Reading Logs 1-10

8/7/2019 Reading Logs 1-10

http://slidepdf.com/reader/full/reading-logs-1-10 1/26

Jessica Costa

Reading Log 1

R&C- Chapter One

ObservationsReading helps make a healthy, happy, and productive life.

“The term reading is currently interpreted far more broadly and encompasses the learning

of a complex set of skills and knowledge that allows individuals to understand visual and print-based information.”

Children must acquire a set of 6 early reading skills (page 6)

“Cognitive footprint” is when children can write letters and words

For children to understand composition three things need to be met (page 6)It takes a teachers knowledge, skill, and competence to help students become stronger

readers

There are seven characteristics that highly effective teachers portray for reading (page 8-

15)Five pillars for effective reading instruction that provide integral supporting structure

(page 17)

Wonderings

The text says that the inability to read is a nation health risk. With the upcoming

technology and technology to this day in schools would the inability to read become lessof a health risk?

ConnectionsOne of the effective teaching strategies I learned about involving classroom management

was in my EDU 106 class. The class I observed had a reading area of bookshelves,tables, and an ABC rug for students to do their readings at. This seemed pretty cool tohave a miniature library right in the classroom.

Chen- Chapter 3

Observations

Cueing systems include the use of syntax, meaning, and visual (graph phonics)

Once a student learns the cueing systems then they can overcome difficult text

unconsciously by using the cueing systemsContext clues (words or pictures surrounding the difficult word) can help a student figure

out a word

Reading aloud with the students can help develop the structure of the sentence to helpmake meaning

Essential elements of literacy involve differing levels of scaffolding of TO, WITH, and

BY (page 26)Wonderings

What is the usual length of time the three components of the cueing system progress in?

Connections



Reading with my cousins I do find they hesitate with certain words for a second, but look

really quick around the page and manage to figure out the words by context clues. It’s

fascinating because when they see those words again they remember from the previousclues what it was.

Owocki & Goodman- Chapters 3

Observations

Start off the beginning of the school year with an assessment of student’s print awareness

Three and four year olds use colors, pictures, shapes, and textures to predict print

Children use hypothesis’s to figure out alphabetic symbols, meanings, and how they are

organizedChildren guess that long string words mean big things as for small string words mean

small things

The same letters of a child’s name has a child predict that is their name in a sentence

when they see one of the letters of their nameBe aware of directionality because of the cultural differences when reading

Encourage students to point out what they see, what it says, and what it has to do with,with where they are at

Making a scrapbook of a child literary development will help recognize their

accomplishments and what they have to progress in

Eight techniques for questioning and intervention (page 34)

Wonderings

The text mentions making a scrapbook to show the literary development of the childalong the years but sort of things would go in the scrapbook?

ConnectionsIt was pretty funny to read that when children see words consisting of letters of their

name, they automatically assume it’s their name. I witnessed this with my sister and

never understood how she would get her name Ashley from All but now I understand.

Owocki & Goodman- Chapter 4

Observations

“Teachers who carefully observe and document students’ understandings equip

themselves to provide instruction that draws from individual needs”Before children begin to read they know four things (page38)

“Children develop different book sharing routines depending on the settings they read

books and the interact ional styles of the people with whom they read”Learning to use and respond to reading-related terms such as…(page 40)

Children who are read in one-to-one or small groups seem to recognize print and

illustrations serve different functions earlier



Listening to responses or oral reading help teachers gain more of a perspective of the

child’s knowledge in literature

Anecdotal Note questions are on page 44 in which can be great for evaluations that theteacher and parents can participate in to record and manage student progress

WonderingsIn classes I have observed I noticed there is more reading to the students and silent

reading done by students on their own. How can a teacher properly record a student’s

progress when they don’t incorporate to, with, and by methods of reading?

Connections

In the classroom I observed in EDU 106 the teacher developed centers for the children

and in one of the centers was silent reading. However, many times the studentscomplained because it was the same books to always choose from that lacked interest to

them. I understand her concept of book sharing but I don’t believe it was as effective as

the teacher thought it was.



Jessica Costa

Reading Log 2

Caulkins- Chapter One

Caulkins- Chapter Two

Owocki & Goodman- Chapter 5

Observations

“Children use talk to facilitate their own thinking and learning in all subject areas, and to jointly construct meaning and knowledge with others”

“Vygotsky said that oral language plays a central role in children’s internalization of all

cultural knowledge and mental processes”

‘When questions are asked or wonderings are made by an adult about a child’s languagelet’s the adult see where the child’s zone of proximal development is at’

‘Encouraging a child’s talk is the best way to stimulate a child’s language skills’‘Ask questions of what they know, how they learned it, and why things work the way

they do. Asking these questions allows the child to visit, revisit, reflect and share their

knowledge.’

‘Develop a safe community to make sure children with different dialects can talk freelywith out worrying about other students picking on them and the teacher happy to help

them progress in their speech’

‘Document the talk of students by the taking anecdotal records, field notes, andaudiotapes’

‘Brief notes can be taken with sticky notes and clipboards’

‘Functions are reasons or purposes for using language to report information or express or a point of view’

‘When a child can tell a cohesive, logically sequenced story, they develop the

understanding for structuring a story in writing’

Wonderings

What should a teacher do if a student does have a heavy accent but knows English really

well but is embarrassed to speak in class? I understand motivation is encouraged to helpthe student speak, but a teacher can’t always help what kids do outside of class that may

prevent the student from speaking. For example, teasing the student who has the heavy

accent.

Connections

The reason I asked the question I did in the “wonderings” category is because I used tohave a heavy accent. I lived up north for 11 years and then moved to Columbus that was

full of farmers that I always was called out on how I said things differently. I didn’t

really want to talk sometimes just because I didn’t want to hear what I just said come out

of someone else’s mouth in a way that I was wrong. However, it wasn’t only the students



that did this to me but even the lunch ladies when I would ask for a simple thing like

water. It was very agitating at times.

Chen-Chapter One

ObservationsChen describes the structures of language involving phonology, orthography, syntax,

morphology, semantics, pragmatics, and discourse with explicit definitions and examples

on page 2-4Basic interpersonal communication skills (BICS) is what is verbally said in a

conversation

Students engage in contexts that are reduced and embedded

‘Embedded contexts involve one where the student has access to a range of additionalvisual and oral cues to comprehend the information at hand’

‘Context reduced is where there are few to no additional cues besides oral language for

comprehension’

Understanding a child’s cultural background makes a tremendous impact on the parentsand students that the teacher understands a little more of any difficulties a child may have

with dialectThere are five levels of proficiency of second language acquisition on pages 8-10

Wonderings

Until what age do students usually stop relying on embedded contexts so much for comprehension?

ConnectionsIt would always bother me when people in school found out that I was Portuguese and

automatically thought my family was from Brazil. Brazil is covered so much in schools

whether it is discussing sports or the continent of South America. However, Portugal wasnever really discussed in my school. Occasionally in history lessons but even then people

had no clue where it was located. If this was covered more in school just a little bit, it

would make me so happy for people to know a little about my family’s country, and mayinterest them as it does for me.

Chen-Chapter Two

Observations

The domains of being literate is being able to understand, speak, read, and writeDefinitions and examples of comprehension, writing, vocabulary, and fluency on page 16

Essential elements listed on page 17 are essential to receptive and expressive modalities

Developmental levels of reading are thoroughly explained on pages 18-20

Wonderings

Is it possible for an illiterate person to speak fluently? I never really thought about the

fact that if a person can’t read they may not fully comprehend what someone is saying to



them. I thought if a person was able to talk then they could understand still what is being

presented to them except if they were on their own to read something.

Connections

It was interesting to see the developmental levels of reading being thoroughly explained

because I never thought about how I progressed in reading. However, in the third gradeclass from my EDU 106 I realized the different levels of reading among the students, and

how they used clues from visuals or text to grasp more of an understanding.



Jessica Costa

Reading Log 3Chen Chapter 4

Observations

Chen Chapter 4

Read-aloud is a great way to introduce children to literature, teacher’s can buildchildren’s background knowledge by different genres of literature.

Read-alouds are also important for English language learners; it exposes them to hearing

the English language and provides them with the opportunity to practice speakingEnglish.

It is important to stop and ask questions during read-alouds because it breaks up the

language and content of the text making it easier for EL’s to understand.

When the text is read fluently EL’s can her difference in how the teacher reads differentsentences.

Having children talk about the text is important, it gives them the opportunity to share

their own thoughts. Pair share provides a low risk opportunity for students to share their ideas with others. Be sure to pair students who are around the same level.

Ask questions during the reading to clarify areas where students may not understand thetext.

Wondering



Jessica Costa

Reading Log #4

Observations

R & C: The Essentials of Teaching Children to Read Chapter 2

Phonics is an important part of learning to read. Without phonics children would have amuch more diffcult time learning how to pronounce words.

Word identification is important as well, it is the connection between a printed words

pronunciation and its meaning.

Testing students is important to do because it allows the teacher to determine what each

student needs to be taught.

According to R & C there are many different steps in learning phonics, there is so much

to teach from learning about silent e at the end of words to how the a can be manipulatedinto sounding different when put next to the letter r.

Teaching phonics is a complicated task but is very useful.

It is important for the teacher to follow the students phonics and word attack skills

development throughtout the year. This allows the teacher to alter her teachings for this

student.

Letter sound cards are an effective tool for students that allow them to recognize

individual and combination letter sounds.

Phonics fish helps students use their phonic sounds to construct word families.

Wonderings

Connections



Jessica Costa

Reading Log # 5

Observations

R & C Chapters 3 and 4Chapter 3: Developing Children’s Reading Fluency

Reading fluency is defined in four ways automat city: translating letters to sounds to

words effortlessly and accurately, expression: using proper intonation in one’s voice,rate: attaining appropriate reading speed and phrasing: reading orally large chunks of text

smoothly without hesitating, stopping to decode or rereading.

Fluent readers are able to decode the words in text accurately and effortlessly, and read

with correct volume, phrasing, and correct intonation and at a reasonable speed.Automaticity theory: mind is similar to a computer, it can multitask to decode the word

and process the meaning behind it without spending too much time on one task allowing

the reader to fluently read a passage and understand it.

Fluency is most effective when the child practices reading out loud, reads a text morethan twice and when students receive feedback from teachers, parents, peers etc.

It is important for children to read aloud in order to read fluently, it allows them to hear the words that they are seeing and for others to correct their mistakes.

Select appropriate reading materials for each child; don’t give them something to read

that is beyond their reading level. The teacher should be the only one reading a passage

that is of a higher level to the students.Reading to students allows them to hear the proper intonation to make when reading as

well as learning the rate at which to read.

Word walls are a great way to help students become more fluent readers because it helpsthem recognize words more easily because they are sight words.

Introduce new vocabulary to students but the limit the amount of vocabulary that is

introduced each day or it will become overwhelming.Reading in groups such as choral reading, unison reading, echo reading and antiphonal

reading allows students to learn from their peers in how they read.

Pairing students with someone who is a stronger reader will give them confidence to readmore if they read together. As the student becomes more confident the model reader’s

voice will become fainter.

Chapter 4: Increasing Reading VocabularyStudents learn a large amount of new vocabulary from conversations, independent

reading and media.

Words learned through conversations will provide students with words they will need torecognize and comprehend when reading.

Reading and being read to increase vocabulary.

Four types of vocabulary:Listening vocabulary: made up of words we use when we speak

Speaking vocabulary: words we use when we speak

Reading vocabulary: words we use when we read

Writing vocabulary: words we use in writing



Children learn the meanings of most words through everyday experiences with oral and

written language.

Words with multiple meanings are more difficult for students to learn.It is important to test the student’s knowledge of vocabulary so you can see where they

are at and how much they comprehend.

Words banks are a great way for students to collect and review sight words; it becomestheir own personal dictionary.



Jessica Costa

Reading Log #6

Observations

R & Chapter 5

There are eight comprehension strategies that provide a firm basis for instruction.

Classroom discussion provides the best context for children to improve their reading

comprehension.

Lively discussion about a text in the company of others enhances students reading

comprehension.

Schema: file cabinet of information in our brains containing related concepts, events,

emotions, and roles.

The surface code, or printed text, preserves in the readers memory for an extremely short period of time the exact letters, words, and grammar of syntax of the text.

Benchmark standards are when the teacher knows and understands the minimum

expected outcomes.

Situation model: what the text is about, such as ideas, people, objects, processes, or worldevents.

ChenChapter 7

Independent reading workshop is when the work that is done during shared and guided

reading, interactive read-aloud, and word work comes together.

Independent reading is when students are able to apply what the teacher has modeled and

what they have practiced in whole-group or small-group settings, on their own.When students read the teacher has the opportunity to talk one-on-one with students and

provide them with individualized instruction.

Structure includes a mini lesson, independent reading, and individual conferring sessionswith the teacher and students, a time for partnership talk, and whole-group share

Mini lessons are used to teach children to become independent readers and are the bridge between what you are doing during guided practice and independent practice including

reading skills, comprehension, models of fluent reading, and models of language, think-

alouds, and celebrations of reading

Students are capable of helping their classmates enjoy books and understand that their

discussions about them can help the class improve their reading. This helps the class

develop a sense of a learning community.



When assessing children we must listen to how they read and comprehend the text.

When students pick books that they are able to understand it helps develop fluency.

Divide levels of reading by dot colors on a basket to help students pick out books mucheasier

Chapter 10

Word work includes a variety of linguistic and interpretive skills.

Students are taught how words are created and that the same words they speak can be

written and read.

Understanding print will prepare children to take on books and understand the meaning

behind the pictures and the text.

Phonics is the ability to match spoken sounds to their corresponding letters and letter

combinations, called graphemes.

Phonemic awareness is the ability of children to isolate, identify, and manipulate spoken

sounds, called phonemes.

Phonics include carousel, making words, spell down, and search and find.

The work of phonics begins with the study of simple consonants and vowels for readingand writing one-syllable.

Concepts about print include sharing labels, making letters, alphabet book, and sharedreading

Phonemic Awareness includes name that sound, sound matching, sound isolation, sound blending, sound substitution, sound segmentation, and sound bingo.

Vocabulary and Word Study include lingo bingo and memory game.

Sight words include shared reading, and free voluntary reading.

Owocki & GoodmanChapter 6

Some teachers and others who listen to children read call miscues errors and consider

them in negative ways, believing that the teacher’s role is to correct children in order toeliminate all errors.



Miscue analysis is used to help teachers learn to listen to children read with educated

miscue ears, to thoughtfully evaluate miscues and use miscue analysis to discover

readers’ strategies which include(page 63).

Kid watching teachers use miscue analysis's to help them understand how readers are

making sense and to observe them in the process of constructing meaning.

Miscue suggests that readers engage in making sense of what they are reading, by

selecting cues from the text based on their background knowledge and understandings.

Being involved in the observation and analysis of students’ reading, will allows you to

continue to build your understanding of the reading process, to develop ways to use this

knowledge to evaluate your students’ reading, and to plan for relevant instruction.

In formal miscue analysis, the teacher tapes the child’s reading and retelling, listens to it

again, and analyzes the miscues and retelling, resulting in a miscue analysis kid watching

profile.

Teachers who regularly use miscue analysis organize a miscue material collection thatincludes selection of fiction and nonfiction materials that can be used by students with a

wide ability range.

Formal miscue analysis involves audio-or videotaping a child’s oral reading of acomplete story or article followed by a retelling or other kind of presentation.

Wonderings

Connections

Observations

In the field I’ve noticed that my teacher takes the time to go around and talk to studentsindividually (conference) when they are reading. It is the perfect time to do this because

the students are working individually so the teacher is able to provide that student with

their full attention.

I’ve also noticed that my cooperating teacher uses the dot systems to divide the books

based on the different levels. He then has the students matched up with a dot color that

best suits their reading level.



Jessica Costa

Reading Log # 7

Calkins Chapter 6

ObservationsAlmost every conference is structured similarly and ending with a link to children's

ongoing work

Three different types of conferences are content, expectation, and process and goalsconferences

In a content conference we learn the content of child's writing and decide that the child

needs our help developing this content (done early in the year).

In expectation conferences we observe the child doing something and interview the childto see if they know what they are doing and then we decide to redirect the writer. Then

we help the child get started doing what we hope the child will do

Expectation conferences are usually "double-decker" conferences turning into either

content or process and goals conferencesProcess and goals conferences are split in half to teach children a new strategy and help

them reach for a new goalMajority of effective conferences are process and goals conferences

In process and goals conferences teachers learn the process and goals that are already in

play for a child and then teaches in ways that lift the level or alter those processes and

goals.A writing conference includes research, decide, teach and link. (pg 64-69)

WonderingsWhat happens when a child is writing very well at grade level. Does the teacher

encourage goals to progress in a higher level reading or encourages their writing as is?

Connections

I have seen teachers meet with students to ask about the students writing regarding

punctuation and structure of a sentence and a few times I saw students with a blank face.It's crucial that children know how to write by knowing what punctuation and a structure

of a sentence means rather than observing and basically copying how things are written.

Calkins Chapter 7

Observations

In order to develop English language skills, all English language learners need goodlinguistic models in English.

It is simply not acceptable for the child who doesn't speak English to work and learn in

isolation.It helps to partner children and to engineer partnerships so that children who have more

and less language proficiency are partnered with each other.

English learners need more interactions with people than less.



Wait after asking an English learner a question, do not jump in to answer the question.

Try rephrasing the question before you intervene to help answer it.

ELL require intensive support because not only do they need to develop English languageskills, they also need to develop the conceptual knowledge about literacy that has already

been developed by many other children their age.

ELL need scaffolding in order to do cognitively demanding tasks that involve criticalthinking, synthesis, and analysis, but they do not profit from being asked to write lists of

words while other children do demanding work without them.

When a teacher wants to teach and scaffold children's work with language, it helps todemonstrate and then to give children scaffold practice.

The most important teaching we can offer these children, as all children, is to help them

feel like part of the community of literacy learners, with strategies to try in instances of

difficulty and people to turn to both when the going gets tough and when it's time tocelebrate.

Wonderings

I wonder how much intensive work is needed for a student that can speak two other languages than English?

Connections

When I helped student teach an ESL student it was crucial to include visuals in lessons

and constantly have her engage in conversations with others to prevent isolation.

Calkins Chapter 8

Observations

Interactive writing allows the teacher to provide students with feedback on their writing.Reminding them to use capital letters, listen for and record blends, leave spaces in

between words etc.

It is important to have each student writing at their seats whether it is on white boards or paper so the teacher can visually see what each students needs to work on.

Word wall is an alphabetical display of high frequency words. Some classrooms have

personal dictionaries of high frequency words.Having students write about their experiences at home teaches the students to plan their

writing. Students will write about what they did over the weekend.

Phonemic awareness is the basis of literacy. Without learning the sounds of the letters

we wouldn’t be able to read.People who struggle as readers and writers do so because they never developed a

foundation of phonics.

It is vital to teach students that books and reading are important.There should be a book hospital of some sort for damaged books. This way the children

can see what happens to the book when they do not treat them with respect.

Wonderings

Calkins Chapter 9



Observations

Assessments allow teachers to reflect on their teaching, the work the students have done,

and the progress they have and have not made.These assessments are done with intention to learn what teachers can do better next time

and plan for the new year ahead.

The teachers will assess , what worked ,what didn’t work ,what have students learned,and what do students need to learn?

Other assessments will help teachers plan for the first few days of school.

Some teacher do “up and down” visits. This is where they visit a classroom from thegrade level below them (second grade teacher goes to first grade). They are able to teach

the class so they can see where the students are at and appropriately prepare for the year

to come based on their abilities rather than underestimating what they can do which often

happens.Teacher may also send a letter to the parents of their future students asking them about

their child.

When teachers assess a child as a writer they are trying to see what they child can do

independently so that that they can determine the next step for that child.First tool for assessment is a writing folder; every student should have a writing folder

that has samples of writing they did all on their own.Teachers and children should work toward clearly specified goals within a unity of study

throughout the year.

Assess during one to one conferences. Be sure to teach the students a lesson/tool when

conferencing with them. Check-in at a later time to see if they have applied what theyhave learned.

Chen Chapter 5

Observations

Guided reading is the time of day when teachers have a chance to work with small groupof students around a common need.

lessons of guided reading focus on learning to read and equipping students with word-

attack skills and reading comprehension strategies for independent reading.Purposes of guided reading page 145

listening to each other's responses, ideas, and oral language will help students learn from

one another.

offers teachers the opportunity to focus on the particular language needs of Englishlearners.

lessons should be designed to takes students forward in their oral as well as academic

language.assessments is key to ensure that the students are receiving the proper lessons.

assessments can include a running record with miscue analysis, conferring notes from

reading workshop, and/or an analysis of students' performance on program-specificassessments.

running record is an analysis of student's independent reading behaviors.

a miscue analysis will give you insight into the cueing systems a child uses when reading



when conferring with students during reading workshop, the teacher will keep records of

her work with individual students.

when analyzing the complexity level of a text, keep the following in mind: contextualsupports, amount of text on a page and layout, length of words and sentences, and types

of sentences.

We find guided reading most effective with early readers because this method includesthe integration of print strategies in reading.

guided reading in addition to independent reading for early readers is central to their

development as readers.Some ways to introduce the text include the following: picture walks, make connections,

personal experiences, summarize, analyze, and skim test (page 152- 153).

Following are some possible strategies to teach during guided reading; decoding,

chunking, rereading, using visuals, reading with attention to punctuation, reading withfluency, and chunking meaning (page 153).

Wonderings

Connections

Jessica Costa

Reading Log # 8



Observations

CalkinsChapter 6•

Three different types of conferences are content, expectation, and process and goals

conferences•

Content conference: learn the content of child's writing and decide that the child needs

our help developing this content (done early in the year).•

Expectation conference: observe the child doing something and interview the child to see

if they know what they are doing and then we decide to redirect the writer. We then help

the child get started doing what we hope the child will do•

Expectation conferences are usually "double-decker" conferences turning into either

content or process and goals conferences

•Process and goals conferences: split in half to teach children a new strategy and help

them reach for anew goal•

Majority of effective conferences are process and goals conferences

•

In process and goals conferences teachers learn the process and goals that are already in play for child and then teach in ways that lift the level or alter those processes and goals.

•

A writing conference includes research, decide, teach and link. (pg 64-69)

Chapter 7

•In order to develop English language skills, all English language learners need good

linguistic models in English.

•It helps to partner children so that children who have more and less language proficiency

are partnered with each other.

•

It is unacceptable for the child who doesn't speak English to work and learn in isolation.•

English learners need more interactions with people than less.

•Wait after asking an English learner a question; do not jump in to answer the question.

Try rephrasing the question before you intervene to help answer it.

•ELL require intensive support because not only do they need to develop English language

skills, they also need to develop the conceptual knowledge about literacy that has already

been developed by many other children their age.

•



ELL needs scaffolding in order to do cognitively demanding tasks that involve critical

thinking, synthesis, and analysis, but they do not profit from being asked to write lists of

words while other children do demanding work without them.•

The most important thing we can teach children is to help them feel like part of the

community of literacy learners, with strategies to try in instances of difficulty and peopleto turn to when things get tough and when it's time to celebrate.

Chapter 8•

In order for children to write stories they need to be immersed in storytelling culture.

•

It is important that schools provide as many opportunities for children to tell stories toeach other and to hear stories told by other as well such as teachers, peers and authors.

•

Some schools start the day with storytelling. Parents, teachers and other adults come to

the classroom and tell the students stories about their lives.•

Other classrooms use snack time as an opportunity for students to share stores aboutthemselves with one another.

•

Interactive writing allows the teacher to provide students with feedback on their writing.

Reminding them to use capital letters, listen for and record blends, leave spaces in between words etc.

•

It is important to have each student writing at their seats whether it is on white boards or

paper so the teacher can visually see what each students needs to work on.•

Word wall is an alphabetical display of high frequency words. Some classrooms have

personal dictionaries of high frequency words.

•Having students write about their experiences at home teaches the students to plan their

writing.

•Students will write about what they did over the weekend.

•

Phonemic awareness is the basis of literacy. Without learning the sounds of the letters wewouldn’t beagle to read.

•

People who struggle as readers and writers do so because they never developed afoundation of phonics.

•

It is vital to teach students that books and reading are important.

•



There should be a book hospital of some sort for damaged books. This way the children

can see what happens to the book when they do not treat them with respect.

Chapter 9

•

Assessments allow teachers to reflect on their teaching, the work the students have done,and the progress they have and have not made.

•

These assessments are done with intention to learn what teachers can do better next timeand plan forth New Year ahead.

Some teacher do “up and down” visits. This is where they visit a classroom from the

grade level below them (second grade teacher goes to first grade). They are able to teachthe class so they can see where the students are at and appropriately prepare for the year

to come based on their abilities rather than underestimating what they can do which often

happens.

•Teacher may also send a letter to the parents of their future students asking them about

their child.•

When teachers assess a child as a writer they are trying to see what they child can do

independently so that that they can determine the next step for that child.

•First tool for assessment is a writing folder; every student should have a writing folder

that has samples of writing they did all on their own.

•Teachers and children should work toward clearly specified goals within a unity of study

throughout the year.

•Assess during one to one conferences. Be sure to teach the students a lesson/tool when

conferencing with them. Check-in at a later time to see if they have applied what they

have learned.•

Chen Chapter 5

•

Guided reading: teachers have a chance to work with small group of students around acommon need.

•

Lessons of guided reading focus on learning to read and equipping students with word-attack skills and reading comprehension strategies for independent reading.

•

Listening to each other's responses, ideas, and oral language will help students learn fromone another.

•

Assessment is a tool used to verify that the students are receiving the proper lessons.

•



Assessments include a running record with miscue analysis, notes from reading

workshop, and an analysis of student’s performance on program-specific assessments.

•Running record: analysis of student's independent reading behaviors.

•

A miscue analysis will give you insight into the cueing systems a child uses when reading•

When conferencing with students during reading workshop teachers will keep records of

their work with each students.

•

When analyzing the complexity level of a text, keep the following in mind: contextualsupports, amount of text on a page and layout, length of words and sentences, and types

of sentences.

•Guided reading is effective with early readers because it includes the integration of print

strategies in reading.•Guided reading in addition to independent reading for early readers is central to their

development as readers.

Wonderings

Observations

•In Calkins chapter 8 she talks about how students need to be taught to respect books and

mentioned a book hospital. I immediately thought about how Mr. Jones has a book

hospital in the classroom and has the students place books in the bin that are falling apartor have ripped pages. The students are able those has happened to the books because it is

displayed in the classroom, this is a reminder to the students of how careful they should

be with books.

•I also made a connection when I read about conferencing with students. Mr. Jones does

this with his students. He sits with a few students each day and observes them; he then

provides them with a tool to help them improve with reading/writing. He also keeps arecord of what he has seen and taught each student.

Reading Log #9Calkins Part 1 and 2Owocki & Goodman Chapter 2

Observations•

Calkins Part 1 and 2

•Begin writing workshop by drawing a picture and creating a story around it

•

Remind students to get a picture in their minds before they write, and then to add details

they envision to their drawings.•



Envision before writing

•

Get the child to teach you about his or her content•

Pay attention to the flow of the room of what children can do with or without you

•Do some public writing to describe a picture you weren’t quite sure on how to draw

•

Children need frequent instruction in sound-letter correspondence to write the letters theyneed

•

Select a few students to read their writings. Make sure all children in the class realize that

they have the ability to write as best they can•

Write publicly demonstrating what you want children to try

•

Point out the initiative of a student who has done some independent revision•

Listening hard to the beginning sounds of words to write those and give the reader a goodstart on the word

•

Share with students the writing of one of their classmates, which can get them excited

about where their own writing is going.•

Be aware of students who get carried away in drawing rather than writing

•Point out to the children what you want them to notice in your demonstration.

•

Demonstrate hesitating, trying to spell a hard word and then continuing on to write more•

Choose children who took the mini-lesson to heart, whether they enacted the advice

exactly or found new solutions, and ask them to tell the class about their experience•

Over time, you want to see clear evidence that each child is progressing as a word solver

•

Materials carry messages•

Owocki & Goodman Chapter 2

•Kid watchers learn much about children’s sociocultural knowledge by observing them as

they work and play

•Sociolinguistic theory and research indicate that language develops as a sociocultural

practice

•



As children experience these daily language and literacy practices, they develop cultural

knowledge, including understandings about the literacy’s that are associated with that

knowledge•

Given that language use differs from child to child, it makes sense to tailor evaluation

perspectives on their children’s language learning•

As the teacher inquires into a child’s home language and literacy's, kid watchers consider

the role of identity in language learning•

When kid watchers evaluate, they consider the role that identity plays in children’s

demonstration and construction of knowledge

•Teaming with families is another way to meaningfully expand the curriculum

•

Systematically collecting information on the sociocultural aspects of children’s literacy's

gives kid watchers numerous insights for planning curriculum and instructionWondering

•

Connections

Jessica Costa

Reading Log #10



Observations

•

Calkins Part 3•

Teach students that just because writing time is over they do not always have to be done

with their writing. It is important to teach them that they can continue to write one pieceof writing over the course of several days.

•

Break up students writing folder so they know what work is finished and what they cancontinue to work on. Ex. Green dot for work that is not completed and a red dot for work

that is complete.

•

Teach children to write stories that are more than one page. This inspires them to becomemore creative in their stories and to put more thought into them.

•

Show students examples of how a story could have been told on one page and then how

much better the story sounds when it is written on several pages.•

Be sure to confer with students after conducting mini lessons, this allows the teacher tosee if the students are implementing what they’ve been taught in their writing or other

work.

•

After the mini lesson have students share there work with the students, try to pick someone who has used what they learned to the best of their ability so you are able to

point out the other students what you hope they learned and will see in their work.

•Teach students about different kinds of writing other than stories. They can write about

anything they want whether it’s running, weather, and an object. The possibilities are

endless.•

Teach children to use what they do in their lives in their writing. This adds

purpose/meaning to their writing.•

Students can write about what happens to them during the day. They can take pieces from

day and focus on one thing to write about.

Part 4•

Explain to students that they are writers, what they do and what writers do is the same

thing. They write stories and then they get published. For students’ their work gets published in the school in the classroom or on display in the halls.

•

Teach students about “proofreading.” Before writers have their work published they readover it to make sure there are no errors and to add more to certain areas of their writing to

make it sound better.

•

Teach student to check their spelling and to be sure their sentences start with capitals.



•

When teaching them to proofread is sure they check for punctuation, such as periods at

the end of every sentence.•

Show students how to add words in their writing to make something seem more

interesting or exciting. They can use punctuation for that as well.Chen

•

Teach students that they are writers and explain to them why they are writers.•

Writing allows them to communicate through words. This gives them real reasons to

write which makes it fun and exciting.

•In writers workshop teachers create and environment where children are immersed in

literature and varied genres that help them to see what they themselves are able to do as

writers.

•Writing is communicating through written forms which can vary from scribbles to actual

writing.•

English learners learn to write best through a process model.

•

Process Model: places greater emphasis on the teaching and learning involved as childrencreate apiece of writing, including the development of ideas, drafting, revising, editing

and publishing them into the product.

•

Large misconception about English learners is that if they have not developed enoughoral language then they are not capable to writing.

•

It is essential for students to have the opportunity for write for a variety of different

genres and audiences.•

This allows English learners to expand their knowledge of the English language.

•Be sure to provide models of what writing in a particular looks like when introducing a

new genre to students.

•English learners should have the opportunity to share there work with other students and

to receive peer feedback.

•Writing Workshop is similar to independent reading workshop.

•

Mini-lesson

•Independent writing time



•

Individual conferencing

•Partnership talk

•

Whole group share•

When starting writing workshop the first thing you need to do is introduce the students to

their writing folder. This is going to be the place where they keep all of their work.•

Mini lessons should be short; between 5-12 minutes

•

Independent writing time 20-30 minutes•

Conferring should be done during independent writing time.

•

Partnership talks 5-10 minutes•

Whole group share; 5 minutes.•

Remind students to look at the person who is talking during group share. Be sure to keep

hands to themselves, listen carefully, be quiet and think of questions they may want to

ask.Wonderings

Connections

Documents

Reading Logs 1-10