Group+1+Module+1

Dr. Swanson, Somehow I have messed up this page and all of Tracy and Zane's answers were taken off of this page. There answers can still be seen on the history page. Sorry that I messed our page up, girls! MS: I HAVE RECORDED THIS INFORMATION IN MY GRADE BOOK. ALL PEOPLE HAVE CONTRIBUTED TO THIS WIKI. RIGHT? Yes.

What does research say? KC- I wasn't sure how we were supposed to address this question. Are we supposed to discuss what the author says about being wary of companies claims of what "research" they use to sell their products, or what research is? I need this question clarified. What do you think Tracy and Zane? TD- I thought the question was open-ended and that we should answer it however we interpreted it... KC- Tracy, I agree that we need to be careful when articles or products refer to research. My principal is all about research and sometimes I wonder if the information is coming from actual research based on studies with control groups. TD- Yeah, it's like anyone with enough money to put together "research" (ahem, publishing companies!) gets credited for producing __quality__ research...

Appy the four dimensions of teaching and learning to your teaching style. Be specific. KC- At the beginning of the year I explicitly teach and model the use of comprehension strategies from our reading series. I follow the sequence of the series and teach a new strategy every two weeks. I teach them to make connections ( to self, text, world), questioning, inferencing, and synthesis/summarizing. I model the strategy, give time for guided practice, and individual practice. Once a strategy is taught we continue to practice it as we add other strategies.
 * Explicit**

KC- Tracy, you spoke of taking for granted that your students understand a concept that your lesson needs to build upon... I think that we have all taken that for granted before. I know that I have had to go back and reteach concepts before I was able to move on. TD- Thanks for the encouragement! I need that right now! :)

KC- When planning instruction I look at my students needs and the PASS objectives. I teach K-2 reading inclusion with some small group pull-out. My plans have to be detailed because they are for different grade levels and the students have different needs and PASS Objectives. I have to be organized because I am in and out of other people's classrooms all day.
 * Systematic**

KC- I always explain to my students how the activities and lessons I teach will help them become better readers. I check for background knowledge before reading and introducing new text, we discuss as we read and after reading. I model good reading behaviors, the use of strategies, and we practice, practice, practice.
 * Mindful**

KC- Tracy, that is so sad that most of your students don't have expectations for extending their learning placed on them. This bring into play self fullfilling prophecy, doesn't it? If noone else expects me to finish high school much less go on to college...they're probably right. So sad! I'm sure you try to encourage them and convince them they can and should strive for a good education. TD- It is very discouraging! It's a self-fulfilling prophecy in capital letters! Most of my kids come from very rough backgrounds. I do try to encourage them. The first day I have them, they have to complete a goal sheet with both short and long-term goals. Once I know what their future plans are, I conference with them about exactly what it's going to take for them to reach their goals..

KC- Have you guys used the nines trick on your fingers? You lay both hands out and always start on the left hand to count. If you are finding the answer to 9x6 you start with the left pinky and count over three and fold the next finger (4th) down and read your answer 36...three fingers on the left hand are the tens number and the six fingers after the folded finger are the ones number. TD- Oh yeah!! I forgot all about that!! I am totally gonna use that!!!! Thanks!!!

KC-I try to use stories that they can relate to and reinforce the strategies they have learned.
 * Contextualized**

KC- Zane, I hear you on those students that move around often. It is difficult to get them to invest in learning when they don't know how long they will stay in your classroom. TD- I have my kids for roughly 30 days, so I hear ya...

MS: I TRY TO BE EXPLICIT (BUT BECAUSE OF MY GLOBAL INCLINATIONS, I HAVE TROUBLE.) THIS IS DEFIANTLY A WEAKNESS OF MINE. I ALSO ASSUME THE STUDENTS KNOW MORE THAN I SHOULD. I TRY TO BE EXPLICIT, MINDFUL, AND CONTEXTUALIZED.

3. What constructivist-like principles can you identify and what are the implementations for the classroom? KC- I think that developing metatextual awareness of the processes and understandings implicit in effective reading behavior is one that I can identify. Teaching Kindergarteners and 1st graders the concepts of print. Teaching them that letters make up words and words are used to make sentences. That we read from top to bottom and left to right. I believe those would fall into developing metatextual awareness in Kindergarten. Also for 1st and 2nd grade teaching them the characteristics of different types of texts. MS: THE STUDENTS SHOULD BE MORE AWARE IN THE READING PROCESS--EVALUATING THEMSELVES, THE AUTHOR, THE MESSAGE, AND THE EFFECTS THE READING HAS ON HIMSELF, THE WORLD, THE CLASS. WHEN THE READER BECOMES INVOLVED IN THE TEXT THEN, THE INFORMATION IS ALIVE AND ACTIVE.

4. Your Questions KC- What would be the best way to include a student who has trouble interacting with other students in social situations when doing collaborative learning groups? TD- I have this trouble too!! Add in a roomful of teenage tempers and things can get kind of tense during group learning times in my class... KC- I bet! How many kids do you have? Why do you only have them for 30 days? Is it because that is how long their stay in the facility is?

Are flashcards for math facts and sight words okay mindless activities? TD- This is kind of like one of my questions... I think some skills are best learned through rote recitation and memorization, such as multiplication facts, sight words, letters, numbers, etc... KC- Me too. I use BINGO, but I don't have time for that everyday. I use flash cards for a couple of minutes a few times a week.

What is the best method for teaching sight words? TD- There is a website called www.mrsperkins.com. It has Dolch lists, assessment forms, games, and stories with nothing but Dolch words! It is awesome! If you get a chance to check it out, I think you'll love it! Please let me know what you think about it! KC- Thanks, I'll check it out soon. MS: I PERSONALLY LOVE war AS THE FORMAT FOR SIGHT WORDS. I HAVE USE THE FORMAT FROM FIRST GRADE THROUGH HIGH SCHOOL. THIS GAME FORMAT MAKES STUDENTS RECOGNIZE THE WORD INSTANTLY WITHOUT THINKING.