 13, 2011
2. A. Getting To Know Literacy Learners
B. Selection Of Texts
C. Literacy Lesson: Interactive Perspective
D. Literacy Lesson: Critical and Response
Perspectives
“Students in our classrooms possess a complex array of reading skills and
strategies. They vary in their ability to recognize words, unlock word
meanings, read fluently, comprehend text, and monitor the construction
of meaning. Each of these reader characteristics is important for us to
know, for every student.” (Afflerbach, 2007, p. 27)
3. When I set out to get to know
my literacy learners, I used an
informal reading inventory, with a focus
on vocabulary in context. This assessment
was only five questions in length. I chose this assessment
because I had three struggling second grade readers in my
group, who I did not want to overwhelm with excessive text
or questions. Because I knew that I would have a limited
amount of time to work with the students, I kept in mind
what Dr. Bear said in the Assessing Word Knowledge video,
“assessment in the classroom is important to consider
because this is something that you will need to do when you
have children right there in front of you” (Laureate, 2010b).
4. The contextual vocabulary inventory helped me to think
about the home lives of my students and what their
exposure to different types of usage for words might be. I
was able to surmise that one of the students was struggling
more than the others in terms of his exposure and ability
to use vocabulary. The inventory also gave me evidence to
support my thoughts that one student possessed a number
of reading skills such as using context clues. I also was able
to figure out which student was a concrete thinker from
which one was more abstract in thought. The contextual
vocabulary inventory that I used is available through
Project Central through the Florida Department of
Education’s website. There are other inventories that are
available through that website that are helpful diagnostic
tools for teachers (Project Central, 2003).
5. When I thought about selecting texts for my group, I
turned to the advice that I found in the article,
Hooking Struggling Readers: Using Books They Can
And Want To Read, which was simply, to feature texts
that use realistic characters which readers find
compelling, to use texts that the readers can make
personal and/or emotional connections with, and to
be careful to select texts that used illustrations
appropriately especially when combining text with
illustrations, making sure that hyphens are not a part
of the text, as they often times are problematic for
struggling readers. Also the size of the font was a
consideration. Font should not be too small, so as not
to overwhelm the readers with an abundance of text
(Rog & Kropp, 2011).
6. With all of these criteria in mind, I made my first text
selection: Ready, Freddy! A Very Crazy Christmas by
Abby Klein (2011). The story was a great length to use
for lessons that would be taught over the course of two
tutoring sessions at 82 pages. The book presented my
group of three students and myself eight chapters which
we all took turns reading one chapter each per tutoring
session followed by a short related reading and
vocabulary building Activity. I think that the group really
related to Freddy’s description of “things getting a little
crazy” when his cousins Kelly and Kasey were in town
(Klein, 2011).
7. I also used the literacy matrix that Dr. Heartman
spoke about the literacy matrix in the video,
Analyzing and Selecting Texts. I was able to
squarely place Ready, Freddy! A Very Crazy
Christmas by Abby Klein (2011) in the linguistic –
narrative quadrant. This was due to the use of
about twenty well placed illustrations throughout
the text. Above is an illustration of the literacy
Matrix as it was explained by Dr. Heartman and
illustrated in Analyzing and Selecting Texts
(Laureate Education, 2010a).
8. When I began to plan for this lesson I reflected
back to what I had read in Literacy for the 21st
Century A Balanced Approach, which was that
the different schemas that each reader brings
into the reading experience will have an effect
on how that text is perceived by each individual
schema(Tompkins 2010, p. 261).
9. I was sure to point out to the group that they should always
try to think of themselves actually taking part in or witnessing
the events of the text first hand when they read. In that way
they were never just blindly reading for the sake of reading or
to only build their AR score, but rather they were making
important text to self, text to world and text to text
connections. All of these things are points that are critical to
creating what I call “thirsty learners”. I think that my students
really understood and took to heart this lesson because one of
the students jotted down the note “think of me when I read”.
10. When I began planning this lesson I thought about
how I could further my student’s vocabulary building
lessons, in doing so I decided that I could expand
their vocabulary and usage by using the Making
Words exercise (Tompkins, 2010 p.p. 447-9) located
in the Compendium of Instructional Procedure
(Tompkins, 2010).
11. I used the title of the book for this
lesson, The Snowy Day by Ezra Jack Keats (1993)
for the letters that the students used to form their
word lists. I was quite pleased to learn after
conducting a Bing search that there were quite a
few websites that were dedicated to forming
words from other words, one of the most user
friendly ones that I came across was wordles.com.
12. After searching the words the snowy day, I was pleased
To learn that there were 24 pages of words that could
be formed from the title The Snowy Day (Keats, 1993).
After the word lists were formed, the students were
given about five minutes to brainstorm and come up
with a short oral story about what how they and a
friend of their choice would choose to spend a snowy
day. This activity was based upon the Quickwriting
(Tompkins,2010 p.p. 454-6) procedure mentioned in
Compendium of Instructional Procedure
(Tompkins,2010).
13. What insights did you gain about literacy and
literacy instruction from viewing this
presentation?
How might the information presented change
your literacy practices and/or your literacy
interactions with students?
In what ways can I support you in the literacy
development of your students or children? How
might you support me in my work with students
or your children?
What questions do you have?
From: Literate Environment Analysis Presentation
Outline (Laureate Education, 2011).
14. Afflerbach, P. (2007). Understanding and using
reading assessment k-12. (p. 27). Newark, DE:
International Reading Association
Keats, E. J. (1993). The snowy day.
New York, NY: Scholastic Inc.
Klein, A. (2011). Ready, freddy! a very crazy
christmas. (p. 93). New York, NY: Scholastic Inc.
Laureate Education, Inc. (Executive Producer).
(2010a). Analyzing and selecting texts.
[Webcast]. The Beginning Reader, PreK-3.
Baltimore: Author
Laureate Education, Inc. (Executive Producer).
(2010b). Assessing Word Knowledge . [Webcast].
The Beginning Reader, PreK3. Baltimore:
Author.
15. Project Central (2003). Cool tool informal reading
assessments. Retrieved from Florida Department
of Education website:
http://www.paec.org/itrk3files/pdfs/readingPd
fs/coolToolsAll.pdf
Rog, L. & Kropp, P. (2011, November). Hooking
struggling readers: using books they can and
want to read. Retrieved from
http://www.readingrockets.org/article/374/
Tompkins, G. E. (2010). Literacy for the 21st
century a balanced approach. (custom ed.,
Vol. edition, pp. 261; 447-449; 454-456). New
York, NY: Pearson Custom Publishing.
Words in words machine. (2011, December).
Retrieved from
http://www.wordles.com/getWordsInWords.aspx