Reading Part 2- LE 3 Summary
Smore is a great tool to share ideas through!
Smore by Deb_debra
Why is it important to keep equity in mind?
Teachers have to believe that students can learn. Offering meaningful, authentic tasks will make students’ experiences with reading more powerful and meaningful.
If students can succeed by begin given preferred tasks, they will gain confidence and want to work harder.
Before assigning a performance task, teachers should allow plenty of opportunities for students to practice the method of assessment during the school day.
Running Records alone won’t give us all of the information about what our students know. We also need to provide higher order thinking tasks.
Giving students choice will engage them and they will want to succeed.
If we keep our students’ needs in mind and make sure to be equitable in our instruction and assessment, it will have a positive impact on them and this can have a lasting effect on them.
We must remember that our students come from different places and we must keep that bar high but recognize their needs.
Be aware your students’ religious and cultural beliefs since it is important to choose the appropriate materials for our students.
We should not be assessing writing when we are assessing reading.
By keeping equity in mind, teachers will be making informed decisions about which type of instruction or assessment is appropriate for students.
If we can offer equity in our assessment and offering multiple opportunities and assessment types, we can avoid students becoming frustrated and disengaged in learning
We need to base our assessment data on more than just tests. We should have other forms of assessment to base our final marks on so that we can get the complete picture of the student.
Being equitable in our assessment will allow us to get the true picture of our students’ abilities and knowledge.
Assessment allows the teacher to know where to go next in planning for students. Also, it tells teachers what strengths and weaknesses students have, and the support they may need.
Assessment is used in order to ensure that lessons can meet the needs of all students.
Equity in assessment also means reaching those who have been successful and require next steps as well so that they can be challenged and pushed even further.
Teachers who can be open to accommodating and allowing variety in their assessments will allow access for all students
We know that students learn in different ways, and therefore should be assessed in different ways.- This is a simple statement yet tells that story of why we need to be equitable in our assessments.
Students have to know what choices to make when it comes to how they will be assessed.
Remember How Important Differentiating Instruction and Assessment is!
Action Plan Ideas
Word reading (site words, high frequency words etc…)
- The Sounds Abound Program Teaching Phonological Awareness in the Classroom- http://www.linguisystems.com/products/product/display?itemid=10068
- Flashcards (in a pile or on a ring)
- word family memory game
- personal word wall
- Read the Room — Post words around the room for the student to find and record on the recording sheet.
- Concentration — Write or print each word on two cards, shuffle, and lay face down to play
- Go Fish — Create a Go Fish game using the words the students should practice learning
- "Build it, Write it, Say it" activity. Students are given a flashcard with a sight word on it, and have to build it using magnetic letters, then write using a white board marker. After this they will say the word to the teacher, and eventually build to saying it in a sentence..
- Playing high frequency word games, such as “Zap”. Individual words from the word wall are written on popsicle sticks. Each student in the guided reading group gets a turn to choose a stick and read the word. If they get the word “Zap” all the popsicle sticks have to go back into the pile and they start again.
- Play I Spy- Have alphabet cards laid out on the table. I would “I Spy” a sound and students would choose the matching letter card.
- play Boggle provide students with a variety of letters and ask them to create as many words as possible with support/peer
- recreate the words using a variety of hands activities including tracing in shaving cream, writing in the air, creating using Play Doh...etc.
- Sight word Crayon Rubbings (this can be done with older students/reading buddies) – on a cue card, write a sight word out, trace with white glue and allow to dry. I can then be used as a template for a crayon rubbing. Students can work as a class to create a ‘bank of sight word crayon rubbing templates’ and then spend time putting their rubbings into sentences they are creating or other activities. This is great since they develop some ownership over the words which then they are using in a variety of ways.
- Fly Swatter game- Then give each child a fly swatter. As the teacher calls out a word the kids have to swat the word. Whoever gets it first wins! Add some more words after a few tries
Reading Strategies (reading with fluency, phrasing, using meaning, structure and visual information, rereading etc…)
- daily/weekly use of Turtlediary on computer for grade 1 and 2 for reading stories, noun/verb work, spelling, sentence sense, punctuation, picture labeling, etc.- http://www.turtlediary.com
- books on tape/cd/ipod/ internet ( www.tumblebooks.com )
- Read Aloud “Exclamation Mark” by Amy Krouse Rosenthal. Model reading using punctuation, create anchor chart of punctuation cues
- practice short reader’s theatre during shared and guided instruction,
- IPad Apps- – ‘Show Me’ app, students access the app on the IPad and they are able to record their voice and then listen to themselves read a text. ‘Pocket Phonics’ app, where students learn letter sounds and writing. ‘Letter School’ app, students learn to write letters, numbers, as well as learning the letter’s name, its sound and a word that begins with that letter.
- Anchor chart with decoding strategies (stretchy snake, chunky monkey, skippy frog etc).
- model reading with fluency and phrasing
- provide students with bookmark with cueing system
- have students record themselves and listen to see what they have to practise
- use tools like bookmarks to track words if they are losing their place
- The following program starts at the very beginning with shows kids the letters and the sounds they make and builds up from there (i.e. letter blends etc.) http://readingeggs.com/
- Create a book using ReadWriteThink’s “Stapleless Book” program (link below). -http://www.readwritethink.org/files/resources/interactives/stapleless/index.html
- http://www.carolhurst.com/index.html - has some lessons on teaching reading comprehension
- Literacture Circle ideas: http://www.lauracandler.com/strategies/litcirclemodels.php#ModifiedLC
- a a retell strategy: “ Have the child sit facing you, with his eyes in an upward position, ready to make a “movie” or pictures of a reading passage, in his head. Read a short, descriptive passage, stopping after each sentence, inquiring about the picture the child has made. Make sure the child includes the colors, size, location, etc. After you have read the entire passage aloud, “rewind” the film, and have the child tell you all the pictures they have.
- “Summary ball". After reading a story aloud, we get in a circle and toss the ball around. Whoever gets the ball has to tell a small part of the story, and it should be told in sequence.
- Story grammar marker to help tell and retell stories
- "Picture Detectives" Explicitly teach how to see details in an illustration. Can you see what time of day it is? What is the season? How does this picture make you feel...scared? happy? sad? etc. Does the picture tell us things the words do not? Can we add more to the story by checking the illustration
- Who and what checkmark (At the end of a book or page (depending on length of book), students will check in with their check mark and ask themselves who and what)
- picture walk before reading
- encouragement to use picture cues
- make sure student knows how to choose “just right” books
- Ask simple, literal questions after reading chunks of text
- Highlighter tape to show important ideas
- Encourage use of comprehension strategies- connections, questions, visualizing retelling
- Book Talks- http://www.shelfari.com/ is a great idea for an added engagement
- A retelling site: http://www.meaning-matters.org/apps/blog/show/18896337-5-retelling-activities-to-increase-our-youngest-readers-story-comprehension-
Story Grammar Gloves
You can get gardening gloves and sticky back velcro circles from the dollar store to put this together
Story Grammar Pictures
You can use any pictures you want.
ELL Action Plans
- Share the following photo essay with students and maybe have an evening where students bring dishes from their cultures: http://time.com/8515/hungry-planet-what-the-world-eats/
- http://www.starfall.com/index.htm the ABC’s and Learn to Read activities on the left have been used with other ESL/ELL students in the past, it’s great for basic vocabulary words and pictures.
- http://www.raz-kids.com/main/ViewPage/name/index hopefully school has or can get an account. Site was recommended by a fellow teacher.
- http://esl-kids.com/ great mini-lessons and planning ideas
- There are a multitude of YouTube videos that you can Google for songs to teach letter sounds as well as any skill you would like to teach
- File known word cards away into a folder or envelope marked “I know it!” and periodically revisit it to see how much has been accomplished
- Reading buddy with a class that may have a student of the same culture/language
- Text with visual content
- Create a ring of common questions
- A welcome books with visual information about the school, staff and students
- Ask student about his/her language and culture
- Create a personalized book with real pictures of the things the student does everyday with the corresponding words.
- Write words in highlighter to be traced over
- On-line translators and dictionaries
- Use cartoon graphics to help encourage making inferences about situations. Ask what is happening in each picture?
- A journal for vocabulary and pictures
- Visual schedules
- Picture symbols to show what to do first and then
- Strong book introductions to familiarize student with the content
- Bilingual and picture dictionaries
- Use this book for great drama type activities: "What Do I do About the Kid Who..." by Kathleen Gould Lundy- http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=8165