Week 4 takeaways

There were quite a few things that I took away from chapters four and five but the thing that will probably stick with me the most is the word gap. It is just absolutely astonishing to me that socioeconomic status can have such a huge effect on language development.  What is the word gap? Well, it is the fact that by the age of three there is a difference of 30 million words that high SES children have heard compared to low SES children. Not only are higher SES children exposed to more words, they are exposed to more positive comments than a low SES child is. There are those that offer tips on how to help close the word gap. 

image from: http://teachinginpoverty.blogspot.com/2013/07/the-30-million-word-gap.html

I also folded down the page in the textbook that began to talk about Marzano’s six step instruction (115). The six steps, in order, are: the teacher introduces the vocabulary by explaining it, students explain the new vocabulary in their own words, students create a non-linguistic visualization of the word (like a picture), students engage in activities to become familiar with the meaning, students discuss the new word, and games are used to reinforce the learning of the new word. I may like this so much because I love to follow steps. It makes things so much easier when you know what happens next in the process. This would work well with the word wall that was mentioned last week where students draw pictures to explain the word wall words. In school I memorized words, I think drawing will increase retention. 

Do you think you will notice the word gap in your classroom? What are some ways you will help to bridge the gap?

Word Walls

I think word walls are fantastic! My last field experience classroom had a word wall that consisted of vocabulary/high frequency words. I feel like this is a way that I would use a word wall. The students reference it often and it helps them correct themselves when writing. 
Using word walls for different subjects also seems like a really good idea. I liked the idea Dr. Steffes discussed about using different colors for the different subject areas. Perhaps I could have two word walls, one for high frequency/vocabulary words and another for subject area vocabulary. 
In diagnostic and corrective reading we looked into word walls a bit more. I learned some really interesting ways that they can be created. For instance, not on the wall but on the ceiling. One idea I really liked, which could be used on a subject area word wall, was using pockets for the word wall. Another great idea was to have the wall be interactive. I think this would be a great idea for subject areas. What do you think your word wall will look like? More traditional? Colorful? Maybe on the ceiling?

https://www.pinterest.com/pin/99501472991627002/
Example of an interactive word wall. 

Chapters 1-3 Vocabulary

Chapters one through three had a lot of new vocabulary and ideas that will be useful in the classroom. One term from chapter one that was completely new to me, but I have observed without knowing it, is anecdotal record keeping. This method is used to help make and record observations of individual students' behaviors. It is also good for observing and recording the skill level or attitudes toward specific subjects of the individual students. Anecdotal record keeping helps a teacher to plan and implement instruction so that it best meets the needs of all students. 
My chosen vocabulary for chapter two is literacy centers. I have heard of them didn't know exactly what it was or seen one implemented in a classroom. A literacy center is a station or physical area of a classroom that is designated to help students meet literacy goals. Students can work independently or in small groups on work. 
Daily five is my vocabulary for chapter three. This is not a new term for me and it is something that I have seen in the classroom during field experience observations. Students are given five options. All options are meant to help increase literacy skills. 
I can see myself implementing all three of these methods into my classroom in the future. Daily five and anecdotal record keeping seem like they would be easier to implement as a new teacher. Creating and managing a literacy center may need to wait until I have a couple years of experience in managing a classroom just because it is another area of the room to try and maintain and that could be overwhelming as a new teacher. Do you think these three options would would work for you in your classroom? Why or why not? 

Class One

The first week of class provided a lot of clarification for expectations and assignments. Honestly, between Senior Seminar, work, and getting ready for student teaching I am feeling a little overwhelmed! I have survived multiple 9 hour sessions so I know I can get through it, just have to take it one step at a time! 

I am glad that we broke assignments down tonight. Knowing that the unit needs to contain the 100 questions ahead of time will make it easier to approach when we start writing them, in my opinion. It was also good to go into more detail concerning the scope and sequence because it is different than the one I did in the past. I posted this in a previous post for another class, but it might be helpful when writing DOK questions for your lesson plans. 

What do you guys think will be the most difficult part of this class, based off of the information we have gained in the first class? Do you have any tips for lesson plans?

Two Truths and a Lie - First Post for 337

1. I have two dogs and also foster dogs for the humane society

2. I am colorblind 

3. I have two brothers