I was excited that my student was here this week! I felt odd not having her the previous week.
We continued our reading of a short story, which she finds hilarious. I am glad she is enjoying reading now. I have noticed some vast improvements in Adria's reading. Without me asking her, she is using her finger to follow along with the words as she reads. Most times she tries to read a passage quickly yet changes the order of words and ends up misinterpreting the message of the text. Since she has been using her finger, it has made her slow down and read words in the correct order. She is also getting better at figuring out vocabulary words using context clues. I can't believe I will be assessing my student next week! I hope to get her to write a little more to get the creative side out of her.
I'm glad to hear that Adria is now enjoying reading. She certainly seemed to be enjoying the story when I was there. I'm anxious to hear how it ended myself.
Did you try having Adria use an index card instead of her finger? If her fluency is slowed down by her finger usage, an index card might help instead.
It's so exciting to see your students making progress and all of you growing in your confidence and knowledge.
This past week my group and I worked on a comprehension activity using an article about the Statue of Liberty. The timing of this lesson was perfect because two of my students are currently learning about the Statue of Liberty in their classrooms right now. They were able to share any additional knowledge they had on this topic with the group. I also was able to begin assessing this past week. After reviewing the students spelling assessments, it is evident that they all scored higher on their post assessment than they did on their pre-assessment. I was thrilled to see this! I am looking forward to undergoing more assessments to see what other progress my students have made throughout our time together.
Due to having three kids, I started doing my assessments. I managed to get through all of them except the fountas and pinnell books, but I saved those for last because between three kids they can take awhile. I haven't had time to grade them yet, but I noticed that the kids had the same problem with Fry's words as they did before: all of them pronounced we'll as well.
When they were doing their writing samples for me as I tested them individually, I was happy to see Ta'kara and D'Ondre writing me nice sized paragraphs. As Adem is the highest reader in the group, it was disappointing and surprising to see his sample was only a few short sentences. Next time they'll be writing another piece and I'll have a sentence requirement. This does fall into a theme I notice with him though: despite being a very strong reader and fairly good writer, Adem works incredibly fast and doesn't always turn in the best work I believe. When we have parent conferences, I'm going to make note of that.
I wasn't sure how long my assessments would take, so I did them last week. Also, last semester my student was not there the day her tutor had to do assessments, so I wanted to make sure I had updated assessments for her (and leave myself two weeks in case she didn't come one of those weeks). I was actually able to complete all of them, which was really nice! Since we finished all assessments, and my student wrote about wanting to be a teacher, I decided to let her have much more control over what we'd be doing this upcoming week. What an eye opener for me! I wish I'd asked for her input more throughout the semester on what types of books to bring/specific activities she'd like to do. While I know it isn't possible to always do activities themed around student interest, I was surprised at how excited my student was when I told her that she could decide what we'd be doing. I took her to the computer lab and went on readingatoz.com to allow her to choose a book for the week. Also, we went through and talked about some ideas for writing and word study work. She was very excited to "be the teacher." I was also really nice to hear her mother asking for book recommendations at the end of our tutoring session. I can tell, just from the conversations we've had, that her mother does her best to be involved with her education. I've found many books that I'll recommend, but I know my student is looking for books that aren't "baby books" to read. She's in fourth grade, at an independent reading level G. Any suggestions??
This past week I had my students practice their poems. They said they are nervous about reading their poems out loud to their parents. I asked them why and one of my students said that in the past they read something they didn't write and that was easier for them. We will practice some more tomorrow, I think they will do great! I started assessing my students, I notice they went up in a few areas in their spelling. I hope I can get the rest of my assessment done tomorrow night. I can't believe the semester is almost over.
After Tuesday night’s session, I left a little frustrated with the literacy process as a whole. Shannon, one of the two girls that I work with was diagnosed over the past week with dyslexia by the school psychologist. I spoke with Mom who is searching for academic support for her child on a private level as well as advocating for child on an academic level. In the past school years, Shannon has been a victim of bullying in the hallways (physically) and been diagnosed with auditory processing. Although she can be successful in an inclusive classroom she is in a 12:1:1 classroom with a majority of children listed as Emotional Disturbed so that she will have limited time in the hallways. Shannon is a defeated and discouraged reader. This added to Shannon’s defeat. I referred Shannon’s mother to the Advocacy Center to support her with education and knowledgeable process to further advocate for her child in a school and community settings. Lauren assisted Mother with referral to the summer clinic as well as locating a private summer tutor. Mom shared next year Shannon will be going to a Greece Olympia where they have promised smaller class sizes and a more supportive inclusive environment for Shannon with large reading supports. As a literacy specialist, I wonder if the “support” promised will be great enough to garner growth as well as attend to her specific needs as a learner. Shannon was clearly upset by this diagnosis and wasn’t open to assessment. Due to Jeana’s early dismissal, Shannon and I talked privately about her concerns with this “new label.” We talked about what dyslexia met, how it really isn’t a term used anymore and why, how this DOESN’T CHANGE Shannon, how Shannon views print, strategies that she already knows that she can use to better assist her/why, and how this label doesn’t change Shannon’s success. We talked about how she felt about herself as a person, a learner, and a reader. How people view her as a person and as a learner. I shared that I had a friend growing up who is “dyslexic” and how he felt really badly about himself. I knew him through church and when we were elementary schoolage (I went to public and he was homeschooled)- I thought he was kind of dumb because he couldn’t read the Bible really well outloud. As we grew older, I realized how smart he was when he spoke and had a heart for people. (I developed quite a crush.) He felt really badly about himself and as a teenager struggled with drugs and addiction. It took awhile to understood who he was, value of himself, and the talents (ability to help others) that he had to overcome his addiction. He runs his family business, was married in the past couple years and lives in Avon. Last year, on the news, there was car accident involving 4 teenagers. 1 died, 3 were rescued from their burning car from a passerby. That passerby was this man that I grew up with. His only regret is that he couldn’t get the 4th person out of the car. I also shared that as “reading teachers” at Fisher a lot of us chose this area of teaching because we were not great readers ourselves. Someone helped us and we are now supporting others. To this, Shannon felt encouraged more positive about herself as she loves to help and care for others. (Humans and Animals!) I am working on doing research on strategies that attend to Shannon’s needs as a learner and a reader. I am frustrated because I wonder how much time I can really devote to this and as profession- how much time are we given? What is the guaranteed care-over strategies of this with other content areas or future teachers that a child would encounter? Who’s to say there isn’t better research that I can’t access or won’t find? Isn’t this the case for all children that may come with a diagnosis or learning/reading disability?
This past week was a pretty good week for Hannah. We spent some time working on new vocabulary and gave her particular practice with the suffixes that are similar to the words their way assessment in order to familiarize Hannah with those suffixes she will see during assessment. She informed me that she was afraid from the videos in the story Skeleton Creek. Therefore, we read poetry instead. We also finished and revised her persuasive letter to her parents about getting a puppy. She used great vocabulary to get her point across. She also was a lot more open about different books she would be interested in reading. Where in the beginning and still now a little reluctant and hard to motivate to read and write, but has made progress with reading selection. In the beginning, she did not give me any topics of interest that she would want to read about and now she was at least able to give me a few of her interests that she would be willing to try reading about. As well as some story topics she has enjoyed in school. Looking forward to seeing her progress in the final meeting!
I was excited that my student was here this week! I felt odd not having her the previous week.
ReplyDeleteWe continued our reading of a short story, which she finds hilarious. I am glad she is enjoying reading now. I have noticed some vast improvements in Adria's reading. Without me asking her, she is using her finger to follow along with the words as she reads. Most times she tries to read a passage quickly yet changes the order of words and ends up misinterpreting the message of the text. Since she has been using her finger, it has made her slow down and read words in the correct order. She is also getting better at figuring out vocabulary words using context clues.
I can't believe I will be assessing my student next week! I hope to get her to write a little more to get the creative side out of her.
I'm glad to hear that Adria is now enjoying reading. She certainly seemed to be enjoying the story when I was there. I'm anxious to hear how it ended myself.
DeleteDid you try having Adria use an index card instead of her finger? If her fluency is slowed down by her finger usage, an index card might help instead.
It's so exciting to see your students making progress and all of you growing in your confidence and knowledge.
This comment has been removed by the author.
ReplyDeleteThis past week my group and I worked on a comprehension activity using an article about the Statue of Liberty. The timing of this lesson was perfect because two of my students are currently learning about the Statue of Liberty in their classrooms right now. They were able to share any additional knowledge they had on this topic with the group. I also was able to begin assessing this past week. After reviewing the students spelling assessments, it is evident that they all scored higher on their post assessment than they did on their pre-assessment. I was thrilled to see this! I am looking forward to undergoing more assessments to see what other progress my students have made throughout our time together.
ReplyDeleteI love when the timing of lessons work out like that! It makes learning even stronger! I too saw growth in my kids with their spelling! Go us!!! :)
DeleteI would love to just observe each other and gain ideas about word study that can be used in a variety of ways!
DeleteDue to having three kids, I started doing my assessments. I managed to get through all of them except the fountas and pinnell books, but I saved those for last because between three kids they can take awhile. I haven't had time to grade them yet, but I noticed that the kids had the same problem with Fry's words as they did before: all of them pronounced we'll as well.
ReplyDeleteWhen they were doing their writing samples for me as I tested them individually, I was happy to see Ta'kara and D'Ondre writing me nice sized paragraphs. As Adem is the highest reader in the group, it was disappointing and surprising to see his sample was only a few short sentences. Next time they'll be writing another piece and I'll have a sentence requirement. This does fall into a theme I notice with him though: despite being a very strong reader and fairly good writer, Adem works incredibly fast and doesn't always turn in the best work I believe. When we have parent conferences, I'm going to make note of that.
I wasn't sure how long my assessments would take, so I did them last week. Also, last semester my student was not there the day her tutor had to do assessments, so I wanted to make sure I had updated assessments for her (and leave myself two weeks in case she didn't come one of those weeks). I was actually able to complete all of them, which was really nice! Since we finished all assessments, and my student wrote about wanting to be a teacher, I decided to let her have much more control over what we'd be doing this upcoming week. What an eye opener for me! I wish I'd asked for her input more throughout the semester on what types of books to bring/specific activities she'd like to do. While I know it isn't possible to always do activities themed around student interest, I was surprised at how excited my student was when I told her that she could decide what we'd be doing. I took her to the computer lab and went on readingatoz.com to allow her to choose a book for the week. Also, we went through and talked about some ideas for writing and word study work. She was very excited to "be the teacher." I was also really nice to hear her mother asking for book recommendations at the end of our tutoring session. I can tell, just from the conversations we've had, that her mother does her best to be involved with her education. I've found many books that I'll recommend, but I know my student is looking for books that aren't "baby books" to read. She's in fourth grade, at an independent reading level G. Any suggestions??
ReplyDeleteI will check some of my things- I think that I have some books at home to recommend that aren't babyish but on that level.
DeleteThis past week I had my students practice their poems. They said they are nervous about reading their poems out loud to their parents. I asked them why and one of my students said that in the past they read something they didn't write and that was easier for them. We will practice some more tomorrow, I think they will do great! I started assessing my students, I notice they went up in a few areas in their spelling. I hope I can get the rest of my assessment done tomorrow night. I can't believe the semester is almost over.
ReplyDeleteAfter Tuesday night’s session, I left a little frustrated with the literacy process as a whole. Shannon, one of the two girls that I work with was diagnosed over the past week with dyslexia by the school psychologist. I spoke with Mom who is searching for academic support for her child on a private level as well as advocating for child on an academic level. In the past school years, Shannon has been a victim of bullying in the hallways (physically) and been diagnosed with auditory processing. Although she can be successful in an inclusive classroom she is in a 12:1:1 classroom with a majority of children listed as Emotional Disturbed so that she will have limited time in the hallways. Shannon is a defeated and discouraged reader. This added to Shannon’s defeat. I referred Shannon’s mother to the Advocacy Center to support her with education and knowledgeable process to further advocate for her child in a school and community settings. Lauren assisted Mother with referral to the summer clinic as well as locating a private summer tutor. Mom shared next year Shannon will be going to a Greece Olympia where they have promised smaller class sizes and a more supportive inclusive environment for Shannon with large reading supports. As a literacy specialist, I wonder if the “support” promised will be great enough to garner growth as well as attend to her specific needs as a learner.
ReplyDeleteShannon was clearly upset by this diagnosis and wasn’t open to assessment. Due to Jeana’s early dismissal, Shannon and I talked privately about her concerns with this “new label.” We talked about what dyslexia met, how it really isn’t a term used anymore and why, how this DOESN’T CHANGE Shannon, how Shannon views print, strategies that she already knows that she can use to better assist her/why, and how this label doesn’t change Shannon’s success. We talked about how she felt about herself as a person, a learner, and a reader. How people view her as a person and as a learner. I shared that I had a friend growing up who is “dyslexic” and how he felt really badly about himself. I knew him through church and when we were elementary schoolage (I went to public and he was homeschooled)- I thought he was kind of dumb because he couldn’t read the Bible really well outloud. As we grew older, I realized how smart he was when he spoke and had a heart for people. (I developed quite a crush.) He felt really badly about himself and as a teenager struggled with drugs and addiction. It took awhile to understood who he was, value of himself, and the talents (ability to help others) that he had to overcome his addiction. He runs his family business, was married in the past couple years and lives in Avon. Last year, on the news, there was car accident involving 4 teenagers. 1 died, 3 were rescued from their burning car from a passerby. That passerby was this man that I grew up with. His only regret is that he couldn’t get the 4th person out of the car. I also shared that as “reading teachers” at Fisher a lot of us chose this area of teaching because we were not great readers ourselves. Someone helped us and we are now supporting others. To this, Shannon felt encouraged more positive about herself as she loves to help and care for others. (Humans and Animals!)
I am working on doing research on strategies that attend to Shannon’s needs as a learner and a reader. I am frustrated because I wonder how much time I can really devote to this and as profession- how much time are we given? What is the guaranteed care-over strategies of this with other content areas or future teachers that a child would encounter? Who’s to say there isn’t better research that I can’t access or won’t find? Isn’t this the case for all children that may come with a diagnosis or learning/reading disability?
This past week was a pretty good week for Hannah. We spent some time working on new vocabulary and gave her particular practice with the suffixes that are similar to the words their way assessment in order to familiarize Hannah with those suffixes she will see during assessment.
ReplyDeleteShe informed me that she was afraid from the videos in the story Skeleton Creek. Therefore, we read poetry instead. We also finished and revised her persuasive letter to her parents about getting a puppy. She used great vocabulary to get her point across. She also was a lot more open about different books she would be interested in reading. Where in the beginning and still now a little reluctant and hard to motivate to read and write, but has made progress with reading selection. In the beginning, she did not give me any topics of interest that she would want to read about and now she was at least able to give me a few of her interests that she would be willing to try reading about. As well as some story topics she has enjoyed in school.
Looking forward to seeing her progress in the final meeting!