TEPC 6005 assig 1
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School
Louisiana State University *
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2001
Subject
English
Date
Feb 20, 2024
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docx
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3
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How will you foster the reading-writing connection in your classroom? Be sure to discuss examples that best meet the needs of your selected grade level. In my classroom, I will stress the connection between reading and writing as a process that works together. To facilitate this, I will provide opportunities for my students to write about what they have read and then revisit their writing. For a lower elementary level, this writing will not be an essay and will be a simple approach. Several suggestions from the course reading will relate to this guided writing. One method I think could be adapted to the second-grade classroom is the “Created Readers Theater.” This is when a student has the option to perform what part of the reading “speaks to them” to the class. In the last course, this is an idea I learned from my co-worker when she allowed her students the option to dress up as their favorite character from their book and do a presentation to the class. This is a choice from a menu of options when deciding which style book report they would like to do. For young readers who are still transitioning to reading, this idea provides an opportunity for students to express their understanding beyond just writing assignments. This approach will enable them to connect the dots and remember the information in their long-term memory. As an educator, I believe in promoting reading and writing as a reciprocal process that is closely connected. To achieve this, I would focus on building and stimulating students' background knowledge. Additionally, I would teach students to allocate time for their own writing, allowing them to practice and
make deliberate choices about their writing. This approach has been shown to be beneficial in helping students process information, retain concepts and skills, and self-monitor, particularly during the transition from elementary to middle school grades. To facilitate this process, I would use visual displays such as graphic organizers and probing questions as activities. Lastly, I would encourage students to engage in vocabulary practice and comprehension strategies to further enhance their learning experience. In the book by Chandler, she goes over a Vocabulary Choice Board. For younger grade levels I feel this is a tremendous tool to incorporate. She states that “Choice boards provide opportunities for multiple exposures to words, opportunities for active engagement, and direct and indirect vocabulary instruction while incorporating variety and repetition.” (Chandler, p. 4)
A lot of students face difficulties with reading comprehension, but the link between reading and writing can aid them in processing, retaining, and recollecting information with greater efficiency. An effective way for students to connect information is by repetition, especially in the lower grade levels. This involves going over words and having the students use them in various ways. Using graphic organizers is another successful strategy that helps students to structure and clearly organize the information they have read. By practicing reading, writing, and organizing information, students can improve their ability to retain and recall the information they have learned.
How will you provide opportunities for choice and differentiated instruction? Which section of the course textbook do you think would be most suitable for your grade level? Please provide examples to support your response. To begin, I suggest providing students with access to captivating literature that is both suitable and genuine, showcasing the world around them and their place in it. CRT is found in many realistic fiction books that students can relate to. By reading books that are realistic fiction students can connect with
the text. I found the Quick Writes idea in the course text reading to be quite interesting. It highlights the transition from learning to read to reading to learn, which caught my attention. What's great about Quick Writes is that it can be adapted easily to suit all grade levels. It is also user-friendly, which makes it
even more appealing. In a second-grade classroom, it could be used for quick comprehension checks. Additionally, offering choice menus and boards for various activities such as vocabulary, novels, independent reading, and presentations will give students the opportunity to showcase their abilities and interests, leading to more active engagement. One method I would use to offer my students a choice and differentiation is by providing them with a choice board. This board would have a variety of activities for them to select from, such as different ways to demonstrate understanding through writing, acting, or graphic organizers. Choice boards have proven to be helpful because they give students a sense of control over their learning, which leads to increased participation and enthusiasm. In the book written by Amber Chandler's "The Flexible ELA Classroom: Practical Tools for Differentiated Instruction in Grades 4-8," she stated that creating a central
theme with choice boards will facilitate the combination of written, verbal, tactile, and visual activities that cater to individual student's interests and abilities at various levels. A choice board in my math class
that I used for a week and it was made like a “Tick-Tac-Toe” board. The choices they picked had different ways to review the math lesson that week. The different strategies varied by showing work in different ways with drawing, using only numbers, graphing, etc. Since annotating at a Second-grade level may be challenging I found an idea to use in my Science class. When studying photosynthesis, the students will take notes on a graphic organizer that is in the shape of
a video game control. Each part of the control will have a question for them to answer. For example, the start button would be Topic. In my classroom, I believe that implementing choice boards would have two major advantages. Firstly, it would give students more control over their learning and understanding, enabling them to take charge of their own education and pursue the methods that work best for them. Secondly, by providing my students with the opportunity to make choices, I can gain valuable insight into their learning styles and interests. This information would allow me to tailor my teaching approach in a way that is both engaging
and effective.
What is an area you want to learn more about? What specific practices do you feel you need more information on in regards to teaching students the reading-writing connection and providing choice? Create a plan that would allow you to grow and gain more knowledge in your chosen area.
I am interested in finding effective ways to teach my elementary students how to take notes without relying too much on me. According to the text, “Notetaking can be one of the more difficult processes in the middle grades to fully grasp.” (The Reading/Writing Connection) This brings a hurdle to overcome for lower elementary grades when preparing our students to be ready for this task. I have found graphic organizers to be useful. At the lower grade levels, they need guided/modeled practice. It would be beneficial for my students to learn how to take notes properly, so they can carry this skill with them in the future. This is especially true for my ELL students who I provide copied notes for them due to time and they are still learning our language.
To improve my knowledge of teaching note-taking strategies, I have devised a plan. First, I will research the topic and read books to discover new techniques. One site I found, https://www.primarily-
speaking.com/2014/07/take-note-note-taking-in-primary.html
has great examples and handouts on how to use note-taking in the elementary classroom. Her ideas are a great resource to incorporate when we are doing read-aloud. Another area where I believe I need to improve is in the writing component of helping my students transition from "learning to read" to "reading to learn". This will be especially challenging for my second-
grade students who are not meeting grade-level expectations. I will need to spend time searching for options that suit each student's ability level to ensure they are all being challenged. To accomplish this, I will use a choice board, which Chandler recommends. By arranging options from traditional to more progressive, students can take ownership of their own growth. Additionally, I will use language that is easy for children to understand when creating their rubric, as Chandler suggests that this can encourage their learning.
In addition, I plan to implement is to observe and talk with my mentors who have found success with their students. If possible, I will observe a mentor teacher in action. Lastly, I will model proper note-
taking techniques to my students when we fill out graphic organizers and charts together and practice with them after each lesson. The video game remote control mentioned will be a great tool to use that the students are familiar with and can fill out their notes that way. I will also introduce closed notes for the students when we have slide shows for our lesson. This will guide them and allow them to make predictions on what they believe the answer will be.
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