Module Four: Chapter 13 Summary

Chapter 13 Summary:

            I enjoyed reading chapter 13 because I learned the importance of studying along with new methods on how to teach students the proper way to study and learn material. In particular, I benefitted from reading about good study procedures and also building good study habits. I know as a graduate student and a working teacher, it is very important that I have good study habits and an organized procedure for studying, because otherwise, my busy work schedule can cause me to unbalance my study time for school. Young students may feel this way but in connection with the lack of wanting to study. However, by implementing certain habits of when, where and how much time allotted to study, it could become part of their normal routine.

            Another section of this chapter that I found valuable was the concentration section. The activities Opitz provided would be very helpful to use in a classroom setting. So often this is one of the most difficult tasks to overcome in order for students to learn to the best of their abilities. By implementing fun, game-like activities students may become more willing to concentrate because what they are focusing on is interesting and exciting to them. I am also glad that this chapter touched on the importance of asking questions. When students are encouraged to ask questions about the material they are studying, they in turn critically think about the text along with expanding their knowledge of the topic. 

Module Four: "Identifying Reading Disabilities"

Powerpoint Summary: “Identifying Reading Disabilities”

            This presentation was helpful in understanding the background of teaching students with disabilities and how the teaching program has developed over the years. I am glad this presentation included the different stages of reading development. I had learned about that a long time ago, however, I did not remember all the specifics about each stage so this was a great review for me. I think it is important that this Powerpoint included the principles for low-achieving readers. We always need to remember to individualize the lesson, provide appropriate challenges, to make the learning environment comfortable and engaging, etc. These principles are a key foundation to fostering more growth and improvement in low readers. It is important to be knowledgeable and up-to-date on the most effective means of identifying a disability and then, how to help that child learn in  the most beneficial way possible. I think the guiding principles will be a great reference when working with a student who has a learning disability. 

Module Four: "Assessment: Formative and Summative, Practices for the Classroom"

Powerpoint Summary: “Assessment: Formative & Summative, Practices for the Classroom”

            The beginning of this presentation immediately caught my attention. When Green, 1999 discussed that assessment is something we do with our students and not to our students, I immediately thought of the differences between formative and summative assessments. I always feel as though formative assessments are when we are sitting with the child, one-on-one, and working with them on the problem. However, summative assessments to me are always actual “tests” where the student works alone and does not receive much teacher support. Why is that? I think the rest of this presentation will explain just that.

            The presentation continued on to explain that assessment is for learning. “Formative and for” seem very similar to me. It is proven that formative assessments are the most beneficial type of learning for students. Therefore, why do we not implement this type of assessment more often in our classrooms? The presentation continued on to explain that summative assessments are assessments of learning. Identifying that yes, these assessments do determine if a student has learned a concept, but what benefit do these assessments provide for the students? I think as teachers we need to be cautious about making sure that our assessments, homework assignments, or grading are all beneficial for the student because that is what is most important.

            I found the garden analogy to be very interesting. It is a direct visual of whether or not our assessments are benefitting the students in a positive manner that provides growth and the opportunity to bloom. I also found the self-evaluation continuum very eye opening. Overall, I found this presentation very interesting and beneficial. I think now I will become much more conscious about how I assess my students. 

Module 4: Video Summary

Video summary (Running records):

            I found these videos to be very helpful in regards to the accurate marks of how to make a running record. Personally, I have been one to make up my own markings as I go because I could not always remember the correct ways to mark the reading. Therefore, this video was very insightful to me. My favorite tip was when a child sounds out a word, that you write down their initial sounds/attempts and then once they get the word correct, then you make a “tick/correct” mark. Previously I may have just circled that work or marked missed, however, the student deserves the note that he sounded it out and then correctly figured out the word. Running records are a very important formative assessment that are so necessary to perform with students whenever necessary. They allow for the teacher to know what areas a particular student struggles with and then, the best steps to take to help student. Therefore, these reminders were helpful because they always remind me of the value of formatively assessing our students to give them the best learning possible. I enjoyed watching these videos and feel much more prepared and knowledgeable for the next time I do a running record with the students in my classroom.

Module Three: Opitz, Chapter 7, 8, and 12 Summary

Module Three: Opitz Chapter's 7, 8, and 12 Summaries

Chapter 7:

            At the beginning of this chapter, I enjoyed reading about the differences between emergent literacy and reading readiness. I too thought that they were very similar concepts, however, learning their differences was new to me. I like the way reading readiness is termed a “waiting period” because that explains to me that the children are in a developmental state where they are almost reading to begin reading instruction. I also enjoyed reading about the pre-reading tests and assessments. The text provided many great examples of how to make that type of assessment as effective as possible. I can see how those assessments can be very difficult to administer, so the steps to help that process seemed very beneficial.

            This chapter continued on to explain what concepts are, how to assess certain concepts and how to determine that a concept has been developed in the appropriate manner. At times in my classroom, it can be difficult to really understand if a child has mastered a concept and is ready to move forward. Therefore, the assessments provided between pages 114-120 were great visuals for me to reference in regards to utilizing some new tools to determine if a child has a concept of print and has mastered the subject being taught.

            In my current job, we have to spend much time assessing students writing and determining if a student has comprehended a story. It can be difficult to determine why a child may write a certain way and if they are understanding the writing concepts being taught in the class. This is why a “writing observation form” like provided in the chapter can be very helpful in regards to really understanding a students writing and ensuring that they are writing how they should at their developmental level. I also appreciate this form because it can be changed due to grade levels while still incorporating some key concepts necessary for good writing. I really enjoyed reading this chapter and I feel like I have learned many new things about children’s ability to master concepts, how to assess certain tasks and lastly, how to assess a students writing. All of the components addressed in this chapter can directly be related in a beneficial manner to my current job in a second grade classroom so I will use this chapter as resource for multiple things.

Chapter 8:

In this chapter, I appreciated reviewing the different types of reading levels for children. Differentiating between independent, instructional, frustration, and listening capacity levels helped me understand those levels better and will help me when consulting with some of my students and determining their individual reading levels. I have never performed an IRI reading assessment, so learning about the steps taken to administer and the scoring of this assessment was very interesting to me. I have always enjoyed learning about different reading assessment methods, so learning about the IRI was interesting to me.

This chapter did a great job explaining about a miscue is and how to analyze miscues. At times, when reading one on one with a student, I may mark their miscues and realize their errors, but not fully understand why the student is making that mistake. While reading through this section, I realized that reasons causing these miscues could be an inappropriate text choice and also understanding why the miscues are occurring. In continuum of this, the section on running records was helpful as well. I have never made notes like the Figure 8.6 but it is a very smart way to mark miscues determining from a child’s missed meaning cue, structure cue, or visual cue. Those are three great points to determine when and why the student is struggling.

Chapter 12:

In my current classroom, we have recently begun our word study for this school year. The students are focusing on different vowels sounds and recognizing vowel and consonant word patterns such as a CVC word or a CVCe word. These concepts are difficult for my class at times. Therefore, while reading through the consonant exercises and vowel exercises provided, I realized maybe incorporating techniques like these on top of our word study may help the students grasp the concept more fully.

This chapter continued on to explain different assessment methods of phonics which I found very interesting. I have performed some of these tests such as the Names Test and the Early Names Test during an undergraduate field placement. I am glad to have learned about different phonics assessments that you can also use with a student. The chapter continued on to discuss teaching phonics in a whole-part-whole method which I find to be very successful. For instance, figure 12.7 shows a great progression in instruction, teaching students the many different skills necessary in how to be a phonemic reader. I think moving from learning whole reading skills to then particular focus on certain struggling areas is key in teaching the student the many different facets reading encompasses and the importance of mastering all those concepts, one step at a time.