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Module 3

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Module 3

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Module 4

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Module 4

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The Fluency activity required us to read a poem and practice echoing and choral reading. This activity allowed us to practice repeating with students. The echo reading was easy but wasn't very fluent because students had to go back and repeat what we had just read. I found this method to be less engaging than the choral reading we did after. For the choral reading, we had students take on different lines of the poem. It was very similar to a popcorn reading and is more engaging when using stories with different characters.

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For the comprehension practice we used the questioning and "I wonder" strategy for our reading. Our plan included marking where in the book we planned to demonstrate wondering and asking questions. We also planned and marked where we would ask the students to wonder and ask questions. It took us several tries to find a rhythm. It was difficult to ask questions from the reading that were simple enough for students to resonate with and ask their own questions based off the demonstration. It was also difficult to maintain reading fluency during that time. Overall, I did Like the strategy, however, it will take more practice for me to be comfortable with it.

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In the interactive reading we put together a Good Morning message as a class. While Maggie did most of the work putting together the sentence, she asked us to spell "day" in today, and she asked what we put at the end of an exciting sentence. This was a very engaging strategy that makes students feel like they're included in the important work while teaching them about print concepts.

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Module 6

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Module 6

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Module 5

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EDCI 325 You Try It Shared Reading Lesson Plan

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Module 5

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EDCI 325 You Try It Read Aloud Lesson Plan

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After taking a look at the writing samples of students, and discussing with m y learning team we had a few key takeaways. We first noticed that through all the samples students understood that writing had meaning. Whether they were using scribble writing or string of letters, they knew that to communicate they could put what they were saying or thinking on paper and it would be understood. When students branched into unconventional text, you can see that separate from scribble writing they’re starting to grasp that letters are separate from one another even if they cannot differentiate any letters. In the example of unconventional text from the reading, all that the student had written down were “w”’s which was at the student’s level of understanding. This understanding comes from experience for students. They see those around them writing in separate symbols, and mimic what they see those around them doing. Students then move from unconventional text to string of letters where they understand what the alphabet is but do not grasp what the letters represent. The letters are then placed in whatever order the child feels as their form of communication. It’s interesting to see the order that students choose, and makes me wonder why they think that order works, or why another wouldn’t. it also makes me wonder if they tried to “sound it out” like many teachers show students how to do. Sounding it out shows that they understanding their communication can be written down. With picturing writing, students draw out a photo of what they are talking about. By allowing them to choose what they draw about and eventually write about, your giving students ownership like we learned from Camborne. That ownership makes them want to practice, and learn because they are passionate and engaged with what they’re doing. The next step is to have them write out a key word or two from their story. To teach them how meaning is then written down. Finally, you’ll have them write a sentence which allows them to practice their print concepts they see in shared readings. It combines their word choice, composition, and print concepts.

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Module 8

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EDCI 325 Module 8 You Try It Assessing Writing Working Guide

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Module 8

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Module 9

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Module 9

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EDCI 325 Module 9 You Try It Expectations fillable form Working Guide

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Module 10

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Module 11

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Module 11

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EDCI 325 You Try It WW Revision and Skill Lessons

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Module 13

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EDCI 325 Module 13 Reading workshop Lesson Plan

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Module 13

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EDCI 325 Module 13 RW Comprehension Mini Lessons Fillable

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Module 13

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EDCI 325 Module 13 RW Word Solving Mini Lessons Fillable