View the NCTE/IRA vignettes at your level in the pdf standards handbook and then
post entries on Class Blog for your group:1)propose “meaty” fat questions to discuss,2) make connections to your teaching and work with students, and 3)Please respond to two of your classmates’s entries in your study group.4) Consider how what you have learned from this book might support the work of your integrated language arts unit
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ReplyDeleteAs I read the vignettes, I found myself saying "I do that." It was reaffirming to read that I too instill the standards within my classroom. In particular, Vignette 1 demonstrated much of what I do on a regular basis with my students. I do not necessarily have them read the title, as in kindergarten they do not have as many skills as the students in the vignette exhibited. I do however use all of the other strategies used by the teacher. I especially liked how she used a class chart including all the strategies used with the students. My students enjoy making and revising predictions and they seem to be more invested in the read alouds as a result. Our discussions tend to be lively and all are encouraged to participate. My students tend to want to share often, and I don't want to stifle their participation, but the clock is sometimes not my best friend. How do you work with this time limit factor, or is it not a problem with your classes? I have two half day sessions so my time is limited. I feel as though I don't always have the time I'd like to share. I liked the question posed about the noncompetitive environment. I believe it is of the utmost importance that the learning environment be established in this manner, do you agree?
ReplyDeleteIn vignette 2 I really liked the idea of acting out the story the children were writing. This I feel helped them to visualize the sequence of events. Do you think this is helpful? In vignette 3 I was wondering just how those students get so motivated. It must be a wonderful experience for all, teacher and students. I wonder how they had the time, and the resources to get to the water company and interview people. It sounds great, but do you think this is actually realistic? I don't see this happening in my district, to the extent in this vignette. I do see our students explore topics, but this level of motivation and commitment is more in line with our gifted and talented program. What do you think?
I also related to vignette 4 as it was a kindergarten lesson. I do think it is important to validate all students' cultures. I try to do this to the best of my ability, but I find that this is an ongoing learning experience for me. I have many different cultures and I try to learn from my students and their families to enhance my understanding of their language. To validate these students I try to involve them in teaching me. I have had discussions with families about language and have found it very useful. Do you have many cultures in your classrooms and what ways do you validate the cultures?
I really connected with vignette 6 when the teacher took the time to read with the student. I feel this is extremely important in order to gentle "nudge" those reluctant readers. I felt this student felt her genuine support and this connection with her made all the difference in the world. I strongly believe that we need to encourage and make the time to know our students. Bravo to this teacher. What do you think of her involvement?
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ReplyDeleteAs in the case of most classroom teachers, I often ask myself if I am teaching my students what they should be learning. Also, are my students applying what I am teaching them into lesson extensions and activities? In reading the vignettes, I feel that I am on the right track.
ReplyDeleteVignette One demonstrated how I begin a new story. We spend time going over the cover and then make predictions about what the story will be about and what will happen next. At this point in second grade, we manage to do this relatively quickly allowing more time for the reading of the actual story.
In Vignette Two, the students worked hard on creating a story and then used the help of their classmates to revise it. The students also acted out the story to help them figure out what was wrong. In my second grade classroom, my students have a writing assignment each week. We use the steps of the writing process throughout the week so the students get familiar with it. In the middle of the week, the students will form small groups and read their writings to each other. During this time, the students get to read their story out loud and their audience helps them by making suggestions for any changes to the story. I enjoy this activity for two major reasons. The first is that when you read a story out loud, a student can usually pick up on a mistake in their sentence more easily than when they read it in their head. Also, I have found that students give good feedback to their classmates. If a student is stuck on a writing assignment, talking it out with a classmate can usually help them. One struggle in my classroom during this activity is that some of the students don’t want to make any changes to their writing because that would mean having to write more down. Some of the suggestions are very good but the student has no desire to write more than is required of them. Do you have any suggestions to get the more reluctant writers to write more than the minimum assigned?
Vignette Five focused on a student writing a letter to her mom. The student did not want to change her letter into a poem even after the suggestion of a classmate and the teacher. I can definitely relate to that. Some of the students in my classroom are interested in completing the bare minimum of what they are asked to write and do not want to make any additions even if they agree things could be added or changed.
In Vignette Six, the teacher worked with a student struggling to become interested in reading. I have come across similar situations in my second grade classroom. Last year, I had two very different students in my classroom. The students were both struggling with reading. One student loved to read but she insisted on reading chapter books above her level. I worked with her one-on-one to accommodate her reading level even though she continued to struggle. The other student won’t pick up a book unless he was practically forced to. He constantly said he hated reading along with any other literacy activity. I would work one-on-one with this student also to try to get him more involved in his reading. He was very conscious that he was being pulled aside to work with myself or other aides and felt he was missing out on the other activities going on in the classroom. In Vignette Six, the teacher made it seem so easy to accommodate the student but I find it difficult to make time to work with each student as often as I would like to. Also, it seems I neglect the students who are progressing well so I can work with those struggling. Do you have any suggestions for trying to fit in more one-on-one time with ALL my students?
I enjoyed reading Vignette Seven. In Vignette Seven, even though it was an upper elementary class I thought I could try a version in my second grade classroom. In the second grade, it would probably work better to get in small groups and try to act out instead of just trying to see it as a movie in their head until they better grasped the idea.
These vignettes were all great demonstrations on how to use standards in the classroom and helpful in giving me additional ideas for activities.
Several of the vignettes brought a smile to my face, as I visualized the scenarios and could totally relate to them. Vignette #1 involved a first grade teacher reading a winter theme-related story to her students, while encouraging her students to apply many valuable reading strategies throughout the lesson. This is what goes on in the classes that I instruct, each and every day. As her students used strategies, she took the opportunity to review the ones that they applied, and then added these strategies to a class chart for further reinforcement. I also take every opportunity to highlight strategies that my students apply, for reinforcement of these strategies, as well as for affirmation to build their self-confidence. She also took note of a strategy that one of the children applied to help him read the book's title (putting the two words 'snow' and 'balls' together) and planned to use his example to introduce the teaching of compound words, at a later date. Many times I find that as a teacher I can learn much from my students, and get 'cues' about what lessons might logically follow, from what my students say or how they respond to lessons. I also liked the way the teacher paused after reading a few pages of the story to discuss her student's prediction, and allowed him the opportunity to revise his prediction. This encourages the students to visualize and rethink things, while teaching them that the strategy of making predictions continues throughout reading, and is not only a 'before reading' strategy. At the conclusion of this engaging story, the students have a lively discussion about their own snow-related experiences, affording them the ability to develop the skill of making text-to-self connections. As indicated by results of the DRA2 assessment, this is a skill that does not come naturally to many of my students, and I am always seeking out literature that they can relate to and will be able to make connections to in their own lives. All of these aforementioned tactics employed by the teacher to encourage her students to apply reading strategies, demonstrated that she took advantage of every opportunity to highlight strategies and reinforce them as much as possible. As I've learned, every chance to review strategies in context is a golden opportunity! Throughout this vignette it's clear that the teacher provides a learning environment that is comfortable enough to put her students at ease, and encourage their participation. I believe that the provision of a noncompetitive, risk-taking environment is critical to the learning process. I remind my students that they are competing against themselves to improve their skills, so that they don't get discouraged. Many of my students will become inhibited at the hint of any competition. Is this something you also encounter?
ReplyDeleteIn vignette #2, I liked the way the teacher allowed the students the opportunity to read a draft of their fable to the class during sharing time, so that they were able to receive some valuable feedback from their peers. This gave the class a chance to utilize their judgment to critique their classmates' work,as well as to help their classmates become aware of a problem in the plot of the fable. I thought it was clever of the two girls to think of using dramatization to figure out a solution to their problem. I've always found dramatization to be a useful and engaging way to motivate students. In my small group instruction I've had great success when I've given my Tier three students puppets to encourage them to read. Later, the teacher points out another inconsistency in their solution, causing the two students to rethink their fable and revise it once again proceeding to use a detailed map to illustrate their newfound logic. Their classmates are impressed with the map and may implement the use of a map in their own fables. The way the students in this class were involved in the development of each other's work is a fine example of how a class's literacy community can support and enhance one another. However, I've experienced situations where some of my students may be resentful when their classmates offer suggestions to them regarding their work. Have you ever encountered this?
Vignette #4 deals with a Hawaiian student who spoke a nonmainstream type of English and had not been exposed to books at home. He's exposed to a variety of books in the classroom and he also profits by the teacher's use of the Language Experience Approach, as he learns valuable information about concepts of print and oral language, as well as language patterns. I have found this method to be most successful in helping young children to make sense of sound-symbol recognition, and language usage and the writing process. One day, after hearing a fable read, Keoni offers his thoughts on the definition of a coyote based on his home language interpretation of this animal as being 'nosy'. His teacher and several classmates are amused by the way he related his home language to the story. Having Keoni's home language validated and used in this lesson will afford Keoni much confidence and encouragement to participate in future lessons. In regard to validating home language, when attending a multicultural workshop, I learned that it's important to invite the non-English speaking parents of my students to come to the classroom and read stories in their own language. This is a wonderful way to share cultures, traditions, and customs and broaden children's knowledge about the world around them.
In vignette #6, the student admits he hates to read and claims he can't read. When given a sports-related story of interest to him he's motivated and engaged. This is a familiar scenario to me, and it's no secret that motivation is a key factor in encouraging reluctant readers. I had this experience last semester in the reading clinic with one of my students. It was fascinating to see the difference in his attention span, engagement, and performance when he was involved in any of his favorite topics, such as those involving football, fantasy or army/war-related topics. When other topics were involved he became fidgety, distracted or detached. It was a classic example of motivation being a key factor in reading-related activities. However, when students are required to read books that are not self-selected, they're not always so willing. Although they may enjoy doing activities related to building reading skills, they may not always be willing to participate in reading text that is not self-selected. How do you deal with this?
In response to Katie's blog:
ReplyDeleteI can relate to your comments about the challenge of getting students to revise their writing. Working with struggling readers, my students make many errors of all types during their writing assignments, which necessitates making many revisions. To encourage them to make the revisions, I remind them that we will proudly display their work in the hallway, which usually helps them along. Another idea is to have your students share their finished work with another class. Presenting their work to students outside their own classroom may motivate them to do their best at improving their writing.
In vignette #6 I can understand your feelings of discontent regarding insufficient time to devote to all of your students. It's a reality that the struggling readers are generally attributed more teacher one-on-one time by necessity. It's a race against the clock to complete everything we need to, as it is. At my school teachers carve out time beyond classroom time, such as allotting short periods of time after school, during lunch, etc. Even though this may not be ideal, it's a creative way to add in a bit more teacher time for students that might not otherwise be able to receive it.
Regarding vignette #7, I liked your idea about having second graders acting out a story in small groups, rather than having them try to 'see it as a movie in their head'. This version provides an age appropriate way for younger students to start becoming adept at the strategy of visualization.
Hi Katie,
ReplyDeleteThanks for the response to my posting. It made me think of my classroom as well. I do the same thing, saying we'll complete the lesson after the special. We usually do complete the lesson, but then something else has to give. It was affirming to read that you too felt the connection with vignette six. You also mentioned not being able to work with those students working well. I sense this as well. I feel that the students on level or above are not receiving the enrichment they need as well.
In response to your posting, I can imagine that getting students motivated must be challenging. In kindergarten I am fortunate that they are for the most part eager. As I read your posting I thought that perhaps the reluctant writer might have another opportunity to write something that is of interest to him/her. I know that there is much to learn and there is the "required" writing that needs to occur, but if he/she knew that they could write about something they enjoy in a format they like, maybe you can spark some motivation for writing. I feel that students need to write about something of importance to them, but with all there is to do, it is challenging at best, I assume. I hope that helps.
In reference to finding the time to meet with all students maybe a signup sheet for a specific time within a week or two, dependent on the size of your class. I tell my students that I will meet with them all, but not necessarily on that particular day. This seems to suffice in kindergarten. I will say though they do totally enjoy the time I spend with them conferencing about their writing.
Hi Betty,
ReplyDeleteIn response to your blog, it seems that all three of us made connections with vignette one. We are all at this level in some fashion with our students. I agree with you when you said you used your students 'cues' to cue you in on future lessons. I guess that's what we all do and it was affirming once again to read it from my colleagues. It is indeed a golden opportunity, I liked that description, I generally just call it a teachable moment! Oh competition, what a concept within the classroom. In kindergarten it is somewhat manageable, but when I was in the third grade it seems to be a part of the learning environment. I really do not like to have students scores displayed or anything with student progress publicly displayed. I feel as though this is not the "norm". I have seen data walls which list every student with a result. This makes me shiver, but it is being encouraged, if not required, especially in terms with trying to close the achievement gap. I agree with both you and Katie in support of a noncompetitive environment. I, as of yet, have not encountered student inhibition based on competitiveness. I have seen inhibition based on an unwillingness to take the risk. Some students in my class feel they need to be right all the time, and their only five! So maybe this is a form of individual competitiveness. I like what Katie said and you as well in having students compete with themselves. We do this at our school as well. The upper grades have data records and they track their progress.
As far as vignette two and students feeling resentful, I have occasionally had students that were not as open to suggestions, thinking their way is the only way. Once again however, most kindergarteners generally are open to ideas, maybe not always willing, yes there are reluctant learners in kindergarten, but they seem to learn from interactions with each other.
Nice idea from vignette 4 in having the non-English speaking parents of students come to the classroom to read. I find it difficult to just have a simple conversation with these parents. This has been my biggest challenge this year; they themselves are learning our system and conversations are slow.
Interesting, both you and Katie mentioned the reluctant learner. It is a challenge, I feel, to get the student engaged in something other than their interests and we do have many other topics of study to teach. Most definitely this impacts learning, this lack of motivation. I guess we have to be sure to offer opportunities for self selection in conjunction with teacher selected in order to open new avenues for all. I try to share with my students that we may not ALL like every story we hear or read, but that we need to respect the others in our class that might indeed like something different from what they might like. Maybe easier in kindergarten than in upper grades!
In response to Linda's blog:
ReplyDeleteI agree with both you and Katie that time constraints are always an issue for teachers. I work with small group instruction of struggling readers for approximately fifty minutes, four days a week. I always need to be mindful of the time if I'm to have any hopes of covering the day's lesson. My students are apt to go off on tangential topics during discussions, and it's a genuine challenge to know how much time to allow students for making connections, sharing their thoughts, etc. Students need to feel they have a voice in the classroom, in order that they have a sense of belonging and ownership, and to have a comfort level that will motivate them to be invested in the class activities. Yet, like all teachers I'm limited in my time allotted for instruction Also, there's always the chance of a student becoming insulted and upset because he/she didn't get a turn to share, which may exert a negative effect on the outcome of the lesson for the group.
In vignette #2 I also appreciated the idea of the students acting out the story to help them picture the events and figure out the details. I thought it was a creative way to help them iron out the details of their problem.
In vignette #3 I was impressed with the
depth of the research of the water purification project, but I also wondered about
time constraints and the availability of resources for such undertakings. Although this type of project sounds like one that typifies those included in a Gifted and Talented program, I think that all students could benefit by having opportunities for creative projects that are cultivated as 'works in progress'. Such self-selected projects of interest serve to motivate students to learn how to develop a project, and follow its path as it unfolds to its conclusion. When kids get excited about learning like the ones in this vignette, somehow we teachers find a way to help them make it happen.
In response to Betty’s blog:
ReplyDeleteI understand where you are coming from in regards to competition in the classroom. I agree with what you stated about creating an environment where the students are competing against themselves to improve their skills and not against other students. In my second grade classroom, the students tend to discuss their grades even though I point out that grades are only a concern for the student, their parents/guardians, and me. When a struggling student realizes they did not do a well as other students they tend to get discouraged and it begins to show in their classroom discussions. This is where, as the classroom teacher, I try to build up everyone’s self-esteem in their schoolwork.
I find that students in my class don’t mind others giving them feedback on their work. However, if it is a writing assignment the student is not very willing to make changes in their work. They do not want to increase their workload even if they like to suggestions given to them. I find myself getting frustrated over their lack to motivation to improve their work.
The students who do not enjoy reading the teacher selected text lose focus quite often. I tend to stop the reading often to discuss the text and make predictions for the next section. The students do not have long passages to read in front of the whole class making it easier for everyone to stay focused.