1.
Response to the Readings
The article by Fisher, Frey & Lapp 2012, proved to be
quite informative and useful. Fisher et al., provide great insight in, Shared Readings: Modeling Comprehension,
Vocabulary, Text Structures, and Text Features for Older Readers. The
multiple examples offered throughout the article are wonderful for any teacher
to understand effective ways to support student literacy through modeling and
strategies. I related to many of these teacher’s teaching styles as they
emulate my own. I am glad I came across
this article as it helped in reaffirming all the teaching methods I try to
include in my own lesson’s.
The next article I found interesting is, Intensive Word Study and Repeated Reading Improves
Reading for Two Students with Learning Disabilities by Staudt (2009). Although
Staudt (2009), focused on students with learning disabilities, it left me
wondering if these very same strategies wouldn’t work with other struggling
readers. An example being using timed repeated reading as a motivational device
(p.143). I also liked how the author further encouraged the students by
suggesting they set goals. I also thought it was great how the author used
poems to make the readings more engaging for the students and so they could have
exposure to how language works in different forms.
2. Personal
Connection
Another article I found
to be very useful is, Sytgles (2011) Implementing
morphological word study in the intermediate classroom. The article came at
the perfect time for me as I recently got hired for a 6th grade ELAR
teaching position. It is my intent to consider implementing word work in my
classroom instruction. As stated by Sytgles (2011), “morphological word study
is necessary and essential” (p.65). In
agreement with Sytgles,” the more students handle roots, bases, and affixes,
the higher their reading achievement” (p.65). The position will require me to
work with multiple English Language Learners and after reading the article, I
feel confident in trying out these suggested practices in my own classroom.
3. Critiques
What
are specific informal assessments that you found useful in this past week?
I found a number of informal assessments to be useful, to
include: cloze test, Informal Reading Inventories (IRIs), and running records.
As reported by Rubin, In Organizing and
Evaluating Results these specific tests offer teachers greater control over
the type of text they can use to, as well as the control to design questions to
help determine the varying levels of comprehension.
Which
ones would you recommend for vocabulary, comprehension and writing?
In agreement with Rubin (2011), “the cloze test has been
recommended for supporting readers who struggle with comprehension and
vocabulary” (p.606). Rubin (2011) also states, “Informal Reading Inventories
(IRIs) focus on evaluating comprehension…and running records are widely used
for assessing reading progress” (p.607).
As discussed in our synchronized session, I found the 6+1
Trait Writing to be very informative and useful for assessing student writing
and providing positive and clear student feedback. I can’t wait to implement this assessment as a
device to help in student writing.
