Chapter 10
This chapter discussed different ways to assess students
reading achievement. There is something
to be said about establishing clear school wide, classroom and individual
student learning goals in order to identify ways to gather data of whether or
not students are reaching those goals. What are some challenges you might see pop
up regarding the assessments that were discussed in chapter 10? How do you think schools can overcome these
challenges?
Chapter 12
I appreciated this chapter explicitly describing ways to
promote student writing along with reading and learning by creating writing
goals. I appreciated the chapter
encouraging authenticity in writing and allowing students to be given choice
when writing. I think it is very
important for students to enjoy writing and is also more evident in younger
grades. Looking at Figure 1.2, out of the six guidelines for developing writing
goals, which goal do you think you might need more guidance in and why? Which goal do you think you have a firm grasp
on?
Chapter 13
This chapter really resonated with me because in grade
school I was considered an English Learner.
My mom never taught me English until I was put into preschool and on top
of learning English I was also learning how to read and write in my native
language on the weekends. Luckily I picked
English up pretty quickly but reading and writing didn’t really click for me
until the third grade. The SIOP Model
intrigued me because I have never heard of the 30 step plan. I personally believe that most of the plan
would work well for not just EL students but all students. Have
you ever heard or practiced the SIOP Model? What do you think of the 30 step plan? What components of the plan do you think you
could implement in your classroom or potential classroom right away?
Chapter 14
Response to Intervention is definitely something that I am
familiar with. It has played a large
role in my school district in how we teach and reach students who have learning
gaps. At my school, we meet every other
week with our teammates, principal, reading specialist and math specialist to
discuss students who are on a tier. Once
a month we gather with all specialists in the building along with our grade
level and principal to progress monitor.
What are some advantages you see
in RTI? What are some
disadvantages?
Assessment is such a “hot topic” in reading and education in general right now. I understand the importance of these measures. Given the various types of assessments mentioned in this chapter: Large scale, formative, summative, performance, etc . we need to be careful to understand the goals set for students/ grade levels. Understanding how these assessment support these learning goals is critical. Education in general is known for testing for no other reason than an number and the data isn’t used for anything. I think that if administration, teachers, and specialists work together selecting appropriate assessments all parties involved will have an understanding of the benefits of the measures and be able to use data for appropriate instructional interventions.
ReplyDeleteGiven that I teach second grade, my students are moving for being used to centers, etc. to more focused times of instruction with guided practice and application. The guideline I struggle with more often than not is promoting student choice and authenticity in writing. I feel that I offer choice when writing in journals and via some other writing activities. But, there are many times that I tell the students what they are writing about. Perhaps I need to at least provide to options to choose from that aligns with the stated writing objective I am trying to meet. I feel like I do provide the instruction needed in relationship to writing conventions and composition.
I haven’t ever used heard of or used this model. I guess I should know about it given I have worked with a few EL students. I think that many parts of the SIOP thirty step plan are actually things one might do in planning for regular instruction. Things like clearly displaying and communicating the objective are central to education for all students in the classroom. Building background knowledge is another feature that needs to occur in daily teaching no matter the language status of the student. One of the steps that stood out to me was step seventeen, “Grouping configurations support language and content objectives of the lesson.” This made me think og my reading theories class and about how knowledge can be created through social interactions with others. Language acquisition always occurs more readily where the student actually has opportunities to communicate with peers. Also, I think this is relatively easy to support in the classroom.
My district doesn’t use RTI. I have learned a lot about it from things I have read in my grad studies and in research I have done. My district uses the discrepancy model to identify students with learning disabilities. If you aren’t familiar with it, what this basically means is we look for a 21 point difference between where the student is performing academically compared to their IQ in specific areas. With that said, it is an archaic model and sets students up for failure. Here is why I say that, if a student doesn’t yet meet the 21 point discrepancy, the student can just continue with the same educational process occurring. When using RTI students move through tiers to ensure progress, differentiation, and multiple measurements used to determine need. One advantage is that decisions regarding students are never made from one assessment. Some disadvantages from what I have observed mainly about time. If you have a student having severe learning problems, you can’t just move them through the tiers at an accelerated rate, with the discrepancy model they can qualify quickly. Also, RTI seems more time intensive on the part of the classroom teacher and the reading specialist. It seems one would have more paperwork and documentation with this type of intervention. One model I haven’t heard a lot of people talk about in Oklahoma is the Component Model of Reading. This model identifies the students are of reading challenges and provides specific intervention accordingly. Have you all heard of it?
Cathy,
DeleteI've heard you mention your districts use of the discrepancy model. In regards to the IQ testing and comparing it to how the student is performing academically, I think we use this model after our school psychologist observes a student that a teacher is severely concerned about. Our psychologist then gives the test.
With RTI there is a lot of documentation that is very time consuming. You would be amazed by all the google documentation I have to do when putting students on tiers. I think my school does a great job in documenting students and their progress but then finding the right interventions to help them actually make progress is another story. I think that part is hard when you put so many interventions in place but nothing works for that student. It can be frustrating.
I have never heard of the Component Model of Reading but would be interested in knowing what that process is like.
Well a simple description of the component model of reading is the view that reading is separated into three main categorizes: cognitive, ecological, and psychological. This then looks at a students reading and attempts to categorize their reading difficulty and plan an intervention based off of student need.
DeleteWhat are some challenges you might see pop up regarding the assessments that were discussed in chapter 10? How do you think schools can overcome these challenges?
ReplyDeleteIn any school, no matter where it is in the world, assessment will be of great importance. For me, as a young child in elementary as well as in high school I feared been tested. I studied hard but I was always filled with fear when I sat down to take the test. My heart raced, my hands were sweaty and I would feel as if I had forgotten all that I had studied weeks before. Even though I know it is essential for both teachers and students, as well as our school districts, stakeholders etc., assessment can make students really dislike school and learning, especially because not all students are built to be tested. I think just implementing these types of assessments and ensuring that they can be effective can be a challenge. All stakeholders of education need to come together to discuss why they will be implementing them, their goals and what they will do if their plans fail or succeed.
Looking at Figure 1.2, out of the six guidelines for developing writing goals, which goal do you think you might need more guidance in and why? Which goal do you think you have a firm grasp on?
In last week’s posts I mentioned how important I think writing is for children and how it helped me during my school days. After looking at figure 1.2 I guess I would need some more guidance creating an environment that provides writing tools, time and models. I haven’t had much time in the classroom so I was not able to adjust, familiarize myself with and or implement many ideas or concepts especially as it relates to this guideline. I think I have a grasp of recognizing students’ diverse cultures, and abilities. During my short stint in the classroom I had students from different backgrounds and abilities and as a result I made it my duty ensure that they were comfortable, they had an understanding of what they needed to do and know etc, and that I was there to assist and support them.
Have you ever heard or practiced the SIOP Model? What do you think of the 30 step plan? What components of the plan do you think you could implement in your classroom or potential classroom right away?
Unfortunately, I have never heard of the SIOP Model but I do think this 30 step plan can be of great assistant to teachers in helping EL students and other students as well as it hits on some very important areas like building background, and practice and application. I think this plan can be a guide to help pre-service and now in-service teachers, as well as seasoned teachers in learning how to help struggling students, especially EL students. If I were to implement one in my potential classroom right away it would be number 15. Providing students with a variety or questions or tasks that promote high-order thinking skills. I believe the concept of students trying to figure something out on their own before giving them assistance or providing them with the answer. I think this strategy is appropriate for all students, it gives them the chance to work in groups, individually or as a whole class.
Krystie,
DeleteI also think higher order thinking is vastly important. I think this can apply to all students, not just to ELLs. I think that students can be taught to think at higher levels through scaffolding, building on what they know. It is a hope that all kids will think at higher levels. I think we need to ensure that ELLs have the appropriate tools to lead them to higher-order thinking.
Yes I agree with all that you have said Cathy. Currently I'm working on researching the topic of the flipped classroom model and I really do believe that this model can help students succeed in higher order thinking as they work on the higher level of Bloom's during class and the lower at home. I don't think it is a hard task to get our students to think in a higher order manner as it starts with questioning and support from the teacher as well as allowing students to engage in projects and activities that get them do research and investigating. I am looking forward to implementing the flipped model in my future classroom.
DeleteKrystie,
DeleteHave you heard of Writing Workshop? Lucy Calkins is a former teacher who launched the idea of Writing Workshop. I do Writing Workshop in my classroom and it is a great way to establish a classroom writing routines and create a room full of writers!
Has anyone done six trait writing with your class? I have heard of it but haven't been formally trained in it. Writing has a key role in our new standards. I need to ensure that I am meeting all of the writing requirements. Time is always a challenge.
DeleteWhat are some advantages you see in RTI? What are some disadvantages?
ReplyDeleteI think the RTI has concept was made and is used with students’ best interest at heart, especially those who may be considered “bubble students” (I learned term just the other day- they are students who haven’t made the marks required). Students are given a chance to achieve their learning goals with the help of those who have the correct knowledge. I think one advantage of the RTI is that all students are screened and those who are identified as needing additional help receive it. Also, students aren’t just thrusted into each tier but it goes from a less intense to a more intense program where students eventually are provided with more opportunities to collaborate with others, and more importantly with their instructor. On the other hand, I think even before implementing this program, if there aren’t any Reading Professionals or appropriate materials to be used this program cannot work and students cannot be helped. These reading specialist seem to have a load of responsibilities, from paper work to organizing data, leading team meetings and preparing materials. I don’t think that it leaves much time to be effective in their position as reading specialist for students.
I think RTI as well as any other type of intervention requires a reading specialist who can provide an expert view (for lack of better words). Also, I think the reading specialist needs to ensure that others in the school are a part of the team dealing with RTI. No one person can resolve learning issues for a child. Working together is a key to reading achievement for students. The reading specialist can help guide the team, but ultimately the big picture of student education is effected by the team of educators working to help the child.
DeleteCathy,
DeleteAgain, we have come to the conclusion that collaboration is key on the school/education. Not only for the sake of the teachers and other stakeholders but more importantly for each and every student! I think due to the lack of collaboration and might I add communication, we have now, the education system is failing our students. The RTI seems to be a good initiative to get students back on track but I would love to see it being put into action. Hopefully one day I might!
In regards to RTI, at my school, our reading specialist is required or at least tries really hard to meet all of the tier 3 kiddos. Our principal hires part time reading tutors so that tier 3 kiddos can get triple dipped and tier 2 kiddos can receive some extra instruction. Other than that it falls on the teacher to get those kiddos where they need to be. Unless they are EL students, the EL teacher also meets with those kiddos.
DeleteWhat are some challenges you might see pop up regarding the assessments that were discussed in chapter 10? How do you think schools can overcome these challenges?
ReplyDeleteA problem I see popping up regarding the assessment is change. If teachers and administration do not take into consideration the result of these tests in order that they may change annually for students, then I think these tests will be doing a disservice for students where we are just setting them up for failure. Tests should be tailed to what students have learned. Continuous analysis of data and revision of tests rendered so take place.
Looking at Figure 1.2, out of the six guidelines for developing writing goals, which goal do you think you might need more guidance in and why? Which goal do you think you have a firm grasp on?
Honestly speaking figure 1.2 was an eye opener for me. I knew I allotted lots of time for reading but I guess I could have done a lot more. I am sure however, if I were in the classroom longer I would have developed better habits for reading in my classroom. The goal I would need help with most maybe would be giving students a choice of reading material. I had leveled readers and that’s what I thought they needed. I had a firm grip on time for reading, vocabulary and assessment.
Have you ever heard or practiced the SIOP Model? What do you think of the 30 step plan? What components of the plan do you think you could implement in your classroom or potential classroom right away?
I have never heard of the SIOP model however the 30 step plan is great! I think although as teachers we have been drilled on what a lesson should look like from beginning to end, this plan brings you back to reality and can stand for a gentle reminder. Sometimes we do forget to do things when we are planning or teaching a lesson and this plan is detailed enough to help us remember what we have to do.
Krystal,
DeleteI think that the SIOP is also a great model for all students and not just EL students. It is very detailed and gives reminders ways we can help students grow as readers. I appreciate you mentioning that teachers need to be able to give grace to themselves when there are times when we forget to add important parts to teaching literacy.
Katheryn,
DeleteI also saw the SIOP model as something that we use all of the time for all kids no matter what there language ability might be. The model is based on learning theory!
I think your mention of change is regards to assessment is important. I think as a team we need to be in that recursive process of looking at the appropriateness of a test, administration protocol, use of data, planned differentiated interventions, and research. Change os a continual part of the process. In education people can often be given to putting their heals in the sand and not wanting to change. I think this profession isn't one that lends itself to this type of thought. Education and assessments are continually going through a change process.
ReplyDelete