Online Class

what do good readers do?
apply back ground knowledge
predict
ask questions
use prior knowledge
use context clues

what can teachers do to develop comprehension?
motivate students
encourage
model good strategies
help build vocab
teach students about the passages they are reading
teach comprehension strategies

what can teacher do to help struggling readers?
they can monitor student and their work
mentor them or couch them into using better strategies
practice with them
help them to understand ways to adjust


Which idea struck you as most relevant to your teaching of comprehension?
the video gives explicit instructions for improving student's comprehension. for me I liked the idea of teaching about the passages and activating and connecting prior knowledge. Especially in a ESL classroom, students are coming from all over and its hard to know what your students have acquired through the years. You have to assess what they know but also don't take anything for granted. Help you students with strategies for connecting and also help them learn about the topic through building vocab and understanding.

What new instructional practices will you implement in your classroom?
I like the idea of authentic opportunities to read and respond to text. It's important to have a broad range of strategies and adjust your strategies to the student

How will you use the ideas presented in this video to improve the comprehension of your struggling reader?
My struggling readers that I am working with work on all levels. I am working with 10 students at once so i have to be able to adjust and have different strategies for building comprehension skills. Context clues seem to help the ESL students a lot but prior knowledge is also a big issue. Many students are not familiar with things the same way that the other 25 students in their regular classroom are. the need to practice more with learning about the passages as well as coming up with the strategies used to connect the knowledge they already have.

Obervations

Observed April 14th and 15th. worked on assessments with students. evaluated each student on word list from QRI-5. Students range from not even a kindergarten level to a fifth grade level. I am amazed at how Mrs. M. teaches lessons for each student. Many of the students have great "sounding out" strategies. also students often get stuck because they sound the word out perfectly but are not confident that that is even a word. (ex. wool)

Observed on April 28th. students had a ESL celebration day. students created presentations, skits, power points, songs and class work to show their parents, principle, teachers, and district administrators what they have accomplished. ESL students from each grade came; K-6th. Parents brought food from their culture and shared it with the rest in attendance. Students on every level performed and showed their English language skills through different performances.

Observed on April 29th. Worked with students on QRI-5 assessments. started with students that were at the lowest level in the class and working my way through to all 10 children if possible. So far only have 3 done. One student from Netherlands, who has only been here a couple months, is performing at a pre-primer level 2 grade level. He had low fluency and needs pictures to assist comprehension. few words seem automatic. He stumples on sounds of vowels but does a great job of picking up picture clues and sounding words out. He also corrects his mistakes.

Observed May 3rd. Had full control of the class today. Teacher had to take students out one at a time so i was the teacher for the day. Started off with reading a book with students at carpet. while I read the "run away tortilla" the students listened, counted, helped read and sang the Senorita Tortilla's words after each page. After reading the book students went to seat and corrected spelling sheets for practice for the NYSEST. Then then rewrote the words in alphabetical order. When they finished they moved onto a worksheet that tested their knowledge of sequential order, paying attention to detail and topic, middle and concluding sentences. After pasting the sentences in order they rewrote the sentences in their notebooks to practice the coping section of the NYSEST. After they were finished they had to read their story to me and fix ant mistakes.