Welcome!!
Welcome!!
Reading Endorsement - Competency 3
Foundations of Assessment
In this course, teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of students. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
-I teach all academic areas
ReplyDelete-3rd - Grade ESE/Retention/Inclusion
-Reading is incorporated in all phases of academic areas including Science and Social Studies.
-Vocabulary is taught through discovery, use of visuals and repeated exposure.
-Many of my students are both ESE/ESOL; therefore, strategies utilize daily may include repetition, think-pair-share activities, visuals and materials that are included in the core (Reading and Math) subject areas.
Juliette Hinds
-I teach Language Arts and Developmental Reading.
ReplyDelete-I have six L.Arts classes Adv./Gifted and one Developmental Reading levels 3,4.
-Reading is incorporated in class everyday as Silent Reading, Independent Reading, Reading Plus.Timed Reading etc.
-Vocabulary is implemented by reading a passage and reviewing the unknown words,class discussion about the meaning,definition, synonyms,antonyms and analogies.
-Since I have only one ESOL class I work with the vocabulary from their textbook using the different strategies assigned, modeling, read aloud,think aloud and visuals.
-I teach Developental Laguage Arts 3 and 4.
ReplyDelete-I teach grades 9th through 12th since students are group by ESOL level instead of by grade level.
-Reading in incorporated in almost every aspect of academic learning. For example, vocabulary, grammar, comprehension and pronunciation activities are derived from the readings with which we work.
-Vocabulary from text is taught from context. We use context clues to discover the meaning of words and their different cognotations.
-All of my students are ESOL students. The do individual, pair and group work. The use of audio, visuals, modeling, and a variety of graphic organizers are used to simplify and at the same time enhance their learning process.
Jorge Cisneros
January 21,2011
*I have 3 groups of 5th graders that I teach Math to. I am also the Math Leader at my school so I assist teachers and at many times teach them as well to help them teach their own students.
ReplyDelete*At our school grades 1st-5th grade are departamentalized, therefore I only teach Math.
*I try to incorporate Reading as much as I can, trying to make a "literature connection" with the Math concept being taught. I have purchased several story books that emphasize on Math concepts and I might open up a lesson with a read-aloud.
*I introduce vocabulary with each opening of a Math chapter;students take notes in their Math journal, draw an illustration if possible. I also place this vocabulary on a Word Wall for students to turn to whenever needed..I continue to go back to this vocabulary, and I stress the need for my students to develop a "sophisticated vocabulary"..For example instead of saying the sides of a square are equal, I stress the sides of a square are congruent."
* I work very closely with ESOL students;using a lot of body language;visuals that they can relate to;pairing them up with another student are just some examples that I utilize in my class.
Dianelys Castañeda
- I Teach ESOL 1 to 11th and 12th graders who have not passed the FCAT
ReplyDelete- Reading is the core of my instruction, since we are using Egde Fundamentals and the content is centered on different types of passages, fiction and non fiction.
- Vocabulary is taught systematically through context clues, explicitly and the students are given opportunities to practice the new words as well as a limited amount of ACT key words.
- All of my students are LEP, some of them have been in the ESOL program for some time ,but others are new comers, so Accomodation strategies are always used.
I teach 6th Grade Language Arts and an Intensive Reading class with a mix of 6th, 7th and 8th graders.
ReplyDeleteReading is taught daily using novels, short stories, poetry and much more.
Vocabulary is taken from the reading selections and is taught using strategies such as context clues, and word maps. We also have word studies to learn the meaning of common affixes and word origins.
I don't have any ESOL students this year, but many strategies used in my class would be beneficial to ESOL students such as cooperative group activities,think-pair-share, and teacher think alouds.
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ReplyDelete-I teach Reading, Language Arts and Social Studies to 5th grade students.
ReplyDelete- All my classes evolve around reading. I use novels, excerpts, articles, and short stories in addition to Reading Plus and Ticket to Read.
- Vocabulary is selected from the reading selection. Students are to find the meaning of the word through context clues first, followed by finding the definition in the dictionary. They are then encouraged to use the word throughout the week in class discussion.
-I do not have ESOL students in my classes, however I do incorporate small group instructions, cooperative learning, partner reading and direct instruction in my class which would help ESOL students.
I am a general education teacher.I teach first grade.
ReplyDeleteI incorporate reading in all areas.I teach vocabulary explicitly and systematically. I also utilize teacher read-alouds and different types of texts to help students develop their vocabulary.
I use ESOL strategies in my instruction. I have noticed that not only my ESOL students benefit from the use of those strategies but also my low students.
-I teach all academic subjects.
ReplyDelete-I teach second grade to first and second graders
-Vocabulary is taught in all subjects formally and informally. Since I have a large ESOL population, the students have very limited vocabulary. At times, they ask for the meaning of some words. Other times, I offer the information to help them understand the content. Formal vocabulary comes from the story of the week. I use picture cards which remain in the pocket chart all week long. These words are taught through modeling, use of samples, context clues.
Reading is incorporated in all areas. At times, I read to them. Other times the students read. Throughout the reading, we make frequent stops for clarification.
Before starting a new selection, all words are introduced. Students do a picture walk of the story, and make predictions. On day 2, I model the reading. On day 3, we echo read the selection. On day 4, the students round robin read the selection.
All students in the class benefit from the ESOL strategies used during the instruction.
1. I currently teach Reading and Writing.
ReplyDelete2. I teach 4th grade at Amelia Earhart Elementary School.
3. In my classroom Reading is incorporated at all times. When teaching writing reading is emphasized through mentor text.
4. I teach Vocabulary on a weekly basis based on pacing guide story of the week. I print a Time for Kids handout where each word has a vocabulary box. There, students are to find the definition, create their own sentence, draw a picture and write the synonym and antonym for the vocabulary word. In addition, student have a word wall where common words (such as "BIG") are constantly repeated in their writing. Under the word "BIG" synonyms are given to expand students' vocabulary.
5. After I introduce the material in whole group. ESOL strategies are implemented during Differentiated Instruction.
N.FLORES
ReplyDeleteI teach intensive math for ESE students. The grade level I teach is 9-12 grade. I try to incorporate reading during the bell ringer.Vocabulary is taught in all subjects formally and informally.I do not have any ESOL students, but I do a lot of cooperative group activity with my ESE students, and Im sure that would work great with ESOL students.
- I teach all subject areas.
ReplyDelete- I teach second grade content to first and second graders.
- We have a new reading selection every week. On the first day, students do a picture walk, day 2 I model read, day 3 choral read and day 4 we jump in read.
- Vocabulary words are part of the reading selection of the week. I have these words displayed on picture cards.
- To help my ESOL students I use pictures, model, and immitate. Students have been taught to use context clues and/or dictionary.
**I know this sounds a lot like MaggieV, we teach the same grade level and plan together.
Reflection No.1
ReplyDeleteOn Tuesday January 18, 2011, I arrived to Ms. Carmen S. Concepcion's endorsement # 3 class, only to find that my luggage was waiting and all ready to go. I was embarkingt on an awesome journey where I would meet with a very classy Captain Ms. Carmen S. Concepcion and her amazing colleagues/crew. All of us introduced each other only to find how different and yet alike we all are, just like our students. The next step on our journey/agenda was a very thorough session on the interrelationship of the 5 basic reading components, which are phonemic awareness, phonics, fluency, vocabulary, and comprehension, their strategies, their techniques, and teacher talk into a comprehesive literacy approach. This approach should include scaffolding: modeling for the students, interacting with the students, gradually guiding the students, and allowing ample time for independent application of skills and strategies by the students. This scaffolding or gradual release of responsibilities should occur repeatedly throughout teaching and learning oppertunities. Scaffolding instructions according to the individual needs of the readers will help students to become independent, strategic readers.
Survey
ReplyDelete1. The setting is John A. Ferguson Senior High School.
2. The subject that is Intensive Reading Re-takes (11-12 graders).
3. The grade levels that I work with are 11 and 12 grade re-takers.
4. I teach vocabulary with these strategies and techniques; Associating-Reflection Connection, Semantic Feature Analysis, and Similar Synonyms.
5. Contextualizing-Close Passages, Contextual Redefinition, Context Complex Clues, and What Do You Mean?
6. Categorizing- Picture and Word sorts, Word Hunt, Alphaboxes, and List/Group/Label.
7. Visual Imaging-Charades, Museum Walk, Four Corners, and Graphic Cards.
8. Analyzing Vocabulary Tree Notebook, Prefixes, and Root Words.
9. Word Awareness: Vocabulary Chart, Journal Circles, Speaking Out, Knowledge RAting, and Quick Writes.
10. Wide Reading: Read-Alouds, Author Study, Book Tales, Genere Study and Vocabulary Clubs.
11.Referencing: Resource Buddies, Glossary Use, Dictionary Use, and Thesaurus Use.
I do not work with ESOL students, because when they get to me they have exited ESOL. However I do use Scaffolding and Differentiated Instruction Strategies.
Blanca Gonzalez
ReplyDelete-I teach 3 grade levels (3,4,5) and two subjects: Reading Language Arts and Mathematics.
-I try to incorporate reading throughout all my subjects. The new Math Series has a lot of reading, and deciphering. As well as our 90 minute Reading Block.
-I teach Vocabulary through many skills and strategies, such as: Context Clues, DI Groups, Word Walls, and Graphic Organizers(Vocabulary Maps).
-Esol Students are usually paired up with Non Esol students. Such strategies used are : Repetition, Oral Reading, Think Pair and Share, Success Maker (Interactive Reading Program on the computer) and our Reading Intervention Lab for 30 minutes a day.
Michelle Chaidez
ReplyDelete1.I am a reading coach.
2.I teach a first grade reading block.
3.Reading should be incorporated throughout all the subjects.
4.I think you should teach vocabulary when the moment arises. There is no set time to teach vocabulary.
5.With ESOL students I use strategies like using visuals, audio, and repetition.
1. What subjects do I teach? - I teach reading and language arts all day. My first block is to a TEAM class and my second block is to an Inclusion class.
ReplyDelete2. What grade level I teach? - I teach 5th grade
3. When do you incorporate reading? - All day, that's all I teach.
4. How do I teach vocabulary? - I introduce the vocabulary words for the week on Monday so that the students have knowledge of the words before beginning the story. We read and repeat the words, I provide quick explanations as to what they mean, we complete vocabulary map, we complete synonym and antonym charts, before beginning the story we read a short introduction which includes the vocabulary word in context as well as a poem that provides the words in context and provides a short summary of the story.
5. How do I work with ESOL students? - I use lots of rime and repetition, pictures, charts, graphs, lots of hands-on manipulative when available and translation
- I teach all subjects, including Art, Music, and PE.
ReplyDelete- I teach Kindergarten students using a mix of Kinder and First Grade materials.
- I incorporate reading skills wherever I can.
- I teach vocabulary all day long, both formally and informally, as my students are constantly being exposed to new materials.
- Many of the ESOL strategies I use in my classroom are strategies that would normally be used in Kindergarten such as visuals, graphic representations, shared reading, read alouds, think alouds, working in pairs or groups, manipulatives, differentiated instruction
Thank you all for posting your answers!!
ReplyDeleteI teach 4th grade Math, Science, and Social Studies.
ReplyDeleteI incorporate reading and reading strategies in all 3 subjects.
When beginning a Math lesson I try to find stories that are related to the skill being taught, this may help the students visually picture the skill before they are exposed to it. Also, we review vocabulary daily specially when reading word problems. I require them to circle key vocabulary in word problems in order for them to comprehend the question being asked.
In Science and Social Studies we begin every
lesson identifying key vocabulary. We discuss what the students think the meaning of those words are. We then read the selection and use FCAT format questions to check comprehension of the text.
I encourage students to read after completing assignments, by placing books at each table on concepts being taught in the classroom.
Most of my students are ESOL level 1-4 students. I use lots of visuals, peer help, teacher read aloud, labels in the classroom and differentiated instruction to re-enforce any skills taught.
Teresita Rodriguez
ReplyDeleteI teach 5th Grade Reading/Language Arts to 2 different classes. One is a mixture of mostly Level 2s and 3s and the other is a mixture of mostly Level 3 and 4 Students. All components of the Big 6 are constantly taught in my classroom. In regards to vocabulary and how I teach it I would say that I teach it both formally and informally (teachable moments to provide clarification... think Reciprocal Teaching). For words that are essential to the understanding of passages or selections we list the words without their definitions, activate prior knowledge by seeing if students have any familiarity with the word and then we read the words in context to develop our own definitions of the words based on our knowledge of context clues. Once we do that we compare our definitions to the actual definitions and correct if necessary. In addition we also complete concept maps and word arrays to develop our understanding of the words.
ReplyDeleteIn order to ensure that my ESOL students are grasping the material I use a lot of visuals, graphic organizers and small group instruction in order to make sure I am meeting their individual needs.
I teach one class of self-contained ESE Language Arts, 6th, 7th, and 8th grades mixed. It is a V.E. class and I also have ESE ESOL. The rest of my classes are inclusion, 2 Social Studies, 6th grade classes,One 6th grade Language Arts and one 8th grade Language Arts. Reading is incorporated in my Language Arts ESE class by read alouds, using phonics, and using computer technology to further reading efficacy. Vocabulary is taught by way of graphic organizers and hands on assignments that make vocabulary more simple for the class, also we do prefixes, suffixes, and roots. With my ESE ESOL students I use pictures and words, phonics, and varied computer programs. I also use Rebus stories. In the inclusion classes, reading is usually done through the social studies text, or social studies readers, and vocabulary is done through terms to know in the text. In the Language Arts classes, the Literature books are used. Also lots of reading goes on through FCAT and they use Odyssey through the computer.
ReplyDelete-I am currently a Reading Coach a Meadowlane Elementary. However, in the past I have taught ESE resource for reading, language arts and math.
ReplyDelete-I currently work with third grade students during the reading block. While I was an ESE teacher I taught kindergarten – fifth grade students.
-I currently incorporate reading strategies during the reading block that I teach. I also incorporate reading during interventions.
- I usually teach vocabulary with the use of graphic organizers.
- I teach ESOL students with the use of manipulative, modeling, graphic organizers, think aloud, read aloud, and cooperative groups.
I teach 4th Grade Inclusion Math, Science, and Social Studies at Amelia Earhart Elementary.
ReplyDeleteReading is incorporated with all subjects. We do choral reading, students read aloud and I read to them making stops for clarification and comprehension of the text. I also use mentor texts to help students visualize and make connections.
For vocabulary if I introduce a new word I would write:
Vocabulary Word:Equivalent Decimals( two or more decimals that name the same amount)
Meaning:Equal
Example:0.2 and 0.20
For ESOL and ESE students I would display a model for tenths. I will tell then to color one stripe and write 0.1 and have then say one tenth. I would repeat the same thing but using hundredths, thousandths, ...etc.
These students need repeatition and visuals. Also, they have a buddy system.
I teach Intensive Reading to 9th, 10th and 11th graders and drama to 7th and 8th graders.
ReplyDeleteBeing that I am in fact a Intensive READING teacher I incorporate reading daily. I do it through the FCAT Packets that we complete and any ACT strategies I incorporate. I also utilize reading when working with my drama students. I stress the importance of being able to read not just the dialogue but also stage directions and directorial notes that may have been implemented for the scene.
I use Vocabulary daily as well. Students that are preparing to take the FCAT need continuous vocabulary practice. For example using context clues to help discover the meaning of words allows the student assurance in reading excerpts that allow, although not familiar, words to be discovered.
I also use ESOL strategies daily. When practicing ESOL strategies I use several hands on reinforcements and many visual aids.
1. I teach languge arts, reading, mathematics, social studies, and science.
ReplyDelete2. Second Grade
3. I incorporate reading everyday by attending the library, choral reading stories, and reading success maker.
4. I teach vocabulary by writing it on the board and then pronouncing each sound of the letters. After combining the letters, the class and I repeat the words seven times and then when write down the definition and create a sentence.
5. I partner up the esol the students with a higher level esol student and then together they perform in front of the class the words or read aloud.
I teach 3 grades of SPED students.(3,4,5)
ReplyDeleteThe subjects I teach this year are Reading, Language Arts and Mathematics.Reading is incorporated in all the subjects. If you can't read you can't succeed.Vocabulary is taught using the words of the week,wordwalls,homelearning assignments and differentiated instructions.
ESOL students are taught using strategies such as audio, repetition,readalouds,and grouping during D.I.
Maria C. Gonzalez
ReplyDelete-I Teach Spanish
- K through 5th
-I used different strategies to teach vocabulary; Such as, word mapping, read aloud, draw a picture, KID vocabulary, context clues and listening to others.
-Even though, ESOL class does not applied for Spanish class I use strategies to help them to get better the second language.
Esther G.
ReplyDeleteI teach this school year Spanish S and Spanish SL.
In order to have an effective reading instruction I have to incorporate phonemic awareness, vocabulary, phonics, fluency, comprehension and oral language.
The use of pictures and drawings to explain the vocabulary is very important. I practice them with differentiated instruction by ask them to read by small groups.
Esther G.
ReplyDeleteArticle I chose: Goeke, Jennifer "Explicit Instruction: A Framework for Meaningful Direct teaching Pearson, 2008, page 10.
The article explains about the sequence of the strategies for an explicit instruction it is support by setting the stage for learning, clear explanation of what to do, modeling the process, guided practice, independent practice, and assessment.
The teacher has a great deal of responsibility to monitor student needs. An directs student attention toward purposeful learning.
I teach 11/12 intensive reading. Reading is incorporated in everyday life. At the beginning of class I incorporate reading by using a mini fcat passage as the bellringer. During common planning we select FCAT passages that relates to the focus calendar benchmark and select various vocabulary. During whole instruction I use the vocabulary frayer model and have students write the root word, prefix and suffix. Then students create and share their sentences. Context cluetes is another strategy I use to teach vocabulary. As it relates to ESOL, I use differentiating instruction, think-pair-share, word mapping, and read alouds, using the cloze, finished the sentence and chorale strategy.
ReplyDeleteJanuary 23rd. 2011
ReplyDeleteSurvey:
To teach is to touch lives forever! I do believe that 100%. My name is Jacqueline Bermudez. I became an educator twenty years ago. I have taught all subjects and grade level form pre-k through tenth grade as a full time teacher and also a private tutor. After twenty years, I’m still in love with my profession, no matter the obstacles and hardships. I am currently teaching at Lamar Louise Curry Middle School around the Kendall area (Region IV).I have been working in the middle grades for the past six years. Before, I taught in several different setting at the elementary level. At my present school, I am an active participant of the Reading and Language Arts Departments. During this year, 2010-2011, I am teaching 6th, 7th and also 8th graders through the Int. Reading. I teach them through an Intensive Reading Program that is divided into 2 subprograms: Journeys for 6th graders and Language! At different book levels for 6th, 7th, and 8th graders for students FCAT levels I and II’s. This year, I don’t have any ESOL students in my classes, but I have been exposed to that setting before. As a result I used the necessary strategies for these students to acquire the language as well as the knowledge from the corresponding subjects.
Reading is part of everyone’s lives, not only students. The years of teaching experience and life itself have taught me that we need to motivate them in order to read. Especially at the middle school students don’t like to read. I involved them in plenty of activities for them to experience reading as a daily routine in unique and different ways. I also make them understand that this is a skill that they will need not only for a test but for a lifetime. I teach them vocabulary using many different techniques: the environment, daily situations and of coarse, through the text but always I try to disguise the way for them to understand, accept, and also include the unfamiliar words. This method has been a success through years; accompany by a strong a motivational reward strategy. MY OPENING QUESTION EVERY YEAR DEPENDING ON THE STUDENTS’ LEVEL IS: How many minutes or hours do you think you read per day???? And according to their answer; they don’t even know that they are reading more than they know.
I make my students comprehend that Reading is not only to read a chapter book, but a magazine, an article, a poem, a phrase, a word and a letter, and from there from that little symbol ,the letter I do start building up every hour, every day and every year that I have been teaching. I believe that The Future of Our Children is NOW!, and that has been and will be my classroom motto.
Currently I am a fourth grade teacher in a departamentalized setting in which I teach Reading and Language Arts. Taking into consideration the subject I teach is Reading it is evident it is constantly incorporated into my lessons. Even though Writing is a crucial skill in fourth grade, Reading is carried on into my writing lessons as well. Since at many times they go hand in hand. Vocabulary is taught both isolated and within the text. The students are also challenged to include many of their new aquired words in their writing. Thanks to an active board in my classroom it makes it much easier to meet the needs of my ESOL students. It allows for visual aids and interactive activities. Many group and/or partner assignments are given as well.
ReplyDeleteHello Carmen,
ReplyDeleteI teach EBD/SED self contained 9th & 10th grade students at Dr. Michael Krop SHS. I teach all subjects to theses students so I must incorporate reading as part of all other subjects. I will usually give them an additional grade for participation as I feel that reading is a necessary part of all curriculum.
There are no ESOL students in my classroom but teaching ESE and ESOL have some similar strategies