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Relating Everything to my Personal Practice

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Relating Everything to my Personal Practice

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Despite the frustration I get with some students, it's important to NEVER GIVE UP!

I need to differentiate for all learners.  I admit I don't do this enough, and it's something I have to work on.

I need to ensure that all of my instruction (including small group and individual) has a clear purpose.  Students need to see that purpose as well.

Oral language is SO important in the lower grades. I want to be sure that my students are given enough opportunities to talk and have meaningful conversations with peers.

My classroom itself has to be an optimum place for literacy learning.  I want literacy to flow through the air!

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Should not take place of learning in the classroom

Must be organized and coherent

Supplemental to good classroom instruction

Smaller group leads to better results

Different levels of intervention may be needed (small group/individual)

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Physical environment set up for literacy learning

Effective classroom management

Assessments to inform instruction

Rich contexts for active learning

Teach to Cultural and Linguistic Histories

Build students' identities

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"An elementary education curriculum must comprise an articulated, cohesive system of language and literacy experiences." 

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"An elementary education curriculum must comprise an articulated, cohesive system of language and literacy experiences." 

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Fountas & Pinnell, 2009

It makes sense that everything must be cohesive. It's hard to do this sometimes when there are demands for data, etc. I definitely have to work on supporting students with a cohesive curriculum .

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"In all this, we should not forget the true goal of schooling, which is to support learning that will lead to a higher quality of life for our citizens."  

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"In all this, we should not forget the true goal of schooling, which is to support learning that will lead to a higher quality of life for our citizens."  

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Fountas & Pinnell, 2009

It's easy to lose sight of our purpose. We want to raise awesome citizens who find value and enjoyment in literacy.

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"If we know how to ensure that students will learn to read in the early grades, we have an ethical and perhaps legal responsibility to see that they do so."

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"If we know how to ensure that students will learn to read in the early grades, we have an ethical and perhaps legal responsibility to see that they do so."

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Fountas & Pinnell, 2009

It is our ethical, legal, and professional responsibility to ensure our students succeed. I've been feeling
incompetent in finding ways to help my struggling readers. It's exciting that I'm learning strategies and best practices in helping these kids.

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"We stress the value of prevention in the form of excellent classroom teaching.  Good classroom teachers do make a difference." 

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"We stress the value of prevention in the form of excellent classroom teaching.  Good classroom teachers do make a difference." 

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Fountas & Pinnell, 2009

We make a difference! Despite how crazy we may feel some days, everything we do pays off and matters in our students' lives. :)

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"90-95% of children with reading problems can overcome their difficulties if they receive appropriate treatment at an early age." 

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"90-95% of children with reading problems can overcome their difficulties if they receive appropriate treatment at an early age." 

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Fountas & Pinnell, 2009

Such an eye-opening statistic! It makes me wonder why my school focuses on intervention in the upper grades rather than lower grades. It makes better sense to put that effort towards the younger students.

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"Providing every student with the same thing as every other student isn't fair; providing each student with what he or she needs is fair."

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"Providing every student with the same thing as every other student isn't fair; providing each student with what he or she needs is fair."

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Fisher & Frey, 2010

It's impossible to effectively teach all students in only one way.  I need to be sure to get to know each student and differentiate for all of the different learners with a classroom.

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Time on tasks/tests

Size

Accessing information

Displaying Learning

Levels of support

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Should Include

Feedback

Peer interaction

Explicit instruction

Skill application

Parent communication

Looks Like

Small group instruction

Differentiated to students' needs