Group items tagged

a posted visible support for just-in-time learning that includes only the essential information about strategies, procedures, and concepts that students can access at any time.

Anchor charts are always helpful to students throughout the day that helps them visualize their learning throughout the unit. Because of this, I believe this can be helpful in guiding our students to be successful in our SMART goal. The goal in our group is students will be able to not only answer a real-life mathematics question, but they will also be able to defend their thinking/reasoning accurately and precisely 75% of the time. They way that we can use the anchor chart is to show students how to create an appropriate response, and what makes an appropriate response.

EDTC615 FALL2018 (Week 8 Ericka, Michele, Spencer) The article and video is via diigo library SMART GOAL: By the end of 1st quarter 75% of the LSN Government students will be able to analyze political cartoons and historical content with 75% accuracy for historical content and meaning for the LSN FAST I test. The video states it is for grades 3 - 8 but I find that it can be appropriate for high school students also. Anchor charts can be used for any subject matter, really any grade level for many different purposes as a visual aid for individual learning and for groups activities. Anchor charts can be used as warm up activities, classroom assessments, exit tickets, and classroom activities. Anchor reports can be used within the members of our group to make key vocabulary points especially for ESOL students. They are used to access what the students have learned on an independent level. These anchor chart can be used to fortify information needed in small groups for the overall whole class. The use of color, large fonts, and well organized and easy to read anchor chart are much more viable for students. Anchor chart when used with practice the students can use them to guide their own learning. These are important for all students because at some point we want the students to take charge of their own learning and be self-sufficient within the classroom setting. There is some prep work completed by the teacher and the teacher facilitates the learning but the overall learning is done by the students. For my students I would like to use anchor charts as a class survey, assessing the knowledge learned by a particular lesson or as an exit ticket forum.

(Week 7: Benjamin, Cheney, and Gretchen) The journal article is accessible by the link above through the UMUC library services. The journal article discusses the ways that a classroom teacher can use Reading Recovery strategies within the guided reading small group instruction. Reading Recovery is an one on one intervention that is short term. The intervention provides one on one tutoring for first grade students. The article explains the effective strategies that Reading Recovery teachers use that can be implemented in small group instruction. The strategies that the article focuses on are fluency through rereading familiar texts, modeling fluent expectations, providing a strong book introduction, knowing when to prompt the students, and observing and analyzing. Teachers can use this article to understand different strategies in order to improve guided reading instruction such as using running records to help guide instruction. "Likewise, careful analysis of running records (formal or informal) helps teachers to further understand how students respond to difficult text."(Lipp & Helfrich, 2016) Teachers need to use running records as a way to locate the deficits in a students reading and plan lessons that will bridge that gap. Lipp and Helfrich(2016) also states that "interrupting a student who is reading must not be a lengthy process that breaks the flow of the story." It is important to explicitly and intentionally interrupt a student while reading with quick prompts that will help the student guide themselves to self corrections. References: Lipp, J. R., & Helfrich, S. R. (2016). Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction. Reading Teacher, 69(6), 639-646. doi:10.1002/trtr.1442

In 2011, the NEA put out a C.A.R.E guide. This guide focuses on four areas that need to be recognized in order to close the achievement gaps in education. These areas are Culture, Abilities, Resilience, and Effort. The guide includes strategies and activities to be utilized by students and teachers in order to assist in closing the academic achievement gap that exists with low income students. EDTC 615, k-12

This guide provides key steps to encouraging buy-in and safety in your school while setting up social media to advance student learning in the classroom. If you are interested in Edutopia's other classroom guides, see http://www.edutopia.org/classroom-guides-downloads

SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. This article explains how implementing consistent guided reading in the classroom can improve reading levels. This directly relates to my SMART Goal because it gives suggestions on how to organize and implement the difficult task of guided reading groups.

"At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."

Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.

I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?

This is a list of suggested strategies to teach K-4 students to increase text comprehension. This website gives lists of strategies such as asking and answering questions, using graphic organizers, and summarizing. This is a great guide for teachers to use in guided reading groups with students who struggle with text comprehension. Adler, C. (n.d.). Seven Strategies to Teach Students Text Comprehension. Retrieved October 17, 2015, from http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

An explanation of the process called "wireframing," used by web designers to sketch out the framwork of their sites before they begin to code them.  Useful to all who are interested in developing their web-design skills.

Thanks for sharing. I've been looking for tools like these. I'll definitely be revisiting this.

This is a great article found on ASCD that highlights the importance of word study and phonics instruction as part of Guided Reading instruction to build basic foundational skills for ELL students. This is a chapter found in the book "Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4." I chose this article because it includes actual guided reading lessons for groups who are working on specific skills such as word endings, vowel combinations, blends, diagraphs etc. Linan-Thompson, S & Vaughn, S. (2007). Phonics and Word Study. Research-Based methods of reading instruction for English language learners, grades K-4. Retrieved from http://www.ascd.org/publications/books/108002/chapters/Phonics-and-Word-Study.aspx

Group 3: Erika Eason, Margarita Lugo, Frances Parker Week 8: This journal article is accessible through the link given above by accessing the UMUC library. Description: Students with learning disabilities commonly either avoided or have been discouraged from taking World Language classes. This article describes "multi-sensory approaches" and the kind of instructional strategies, informed by brain-based research, that can help students with learning disabilities succeed in learning Spanish or another second language. The article focuses on how to create meaningful inclusion and skill building in Spanish courses through general accommodations, existing resources, and learning strategies. The article also references the relative lack of scholarly research on this topic and how that negatively impacts wider knowledge of ways to help students with learning disabilities learn a foreign language. This article was of interest to our group because the SMART goal is directly tied to improving the performance of special education students in Spanish class. The goal of the world languages department is for every student to learn one of the languages taught, yet that is not always possible since special education students who are not meeting the reading goals are frequently pulled from language classes to get reading support. Implementing strategies and other instructional moves that might keep the students in language class, are of interest to the teachers. While several of the multisensory strategies discussed were already known, there were a couple that reinforced practices that have already been implemented as a result of our group's data action plan and at least one new idea that our practicing teacher would like to try. This article would be particularly useful for Spanish teachers who are learning to differentiate their instruction and assessment for the first time and who need ideas about how to involve more Citation: Tolbert, J. B.,

This article provides a variety of ELL terminology and instructional guidance for early childhood educators who are looking to support children who are ELL's. The articles focus is on language and literacy content approaches and best practices that should be included in ELL educational practice programs. Along with instructional practices, this article offers essential materials, The Early English Language Development Standards, and developmentally appropriate academic language all in guidance for supporting early ELL's.

This is a guide for teaching students about writing a claim and supporting it with evidence can work with any English 6-12 class. I haven't used this yet, but I would definitely try it!

The website helps guide teachers as well as parents to focus on the building blocks of reading and writing. This Pre-K guide is designed to walk teachers through several important building blocks, including sounds, print awareness, letters and more. Within each section, you'll find easy to read and use resources for learning more, and for trying some activities within your setting. Short videos bring concepts to life, booklists provide ideas for extension, and we provide guidance about when to have concerns about a child's development.

(Week Nine: Ruchel and Beth) This article is accessible through the UMUC library via Document Express. This journal article is about differentiated instruction when it comes to teaching students the alphabet. The article highlights the fact that "Early literacy experiences vary widely... and children show substantial differences in their alphabet knowledge development. Thus, children in the same early childhood classroom may exhibit differing levels of alphabet knowledge" (Piasta, 2014). Teachers can use this article to further their instructional practice by using the strategies and assessments discussed in the article to work with students in ways that will help the individual child learn all the letters verses a whole class approach to teaching the alphabet. The article discuses how, "The familiarity of children with letters included in their own first names, for example, has long been observed" (Piasta, 2014). But when it comes to teaching the alphabet in a whole class approach teachers are not acknowledging "differences across letters, often providing the same amount and types of instructional activities for each of the 26 letters irrespective of the ease or difficulty of learning a particular letter (Piasta, 2014). The article provides an idea that all "Early childhood educators may wish to assess all the children in their classrooms or may first use established alphabet screening assessments" (Piasta, 2014). It is also helpful for educators "To conduct a diagnostic alphabet assessment, an educator presents a child with each of the 26 letters and asks the child to supply the name and/or sound for each letter. The educator marks whether the child supplied a correct name and/or sound. Although the assessment can be scored in terms of the total number of correct letter names or sounds (i.e., 0 to 26), most important for diagnostic purposes are which letter names and sounds the child knows (Piasta, 2014)...

...The article finds that small group learning "has been demonstrated to be more effective than whole-class or even one-to-one instruction in supporting young children's early literacy development (Piasta, 2014). The article also stresses the fact that educators should "plan and use effective teaching practices to deliver alphabet instruction on the selected letters. Alphabet instruction can take place in many fun, engaging, and authentic contexts" (Piasta, 2014). In closing, "Outside of planned alphabet instruction, educators may also take advantage of additional "teachable moments" to review and reinforce children's alphabet learning whenever these occur" (Piasta, 2014). References Piasta, S. B. (2014). Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. Reading Teacher, 68(3), 202-211. doi:10.1002/trtr.1316

This artifact is an AVID student handout with Costa's 3 Levels of Thinking. It includes key words to use in your questions to help guide you to create different levels of questions ranging from basic remembering and understanding to creating and evaluating. Students will use this handout to develop the questions they create for their class Cornell Notes, Essential Questions and Cornell Notes they write for their homework reading assignments.

Week 8 This reading selection is for Honors High school Biology students learning about Genetic Engineering and Biotechnology. It is an article from CSA Discovery Guides by Deborah M. Whitman titled "Genetically Modified Foods: Harmful or Helpful?" released in 2000. The reading discusses what genetically modified organisms (GMOs) are, what the advantages and criticisms are, how prevalent GM crops are, what plants are involved, and how GM food are regulated and labeled. The assignment for this reading is to: 1. Read the article 2. Take notes on the pros and cons for the use of GMOs (Cornell Notes as part of my data action plan) 3. Choose a side (for /against) 4. Make a claim and justify that claim 5. Create a persuasive poster to support that claim. For differentiation, the article can be shortened and simplified for readers of different levels.

This article presents a Texas district's plan on closing the science instructional gap in ethnically diverse students in 2 low socioeconomic elementary schools. Teachers set up a multisensory interactive word walls to teach vocabulary, and designed inquiry science lessons that were aligned with standards and the Texas school district's curriculum framework and pacing guides for science instruction. Purposeful planning gave teachers a chance to become familiar with the progression of instructional goals, and provided time to create activities that fit within the framework and that addressed essential vocabulary. The inquiry science lessons incorporated 5-E: Engage, Explore, Explain, Elaboate, and Evaluate, where Engagement is meant to activate prior knowledge, Exploration is hands on inquiry, Explanation involves teacher-guided questions, Elaboration gives students the chance to "solidify" understandin, and Evaluation involves formative and summative assessments. Vocabulary development was achieved with the use of word walls and visuals, sometimes provided by the student to develop familiarity and fluency. Studies showed significant improvement in student achievement. Students reported recognizing science concepts in everyday life, a good sign of true learning. It even benefited the teachers, who reported having "refined" and strengthened science knowledge and teaching strategies as a result of professional development. A balance of focused district standards and teacher-designed interactive lessons using effective research based strategies, seems to have a powerful effect on closing learning and instructional gaps.

(Week7: Jim, Sabrina, Jennifer) This Journal article is accessible through the link given above through the UMUC Library The focus of this article is small group alternative lessons that will help with differentiated reading instruction. The article itself identifies how students in the elementary grades struggle with Phonemic Awareness. Specifically in kindergarten and First grade and continuously miss the benchmark when being assessed. The article also Identifies what differentiated instruction looks like in this setting as well as many example activities on guided reading and other strategies to help address students who are struggling. Teachers are able to use this article as a reference for activities that they can incorporate into the classroom during their reading or guided reading block. The 3 members in our team all work in a secondary school and noticed that many of the activities or lessons were really geared toward elementary students. However when reflecting on the struggling students in our own classes on this topic we quickly realized that those students were indeed on an elementary reading level. Therefore we might not use the exact same strategies but rather adapt them as they do in the article to fit the needs of our learners and make them more age appropriate. Reference: Kosanovich, M, Ladinsky, K, Nelson, L, Torgesen, J,. (2007) Differentiated Reading Instruction: Small Group Alternative Lesson Structures for All Students. Guidance Document for Florida "Reading First" Schools. Florida Center for Reading Research ERIC Journal. pp. 11, Retrieved from: https://files.eric.ed.gov/fulltext/ED498777.pdf

One of the biggest pushes in education today is letting students take control of tracking their own data and setting their own goals. To many teachers this task may be overwhelming and leave you trying to figure out the easiest way to implement this in your classroom.

(Week 9: Sarah, Mary and Jessica) This article is accessible through the link provided above. The main focus of this article is the importance of setting goals in the classroom. The teacher who wrote this article wanted to take her students' portfolios and turn them into a student data folder. Within the data folder there are "long term goals (the entire school year), short term goals (monthly, quarterly, weekly), goal reflections, and tracking charts (bar graphs, tables, charts, etc.)" (Harpole, 2013-2015). According to Harpole (2013-2015), "Each assessment would be based on the text we were reading that week in class. It contained four multiple choice questions with an answer justification required and a constructed response question. Students would take their weekly assessments on Friday. During the first ten minutes of class on Mondays, we would pass out data folders and students would record their scores." This allows students to set goals based on their score. Her research did show that the students were focused more on the number grade than any other grade. In turn, "My students set goals during Quarter Four that did not contain letter grades or words like "basic" and "unsatisfactory"( Harpole, 2013-2015). This implementation was very successful in her classroom. The article shows the process that Harpole took to improve her student's data folder. It took her a lot of time to perfect it in order to be able to share with other teachers. This article is a great lesson for all teachers. Every teacher wants to show data in their own way. Sometimes it's hard for teachers in different grade levels to show the data. This teacher came up with a packet that other teachers can use as a guide to help their fellow educators. I know that I would use this data folder for my students and just revamp it so that it's age appropriate for my students. The teachers in my group can use this article as a guide to help their students set goals. At the end, of t

This article is a great way to showcase the student's classroom goals and track student data. It gives the students the responsibility to track their own work and it would be a great tool to send home for their parents to view. The students have ownership of their work and their grade. Having weekly assessments on the content presented allows the students to see what they need to study and to ask the teacher for any help. I personally would keep the student's progress monitoring sheet in their own personal notebooks where they will have a copy of their progress monitoring sheet for them to fill out daily or weekly and their goals taped to the inside of their binder. This way the students can see if they have mastered their goals.