Effective writing program

1. Discuss the components of an effective writing program and why they are important? - inventions, conventions and personal connections are very important components of an effective writing program; with out them students would not relate the reading to anything and it would become abstract. these components allow the students writing to be original, and students to edit and be interested in their work. 2. How migth you rearrange your schedule to creat more time for students to write in general and inperticular, for students to write about their personal exoperinces? - One way that i might try to make more time would be to ulitize the time that i do have more effectively. one example of this is while im getting ready for my days lessons and while kids are unpacking i might have them do a writing do now journal. This could also work inbetween lessons so they might sum up things they learned or questions they still have about the subject. these journals would give me great insight into the students progress. 3. how can you create ways for students to make personal connections in different subject areas through writing? -One way to help students make connections is through literacy webs and maps. this will help the student relate the subject to differnt things and might give the student inspiration for the connections they have. Through practice the studetn will eventual start to make these connections on their own. 4. How can student work help you decide which conventions to teach? -by evaluating, observing and assessing the students work on a regular basis the teacher is able to gain insightin to the students progress and what the teacher needs to introduce or readdress. the students work will let the teacher know what conventions they will need to teach in the future. 5. when can you promote student inventions and experimentation with different formats in writing? - once students are familar with other components then they can invent. after connections and the sbility to go back and reveiw their work.

COCA

The coca is meant for students in the first and second grade. the test is given to student individually and is comprised of two separate forms. both forms come with administrative protocols, information text, student score sheet and scoring guide. the coca is designed to include opportunities to ask the children questions during the reading of the text. It assesses different dimensions like comprehension strategy use, knowledge of info text features, comprehension of graphics and vocabulary. The assessment technique can be done once a yr or even more often to evaluate how a student is progressing. The coca can also be done with every student or just the ones of concern in groups.

I thought the concept of the coca is great. i also like that there are two different versions so the child isn't constantly reading the same thing. although its done individually it only takes about 15min so it doesn't take that much time.

A writers Story

I like that he brings out the differences in others as a good thing and a reason for everyone to have a voice. I also like that he talks about difficulty and that its okay to struggle. this is great because children can relate to him and his books. they are inspiring and make children proud and more confident with themselves. this will motivate students to learn. All of his books and ideas seem to relateable , interesting and encourage deep thinking and connections without the student even noticing.

What age group do you feel this is most beneficial for and why? do you feel it can work at all levels?

Creating a Home Reading Program

This pod cast sparked my interest because of personal experience. As brother is growing i have had many years spent with him struggling to read. often times his teachers would try to enact mandatory reading hrs at home. This seemed to never work with my brother in the past so i wanted to see if there was a new way of introducing it.

I like the idea of the r4. the first 2 sections read and relax are the same as most teachers use, but what i liked about their strategy was reflect and respond. i like the idea of the parent involvmnet as well. i believe this gives an opportunity for the parents to know what is going on and have involvement while the student still gets to decide which book and when to read it as long as it ends up being 80 hours a week. My brother would often lie about his 30 minutes he was supoe to be reading each day. by having the parents enisial the hours the teacher has a better hope for honesty. Also student responses would help the teacher to learn about what the student is interested in, problem areas, strengths and show evidence of improvement throughout the year.

I also like that the students will solely be graded on doing the work not on exactly what the write or how they write it. this exercise is to help motivate students to want to read, not make them feel stressed and unsatisfied with their work. The teachers notes will also help motivate the student though noticing and caring what the child writes about.

I think that having differentiation in the reading program is a wonderful idea. i love the idea of different prompts for the students to choose from as well as having different opportunities for students to work on the R4 if the student doesn't have the ideal parent involvement at home. The student is able to make this reading program fit their needs while still getting the most out of the activity.

RTI and Thoughtful Literacy Articles

After reading RTI Reading, it was clear to see that it is a process that incorporates both assessment and intervention so that immediate benefits come to the student. Response to Intervention uses assessment data to inform interventions and determine the effectiveness of them. RTI is important beacuse it help students sooner rather then later. After the child is evealuated the tstudents education is adabted to their needs. RTI works on a 3 teir procedure; these tiers are presented to the student so that they get the least restrictive environment possible. All students participate in teir 1 but the students will recieve differentiated instrucation byt their regualar classroom teacher. In tier 2 students are given more evidence based interventions that meet their needs, this is done general classroom by the teacher or another teacher who is more able to meet the students needs. At the third and most intensive and evidence based curriculem that is supplemented to support the child. this is done usualy in a resource room, by a Special Ed. teacher or specialist. Students do not need to be disabled to recieve this support, RTI is a way of getting each student the help they need and to create a curriculum that doesn't replace the average students work but supplements it.

"The Assessment of Thoughtful Literacy in NAEP: Why the States Aren’t Measuring Up" is an article refecting the gap in state testing from NAEP. Each test is given as a form of assessment for the state and nation. these scores are suppose to be evidence of what is being taught and what students are primarily struggling with. But each test all though is suppose to measure almost the same thing, show completely different results. This may have to do with the NAEP including much more open ended questions; it requires much more thoughtful responses. The bottom line of these articles is that assessment is important and you want to make sure you are teaching lessons that meet the students' needs and having lessons and assessment methods that show evidence of this.

my question is:
what do you feel is the best assessment technique or way of showing evidence in the most areas?
for example a student is having difficulty in several areas what is one activities that will show results/evidence in each literacy area?

Evidence of assesment

After watching the video, i had a much better understanding of ways to assess key reading elements for each student. The presenter broke each area down into word knowledge, fluency, comprehension, motivation and interests, language, writing and general. After going over the different areas of literacy she explained that its important to measure these areas to know where each student stands. She explained that these assessments should be embedded into the lessons and happen through out the classroom activities, while teaching. Its also important to keep records of what you observe. I think the most interesting part about the video was when the teachers began listing ways and activities that can be done to assess each area. ideas like student teacher confrences, asking questions to students, listening to student conversations, Informal reading invatories, read aload sessions, writing samples and think aloud activites all help give evidence of atleast one literacy area if not more than one.