Assessments

Synthesis:

Hinchman and Sheridan-Thomas (Chapter 19)

The text discusses the importance of secondary literacy assessments and how we can use the results of assessments to learn how to best assist our students. Assessments help teachers understand the needs of their students. "Effective teachers meet students at their current levels of ability and then scaffold attention and learning so students can move to the next levels of achievement" (p. 349). Teachers need to understand a student's current knowledge and skills and work to extend their abilities. Common Core has changed in recent years and has left students and teachers with more to learn and more to teach and higher standards for standardized assessments. The texts they are required to read are more complex and students must use higher levels of thinking strategies.The use of multiple literacies can aid in helping students conquer these higher demands.

The text mentions an assessment that sounds very useful, called CARI (content area reading inventory). This assessment is used to assess students' reading, thinking, and study processes with content-area texts. The CARI is very flexible and can be very useful for teachers who wish to learn more about how to assist their students, such as finding out about potential problem areas in the text and skills that a student may lack that could be helpful for effective reading. Teachers can use the results of the inventory to determine strengths and needs of each student.

As students proceed through grade school, self-awareness becomes more and more important. Teachers can give students a vocabulary self-awareness chart before beginning to read new material. This is a chart that students can continue to revise and add new information as students read. Students can monitor their own growth with their vocabulary knowledge, and teachers can also track their progress.

Afflerbach

How do we assess? Why do we assess? What do we assess? These are questions that were discussed in this reading and they are questions that teachers must constantly think about. We have to know the answers to these questions to create assessments that will be helpful for both teachers and students. When creating an assessment, we have to keep in mind 3 things- cognition, observation, and interpretation. There are many ways that teachers can assess their students, the simplest being everyday classroom observations. Teachers need to constantly be assessing their students and their own teaching. Professional development can assist teachers with creating successful assessments.

Moje

Culturally responsive teaching is very important in today's world. Teachers need to know their students and their background, and respect everything about the student and his/her family. Teachers also need to understand youth culture and pop culture and use this knowledge to build bridges and connect with students. Teachers need to be respectful of all students and strive to create a classroom community. The text also discusses using culturally responsive pedagogy to navigate different discourses.

Responses:

(text to text)
I am taking another course right now called "Measurement and Evaluation". We discuss how to create effective assessments and what to avoid when writing test questions. I know how important assessments can be and how we can use the scores to help our own teaching and also help our  students.

(text to self)
Assessment is a scary topic. Tests were always scary to me as a student, and they are still daunting to me as a teacher. I am happy to have many resources available (such as these texts) and to have professional development that can help with creating assessments that are effective.

(text to world)
Common Core and state standardized assessments have made the job of teachers and students more difficult. It is important that teachers use efficient teaching strategies and design assessments that align with these new standards.

Questions:
1.  What do you think is the key to creating effective assessments? Any advice for a newbie who has never created an assessment?

Thanks ladies! :)

Multiple Literacies, New Literacies, and Multimodal Learning

Synthesis:

Hinchman and Sheridan-Thomas
(Chapter 4)

This chapter outlines the benefits of the Discourse study. "Discourse organizes and constrains thoughts, words, and actions" (p. 64). Discourse helps teachers value the different literacy identities, interests, and abilities represented in the classroom. Primary Discourses are acquired at home, while Secondary Discourses are learned outside the home by another source (school is a Secondary Discourse). Each Discourse has its own set of rules that make it unique. Matches and mismatches of discourses can affect a student's literacies and learning. Discourses can allow for a greater understanding of different types of literacies. This instructional strategy:

1. values literacies within print and non print text 
2. employs explicit instruction to develop meta-awareness 
3. develops multiple perspectives 
4. analyzes structures of Discourses to identify agency and power to affect change 
5. creates conscientious citizenship 

These are skills that are important for students in the 21st century classroom. 

(Chapter 16) - Multimodality and Literacy Learning

Classrooms are becoming increasingly diverse with varied student populations, cultures and languages, and academic abilities. At the same time, students are being raised in a society that has gown up in a multimodal world. They have access to any sort of information they desire right at their fingertips. Multimodal (visual, auditory, gestural, and kinesthetic) learning uses this access to technology and celebrates diversity as an advantage for the classroom.

In one of the examples of multimodal learning in the classroom, Deborah uses three different text types: a reading, a photograph, and a video clip. The students were able to think about the different text types and engage in different interpretations of a historical event. Deborah engaged her students in critical thinking and her teaching also exemplified how the Common Core State Standards can be taught using different modes of literacy.

Teachers should teach for conceptual understanding. This requires that students use various strategies to help them make connections to their own lives and knowledge. Multimodality and having a "new literacies stance" help students to reach a conceptual understanding. A teacher who uses a new literacies stance uses new types of literacies in the classroom and believes in a dialogic and collaborative classroom. A teacher in this type of classroom knows that using multimodal texts requires students to use skills and abilities beyond those required for conventional print materials. Looking at different types of texts helps students see different points of view and makes them question what is and what is not represented in the text.

Kim and Kamil

• Computerized Instruction: 

The computer can be a good tool to help students and teachers alike. This technology can help make material more comprehensible for students and allows for differentiation in the classroom. Students can use computer practice activities to prepare for standardized testing. Computer instruction can be especially helpful for vocabulary instruction and guided reading. This type of instruction can be used to supplement usual classroom instruction. Before students participate in computer activities, explicit instruction is needed for students to understand how to navigate and properly use computer resources safely. 

• Social Technology: 

Electronic communication can help students engage in literacy. Students have to use their words to make their point and have to learn to explain themselves in a way that is understandable. This type of communication can be valuable for someone who is shy to face-to-face conversations. 

• Adolescent Attitudes Toward Technology: 

Gender and age can affect a student's relationship or attitude towards technology. A student's socioeconomic status or their access to technology at home can also affect a student's knowledge of technology and their engagement. Some students may need more assistance with using the technology and becoming comfortable with it.

Coiro

This text discusses how to foster the development of students' online literacy. Reading online texts can be much different than reading a paper book. Students need to know how to use these types of texts and interact with them to help their comprehension. Cairo gives 5 guidelines for helping students with their online literacy development:

1-  The effective online literacy teacher understands and makes explicit for students relationships between offline and online reading comprehension strategy use.  
2 – The effective online literacy teacher honors the literacies that students bring to school from their daily lives.  
3 – The effective online literacy teacher explores and clarifies expectations about new classroom roles and relationships embedded in problem-based online collaborations.  
4-  The effective online literacy teacher provides time for students to develop positive dispositions toward learning and communicating on the internet.  
5-  The effective online literacy teacher uses self, peer and teacher assessments as inquiry to inform reading strategy use and classroom instruction.  

Responses:

(text to text)

The Hinchman and Sheridan-Thomas text discussed how multiple literacies can be used to accommodate to the diversity of the classroom. We have discussed diversity in great detail in another one of my courses: Culture, Language, and Literacy. Technology can be a great tool to improve comprehension of all students, even those that come from diverse language and cultural backgrounds.

(text to self)

I am a huge fan of technology. I use technology in my everyday life for personal reasons, but I also use and sell technology for my job. I work at the One University technology store. We have a lot of cool resources available to students to use and buy. Many of these technologies can be used in the classroom to help engage students. For example, the 3D printer can be used to create real-life representations of material being studied in class.

(text to world)

I think this reading was extremely relevant to the world that we live in. Students are growing up in a technological world and teachers have to be adaptive to it. No longer is it acceptable to only use conventional texts.

Questions:

1. What are the main types of technology you use in your classroom?

2.  How do you think that we can better support multimodal learning?

Helping ELLs

Synthesis:

Hinchman and Sheridan-Thomas:

This week's text discussed how we can make content-area concepts understandable for English Language Learners and students who are struggling with the language. The text also mentioned another term, EALs, which means that these students are learning English as an additional language. As teachers, we need to focus on a student's progress and academic achievement, rather than only their lack of English knowledge. Hinchman and Sheridan-Thomas discuss several strategies that teachers can use in the classroom to help their students improve their English while also improving their content knowledge:

• deconstructing "juicy sentences" 
• helps students to understand sentence structures 
• text annotations 
• can support text comprehension and gives students an opportunity to think about their thinking while reading 
• discussion in the classroom 
• students can use and hear academic language and can share their thinking and knowledge 
• this classroom talk needs to be focused, planned, and scaffolded for students to receive the most benefit 
• written journaling and assignments 
• students can think about and question content and use academic language to show learning 
• active, rather than passive learning 
• allow students to be an active part of the learning process 

Garcia and Godina:

It can be very difficult for a student to transition into an English-speaking classroom environment. There are many barriers that can keep ELLs from excelling in school. Sometimes these students may have other responsibilities at home or some may not have much help from their parents due to work commitments. This text focuses on how teachers can foster and support ELL learning. Many ELLs need scaffolding and teachers need to implement strategies to support their academic achievement. The article offers suggestions for teachers who are working to meet the needs of their ELL students. Districts and schools should offer teacher and staff development to give tips and strategies that can be geared towards ELLs.

• Teach students to make connections between cognates (for example - delicious in English is delicioso in Spanish) to boost comprehension 
• Integrate students sociocultural knowledge into lessons and assignments 
• Give students opportunities to show knowledge in their native language 
• Continue to foster the development of the native language 
• Design lessons that give students the chance to read, write, speak and listen 
• Writing instruction should allow students to create multiple drafts and revise
• Include the option for student choice with reading and writing 

Responses:

(text to self)

In Hinchman and Sheridan-Thomas text, writing is addressed as an important way for students to demonstrate their knowledge and express their thoughts. This reminded me of this very thing that we do each week - blogging. I have found this blog to be a great way that I can process the information from the text and also learn from others. Responding to reading and reading the writing of others is a great activity that should happen in the classroom.

(text to text)

This week's texts connect directly to another class I am currently taking - Culture, Language, and Literacy. We discuss how a child's native language and cultural background affects them in the classroom and how we as teachers can best assist them. I designed a website with a partner (Brandy Walters) that has strategies for teachers to use in their multicultural classroom.

http://brandywalters.wix.com/how-to-thrive-4-5

(text to world)

I think that these texts were some of the most relevant that we have read this semester to the current situation in many schools today. Schools are continuing to become more diverse, and it is more important than ever to know strategies that we can use to help and support ELLs in our classroom.

Questions:

1.  What are some of the best strategies to motivate ELLs?

2.  How can you get parents of ELLs involved in the classroom and overcome the language barrier?

Helping Struggling Readers

Synthesis:

Hinchman and Sheridan-Thomas:

Chapter 5 discusses the importance of understanding the reading identities of the students in our classroom. Students often get stuck in categories: good readers, average readers, or poor readers. This can affect the way that students are treated in the classroom by teachers and peers, and this reading identity can also affect how students see themselves. "How students understand themselves as readers plays a significant role in their reading development" (Page 85). The goal is for all of our students to have positive reading identities. Positive reading identities will likely motivate students in the classroom and encourage them to participate in discussions. The text offered suggestions for teachers to use in their classroom to help students improve their view of themselves as readers:

• Learn how students identify themselves as readers and how they would like to improve 
• We need to ask students questions or ask them to provide written responses about their reading abilities.
• Create instruction that works to achieve the goals the students have for themselves and the goals we have for them 
• Celebrate and tackle reading struggles head-on in the classroom 
• Students should know that comprehension difficulties are a usual part of reading and nothing to be embarrassed about.
• Have classroom discussions about reading difficulties and how students could work through them 
• Students can put these strategies in practice and share what they learned in a future discussion.

Chapter 15 focuses on how to help students comprehend textbooks. It is no secret that textbooks can provide some difficulties for students when it comes to reading and taking meaning from them. "Adolescents themselves describe textbook reading as "just hard and really boring"" (Page 267). Many students are not motivated by textbook reading because they do not know effective strategies to comprehend the often dense text. They also do not understand a deeper purpose to the reading other than reading for a grade. The text offered strategies for teachers to help these students gain meaning from textbooks:

• Involve students in prereading activities 
• Ask students questions to get them thinking and motivate them to dive into the reading 
• Anticipation guide 
• Problem posing 
• Provide a pop culture bridge 
• Teachers can find a "text twin" such as a newspaper, magazine, or online article that relates to the textbook 
• Invite students to read critically 
• Students think about points of view and possible errors in textbooks 
• Embedded strategy instruction 
• Teachers make teaching reading strategies for understanding texts a part of the normal content instruction 
• Students need to know when to apply strategies and when to use them 
• Explicit strategy instruction 
• Strategies for comprehending vocabulary and text features 
• Teachers guide the use of these strategies and reinforce them often. 

Chapter 18 discusses how we can use differentiated instruction to help our students who struggle. Differentiated instruction means that we as teachers need to vary our instruction depending on the student to help meet their academic needs. This requires specific planning and a clear sense of the learning goals. Strategies were provided for teachers: 

• Multiple Intelligences: 
• Teachers focus on student's strengths and design instruction to best benefit them. Some students may respond best to reading or listening, some with visuals, or some with moving or acting. 
• Universal Design for Learning: 
• Teachers design their lessons around technology and media to meet all students learning styles and needs in one lesson. Students interact with lessons and texts in multiple ways - listening, reading, writing, and viewing. 
• Sheltered Instruction Observation Protocol: 
• Teachers use explicit instruction and provide scaffolding to students to help all students understand content. This model is helpful to ELL students who have a limited English proficiency. 

Fisher and Frey:

This article discussed strategies for struggling readers when it comes to writing. The authors took on a journey with a ninth grade class. Throughout the semester, the instruction shifted from teacher-controlled to student-directed. At the beginning, the class took on the Language Experience Approach - students would share their thoughts on a topic, the teacher would write it on the board, and the students would copy the writing in their notebooks and add their own writing. The class also used Interactive Writing. The students take more of the responsibility with this strategy; the students write the words on the board and it is repeated by the class. Writing models was another strategy that was used - using existing writing to help students with new writing. The students gradually moved to independent writing.

Responses:

(text to self)
I wish I had more teachers who worked to make reading more motivating. Especially textbook reading can be very disinteresting in high school. I love the idea of working to make the text interesting and motivating students to want to read and learn.

(text to text)
Chapter 15 discussed explicit strategy instruction. This was discussed heavily when we talked about different types of disciplinary texts.

(text to world)
I think that child "labels" are a big problem in today's schools. We put children into categories in what they can and cannot do. I really enjoyed the section about improving students' reading identities. It makes a big difference to encourage students and not limit them.

Questions:
What technology do you use to differentiate instruction?

Do you ever discuss pop culture in your classroom by using a "pop culture bridge"?

Thanks :)

Disciplinary Writing (Narrative and Argumentative)

Synthesis:

McKeough (narrative writing):

The text discusses the writing process of a narrative and how teachers can foster this type of writing in the classroom. The author used the Common Core Standards as a tool to help explain the different writing landmarks of the grade levels. There is importance in teaching the students about character development and plot structure, and we must model for students the techniques of good writing. The text also mentions that we need to constantly adjust our writing instruction to meet the needs of each student in our classroom. Teachers need to apply strategies based upon personal observations and other professional opinions. 

 McKeough outlines some guidelines for teachers: 

• look at all grade level standards to develop an understanding of the advancement of knowledge and skills 
• evaluate each student to understand his/her knowledge base 
• put practice into place to help improve students' skills 

Teachers should look for progress in narrative writing as students develop and mature.
- First grade: Children create characters with mental states and create a breach for the character.
- Third grade: Stories become more complex with more characters.
- Fourth grade: More complicated storylines and characters with problems
- Fifth grade: Authors able to create resolutions for the characters.
- Middle school: Characters go through multiple states and have multiple troubles
- High school: Writers create stories with flashbacks, foreshadowing, perspective talking, etc.

The text mentions the strategy of Reading with a Writer's Eye. This is a critical thinking strategy that helps to train the reader to become a better writer and reader. The reader interacts with the text many times - thinking about the text, writing about the text, and talking about the text, researching the text, and re-reading the text.

Ferretti and Lewis (argumentative writing):
Students need explicit instruction to develop their argumentative writing skills. The text gives tips for teachers to help their students:

• Students need to talk about their opinions and learn about the opinions of others. The text stated that argumentative writing is like having a conversation with two people who have opposing views. 
• Teachers need to help students plan their arguments and revise them as needed. The text related argumentation to problem solving. Writers should constantly be striving to find a new way to make their argument stronger. 

Teaching students self-regulated strategy development (SRSD) involves teaching them specific skills that will help with their argumentative writing. This can help students form a clear argument that is supported and well thought-out. 

Responses:

(text to self)
I really liked the critical thinking strategies that were introduced in the text. In my experience with writing instruction, my teachers would tell me what I should include (introduction, body, conclusion) but sort of left us on our own to form our arguments and get to our final product. I think that dialogue can be so helpful. Writing does not have to be a solo activity. 

(text to text)
The texts discussed the importance of students talking with their peers and with their teacher about their writing. We have seen several texts this semester that hit on the value of conversation in the classroom. 

(text to world)
I think that if all teachers taught Reading with a Writer's Eye, we could transform children into better readers and writers. Students need to interact with the text many times and in multiple ways. Too often, students will just look at the text for face-value and not gain a deeper understanding of what the author is trying to convey. 

Questions:
1.  What is your favorite strategy you use to teach writing? How do you implement this strategy in the classroom?

Writing Instruction

Synthesis:

Hinchman and Sheridan-Thomas:
This chapter focuses on the writing process and how teachers can foster and support students with their writing. We need to let students have plenty of experience with writing, including allowing them to write freely about topics of their choice. Students need to be able to write for all sorts of purposes and to different audiences. The teacher needs to assume the role of a writing coach instead of just being the audience for the student's writing. The text discussed the fact that many times, writing instruction can turn into "this is correct" and "this is wrong". Yes, students need to learn spelling and grammar and how to form complete sentences, but students also need to be able to express themselves and write freely. Sometimes, a student may be discouraged from writing simply because he/she is unsure how to spell something. Teachers should strive to create a classroom environment that encourages taking risks. Spelling is not as important as the thought behind the writing.

Hansen and Kissel:
This text discusses different guidelines for writing instruction.
1. Writers are decision makers - We need to teach our students to make choices about what they want to write about and how they would like to structure their writing. Hopefully, students will be motivated and find enjoyment in the writing process if they are able to write about something they find of interest.

2. Writers consider their audience - Teachers need to teach students how to make writing decisions based upon who they are writing to. For example, a student should would write to the Governor of Oklahoma differently than he/she would write to a best friend. Likely, the student would use different vocabulary and portray a more professional voice writing to the Governor.

3. Writers evaluate their drafts - Teachers need to provide their students with many different types of texts so the students know how to write for different occasions. The goal is for students to be able to read their own writing and understand how it can be improved, and then make those changes.

All three of these guidelines should be goals for teachers of writing. But, it is likely that it will take time. Teachers cannot expect students to be great writers at the beginning of the year. It should be our role as teachers to be encouragers and to create an environment where students feel comfortable.

Sweeny:
This text discusses the use of new literacies (mainly technology) and how these literacies can be used for writing instruction and to benefit students. Twitter, wikis, blogs, and other online tools can be used to motivate students with their writing. It may also give them a sense of purpose and real-world connection. We must also teach students how to use technology and the internet responsibly, but it can have huge potential in the classroom.

Responses:

(text to self)
I currently work at the ONE U (Technology) store in the student union. At the store, we sell laptops and iPads and various tech tools and accessories. I really like the idea of incorporating technology into everyday teaching, and I think it can be a big difference maker in the classroom. One of my undergrad professors told us that "Technology does not make a good teacher, but it can make a good teacher great." The tools we have are limitless!

(text to text)
In another one of my classes, we are discussing how technology can be used to benefit literacy instruction. We have learned about some of the technology tools that were discussed in the Sweeny text. This technology can especially help students who may be ELL or do not respond well to traditional instructional or writing methods (paper and pencil).

(text to world)
I think that today's educational world is so focused on testing that sometimes teachers can lose track of what writing and writing instruction should be. Writing should be a way of expression. The students shouldn't feel so constricted and feel scared to write. I really like the idea that the texts shared about creating an environment that encourages students to take chances and learn through experience.

Questions:

What do you think about the incorporation of technology into writing instruction? Do you think this makes handwriting less important (Is that a good or bad thing?)

Disciplinary Literacy - History and Arts

Synthesis:

Jetton and Shanahan:
The text discusses protocols for reading historical texts. We should want our students to be exposed to and have multiple opportunities to read history texts because it helps us build a deeper understanding of the past. Despite the importance of historical texts, many students find it boring or difficult for one reason or another. In the text, we are introduced to Brad and Ayesha. Brad struggles with "cognitive noise" and doesn't like having to think hard to arrive at an answer. He desires for the answer to be simple and concrete, and does not like broad historical questions. He prefers easier texts compared to texts that are complex and difficult to comprehend. I believe Brad represents a large portion of students today. On the other hand, Ayesha welcomes the "noise" and enjoys reading about multiple accounts and ideas. She waits to form her own ideas until she completes all the reading she can on the subject. She reads each account carefully and evaluates it for its validity. In the life of a historian, Ayesha's way of understanding historical texts is right on target. The focus of teaching should be on historical questions that make our students think.

Chapter 9 discusses literacy in the arts. According to No Child Left Behind, music and visual arts are considered core academic subjects. Music education can include the use of textbooks, but learning usually occurs through the use of non print objects like symbols, sound, musical scores, or interpretations. Instead of reading words, students read music. The notes and symbols are very specific, just like words and punctuation. Students "pick up meaning from notated text and transfer that meaning to their performance" (236). Students that are enrolled in a music class use a variety of literacies that challenge them to think and grow as a person and musician: performance, listening, creating, and contemplating. Music students must use specific skills in class such as notation, improvisation, sight-reading, rehearsal, memorization, intonation, expression, composition, and body movement.
Art education also needs to be a valuable part of the academic curriculum. Children create, problem-solve, reflect, and critique their own art and art of others.
The text suggests using a constructivist approach when teaching to increase student engagement, motivation, and achievement. We must allow students the opportunities to solve problems, with scaffolding from peers and teachers. Modeling is an important component in the teaching process for both musical and visual arts. Also, we need to allow our students to be able to read different types of text and write to respond to the reading and share their thinking.

Hinchman and Thomas:
The text focuses on the struggles of teaching historical texts. We know that reading and writing is an important part of learning history. The challenge is teaching students how to navigate these texts and understand them. But how can we get students interested and teach them in a way that makes sense? The text makes it clear that history is so much more than facts. We have to get away from the idea of memorization and instead focus on meaning making and analyzation. "The main job of the history teacher is not to tell students the information from the history books, but to enable them to make sense of this information in a sophisticated and appropriate manner" (233). We should try to get our students to THINK when learning history and looking at historical texts. When was this written and what was the historical context? What is the author's background and what was he/she trying to accomplish? Are there any conflicting points of view across the texts? Students need to learn about these thinking processes through teaching and modeling to be able to understand their historical texts.

Responses:

(text to self)
I am a person who loves creative arts, and especially music. I can memorize a song quickly and my connection with music is special to me. I loved anytime that my teacher integrated music into a lesson. I wish it would have happened more.

(text to text)
For the last few weeks, we have been discussing the different types of disciplinary texts. We have read and learned about how each discipline is unique and comes with its own challenges. These are challenges that affect student learning and should affect the way teachers teach these disciplines.

(text to world)
I know there is such an emphasis put on testing and academics in schools, but the text reminded me of the importance of allowing students access to the arts. The various arts require students to use many higher level thinking processes that I believe school administrators forget about. Creating, listening, analyzing, evaluating, reflecting, collaborating - just some of the skills students use in music or art class.

Questions:
1.  What are your ideas to better integrate the arts into the classroom?

2.  Do you have any tips to help students "think like a historian"?


Thanks! :)