Assessment

Assessment

Synthesis:

Hinchman and Sheridan-Thomas Chapter 19

Chapter 19 discusses the issue of struggling readers and especially in regards to assessment. It emphasizes the need for frequent assessment with feedback in order for students and teachers to view growth and to be successful. Assessment data must be applied to teaching. The chapter focuses on the CARI method of assessment as well as vocabulary. Basically, students are assessed through the use of multiple questions to be answered by students, peers, and teachers. Literacy must be defined, measured, and tracked for each content area course. These assessments need to be authentic and meaningful. Teachers need to work within the ZPD in order for students to be successful. This chapter includes several helpful questions in the forms of tables and check-sheets for general education, reading and thinking skills, and content area skills. Also the vocabulary charts and KWLH strategies for each content area are very useable.

Afflerbach

Assessment of reading skills is a complicated task. It often involves teachers asking the correct types of questions. Assessing reading comprehension is very difficult. Usually, a multiple-choice test does not really measure all that a student knows about the content. This text covers different types of assessments. The four main types are: performance, portfolios, observation & questioning, and standardized tests. Performance assessments require rubrics and examples to efficiently implement as well as clear expectations. Student performances are an authentic and engaging way for students to show their understanding of concepts and skills. Portfolios help to show progress and growth and can be arranged in many different ways: either in print format or saved to technology. In addition, observation and questioning can be very in-depth and time consuming but also yield results that show accurate and reliable data from which instructional changes can be made. This can be difficult to do and is greatly helped with written and verbal assessments. Standardized testing has its own pros and cons. Although they are designed to give all students the same equal experience; it does not always adequately measure students reading ability or learning. Some of these tests may still be around for the sake of tradition, and are not always useful for teachers to use the information.

Moje and Hinchman

This text discusses the issue of having cultural responsive practices in pedagogy. Teachers need to know their students. They need to know not only their strengths and weaknesses, but also what kinds of experiences are relevant to them and what cultures shape their identities. Teachers must be careful not to assume these things about their students because they might risk alienating them or embarrassing them. Teachers need to be able to design lessons that center around problems that students find both authentic and interesting: usually these have to do with community issues. Students need the opportunity to experience different perspectives and cultures. Focusing on what students bring to the world and what they are interested in helps them to genuinely become a part of their learning. It is crucial to build a positive classroom in order for students to be successful and to be able tp participate in this type of learning.

Response:

Text to Self: As a hopeful future reading specialist, the Chapter 19 from Hinchman and Sheridan-Thomas is enlightening about the subject of assessment. The Afflerbach text was also helpful in that it went into detail about the different types of assessment which would be useful to me both as a reading specialist and as a teacher to know what options are available.

Text to Text: This text discusses several of the issues we have read about before in regards to struggling students, questions to ask, content area problems, and vocabulary instruction.

Text to World: Assessment is a big part of today’s schools whether we like it or not. Standardized high stakes tests are especially relevant as they have been a source of controversy in recent years. Nevertheless, it is important to look for accurate, reliable, and useable ways to assess student learning. Most importantly, we must be mindful of audiences and include the student in their own learning. Metacognitive thinking should be a crucial aspect of their learning in order to foster accountability.

Questions:

1. How do you engage students in metacognitive thinking in your classroom?

2. What types of assessments do you use/would you like to use?

3. What types of cultural responsive practices do you use/would you like to use?

Multiple literacies/New Literacies/Multimodality

Multiple literacies/New Literacies/Multimodality

Synthesis:

http://www.ncte.org/positions/statements/21stcentdefinition

The 21^st century brings many new technologies that require new and multiple literacies. Literacy is defined by the society and the mediums at hand, so literacy today is very complex and varied. These literacies require readers to make broad, cross-cultural connections, to problem solve, and to constantly adapt to the new technology. People must interact with multimedia to critique, analyze and create it. Purposes and audiences vary greatly in today’s literacies. In addition, readers and writers must be aware of the ethical responsibilities that accompany the mediums.

Kim and Kamil

This text covers some studies about using computers in the classroom. The studies found that in regards to literacy learning, students learn best with mandatory assistance programs put in place. Students do not learn as much or utilize the materials if such programs are voluntary. These programs need to have supports built in and they need to be highly structured. Direct, explicit instruction is crucial for student success. Students need direct instruction in regards to visuals. Many adolescents do not know how to read or understand visuals. Most children and a lot of adults don’t even look at visuals unless directly instructed to do so. Computers can cause students anxiety. This can be reflective of experience, age, and gender. Also, socioeconomic status has an impact on the availability of experience and exposure to computers. However, novelty can also have an impact on motivation. Older children may not be able to see the viability of learning with technology as much as younger students. The more experience students have with computers, the less likely they are to experience computer anxiety. Students need to be comfortable using both the hardware and software on the computer. Interestingly, there is a stereotype that students whom like to use the computer are the smart kids. Also, boys have more positive responses to the computer than girls do, but it is not clear why. Motivation to write greatly improves when children have access to computers, but direct instruction and guidance is still needed. Computers allow students to participate in many social learning activities. However, students might not always see the link between the various forms of writing they do on the computer and their learning for school.

Coiro

This text emphasizes the fact that technology is drastically changing. Teachers need to keep up with the changing technologies that are related to school work and personal use in order to keep current with their students and be able to best assist them with learning tasks. Whenever possible, students should be allowed to work collaboratively. The teacher should work as a facilitator when possible: this is when the most learning occurs. However, teachers also need to explicitly teach and model thinking patterns and strategies for students. Talking out loud can be very useful. Students learn best when the technology skills are focused around a specific content area task. They should use technology for math, science, social studies, and reading. In addition, online reading skills sometimes do not transfer from students print reading skills. These connections need to be explicitly taught. Students also need to be taught internet text features and how they are the same and different from other informational texts. Students need to be taught the process of effectively searching for and evaluating texts found online.  Students own experiences and interests with various internet texts need to be valued and used when possible to make connections. Students need to work together on problem-based questions in order to research and better develop both technological skills and reading skills.

Hinchman & Sheridan-Thomas Chapter 4

This chapter discusses the various discourses that students encounter. The primary discourse is usually their home discourse while their secondary discourse is usually their school discourse. Oftentimes, students perceive some degree of mismatch when these two discourses are perceived as different. Students have various reactions to this mismatch. The degree of the mismatch can influence the degree of their reactions. Students bring all sorts of knowledge, behavior expectations, world views, personal preferences, experiences, social norms with them to school: this is part of their primary discourse. When this does not match the discourse that is given at school students can reject the second, shut down, go back and forth, or reject the home discourse in order to become more accepted. In addition, there are also borderland discourses which seem to occur among peers and they are somewhat of a mix between home and school discourses in which students can negotiate these identities.

Hinchman & Sheridan-Thomas Chapter 16

This chapter talked about the issue of multimodalities. This refers to using various types of texts in order to offer different perspectives when learning about content. The chapter followed the case study of a teacher who was teaching a unit on the Little Rock Nine: she used books, articles, movies, and photos. Teaching this way can make abstract elements in printed text more explicit by first showing how they work in a visual like a movie or a photograph. Using multiple modalities can make content more realistic and engaging for students.

Response:

Text to Text: Chapter 4 especially reminds me of the readings for my culture, language and literacy class that discusses how students of diverse cultures and ELL students learn English and schools and some of the problems that they face. The chapters are all interconnected to learning and diversifying: changing with the times of diverse people and diverse technology and media.

Text to Self: These texts remind me that I need to be more mindful of teaching technology explicitly and not just expecting the kids to know how to use it. These texts inspire me to work towards a more open classroom concept when technology is available.

Text to World: The world is changing and there are new technologies sooner than schools can adjust; however, when students enter the workforce employers will expect them to be able to find, analyze, and use information to their advantage. SO, teachers need to prepare them to be flexible and to be critical thinkers and problem-solvers.

Questions:

1. What are you favorite technologies to use in the classroom? Different grade levels?

2. Compare/contrast- How do we teach school discourse effectively in the higher grades and lower grades?

3. How do you/would you teach internet credibility and internet safety?

Students Learning English

Students Learning English

Synthesis:

Garcia and Godina

ESL/ELL students face lots of difficulties in today’s schools. Oftentimes, they must move around or work and thus they miss many days of school and do not have a consistent education. Students may be first or second generation immigrants. Their parents may not speak English at home. Also, they may be refugees or come from low socioeconomic backgrounds. ESL students come to American schools from many different backgrounds. This can make it difficult for teachers to help them; not many teachers are bilingual. Students are expected to learn English even as they must use English to learn academic content. Teachers should not give up on students just because they are ESL. Instead, teachers must get to know the various aspects of their students’ background in order to plan and support efficient learning in their classrooms. Students do better when the can activate strategies for higher-level reading skills. Students may have difficulties if they were not particularly literate in their first language. Explicit vocabulary and comprehension is crucial for students’ academic development. Students who enter American schools at the middle school or high school level may have a particularly difficult time; event students who are coming from elementary schools might struggle as the content and language become increasingly harder as they reach secondary schools.

Hinchman and Sheridan-Thomas

This text talks about how students should be called students who are learning English as an additional language or EALs. This phrasing emphasizes that students are not just learning English, but that they have some form of other language already known to them that influences their learning in English. This term seems to be structured around stating that educators understand that the other language has value as well. Students come from many different cultural, socioeconomic, educational and linguistic backgrounds. Some strategies that can help students to learn both language and content include jigsaws, fill in the blank academic notes with partial information, juicy sentences, consensus boards, content-area conversations and close reading. Students need to be given the opportunity to use oral language in the class room in addition to writing and listening. When it comes to academic content, students should be given access to models and appropriate scaffolding.

Response:

Text to Self: These ideas are relevant to me as a secondary English Language Arts teacher. Students come into my classroom with varying degrees of English skills and I need to be able to help them. These skills will be extremely helpful as I continue my educational career both in a regular classroom and hopefully one day as a reading specialist. I need to find tactful ways to find out about my students. Question: How do I determine if they need more help or if they are just flying under the radar? Each school year brings a new group of students that I must help with their own unique educational needs. 

Text to Text: These texts are very similar to the materials that I have read and watched for my other class this semester: Culture, Language, and Literacy. These texts focus on building academic vocabulary, knowing your students, being open to other cultures, and working towards learning both language and content. These same themes have been covered in readings for this class as well.

Text to World: The American population has always been a melting top, but in today’s society it is becoming more and more diverse every day. Despite often negative political climates, teachers need to work to help students reach their highest potential while they are in school. The nature of bilingual education must become more student friendly, and the issues discussed in these texts will become increasingly relevant. Above all, teachers must be aware of their students’ backgrounds and abilities.

Questions:

1. What is ELL/ESL education like in different schools that you have noticed?

2.  Have you had any relevant experiences with ELL/ESL students? Specific strategy ideas to help them?

3. Have you used any texts that you felt were particularly relevant to them?

Struggling Readers

Struggling Readers and Writers

Synthesis:

HInchman and Sheridan-Thomas

Chapter 5

Students develop reader identities very early on. Once they are determined, it is very difficult for them to change their thinking about themselves. Students get hung up on the fact that they think there can be only one correct answer. They are afraid of getting the answer wrong, of messing up on a word, or of appearing dumb in front of their peers. This is often why students do not ask for help or participate in class discussions. Teachers can help students by showing how they themselves as well as other students can struggle with texts. Then, they show them how to improve. Also, ideally, teachers weave comprehension and connection questions with problem questions so that it becomes a normal part of the classroom environment. Students often think that they are alone in their struggle and need to see that others have trouble and that they can work together toward their goals. Students and teachers should both work toward identifying and working toward reading goals for the school year.

Chapter 15

This chapter discusses the issue of textbook reading. Most students are not particularly interested in reading textbooks, no matter what the subject. However, textbooks can be useful tools for both teachers and students. Students need to have textbook reading strategies embedded in their learning that is explicit. These strategies should include a gradual release of teacher guidance so that students can learn to glean information from dense expository texts (such as college textbooks or work training manuals) in the future. Students should be taught the helpful features and how to use a textbook for their particular class. Teachers can make it more relevant to them by focusing content around big questions, using anticipation guides, and proposing problems. In addition, teachers can use technology and other non-textbook materials in order to supplement the material. 

Chapter 18

The text covers three main ways to help teachers to differentiate. The three main lenses are multiple intelligences, universal design for learning, and sheltered instruction observation protocol.  Differentiated literacy means the way that teachers respond to learner differences. The theory of multiple intelligences includes the idea that there 3 main learning styles: visual, auditory, and kinesthetic. It also refers to the 9 complementary spheres that students can have varying degrees of intelligence: verbal-linguistic, bodily-kinesthetic, visual-spatial, musical, logical-mathematical, intrapersonal, interpersonal, naturalistic, and existential. Universal design for intelligence comes from brain research. It is a design to help all students that was originally meant to specifically help students with physical and cognitive disabilities. Now, it is a way in which teachers can help all students achieve success through high expectations. It has three key principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. UDL tries to focus on using technology in learning to help all students in unique ways that can be focused on individual needs. The final method for differentiation discussed in this text is Sheltered Instructional Observation Protocol (SIOP). This is a method that strives to teach subject-area content to ELLs while they are learning English. This method has also been useful to the learning of all students, not just ELLs. This method focuses on elicit instruction and leveled scaffolding. SIOP has 8 steps: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. This method firmly believes in focusing on content and vocabulary for each lesson.

Fisher and Frey-Struggling Writers

Many students struggle with writing. This article covered several different ways to help students with writing. An important issue that the text addressed was that writing instruction can often be overlooked. Writing instruction needs adequate time for students to develop their skills: just like reading. However, sometimes in classes reading takes more precedence. One way that students can find more confidence in writing is through interactive writing. This is a skill that is usually mainly focused toward elementary school students, but could also work well with older students. This involves sharing the pen and students and teacher work together to work through the process of writing. Another strategy is power writing in which students write as many words as they can think of about a topic in order to generate lots of ideas.

Response:

Text to self: As an ELA teacher, dealing with struggling readers is an issue in my classroom every day. I must learn to work toward establishing a more positive attitude towards reading through helping students to reestablish positive reading identities.

Text to text: These chapters relate to one another because they all deal with different types of students who struggle with different elements of education. In addition, these chapters discuss other topics that have been addressed in our earlier readings; including, vocabulary, academic texts, and gradual release of student work.

Text to world:

The world of secondary education poses many problems for children. However, with adequate, explicit instruction that is embedded in the curriculum, students can be successful. With any skill, much of the battle is focused in self-esteem. A positive environment is crucial for students to thrive.

 

Questions:

1. How can teachers work from the beginning to build positive reading identities for all students?

2. How do you differentiate?