https://padlet.com/lauren_miller4/RDG_500 2 Pre-Reading 2 During Reading 2 Post-Reading en-us 2017-12-10 18:52:12 UTC 2018-02-17 22:22:04 UTC hello@padlet.com lauren_miller4 https://padlet.com/lauren_miller4/RDG_500/wish/214837491 Teaching how to brainstorm comes easy to most students at the fourth grade level. However, it is still very important for the teacher to model the expectations. For example, if I have a book about oceans, I will model looking at the title and the details in the pictures. I will then state what I think I will learn in the book along with a reason. My reason will be from my prior knowledge of oceans. After modeling one example, I will ask for the class to turn and do the same with a partner. After one minute, I will ask for two or three volunteers to share their educated predictions with the book I am holding. Students will then have to do the same thing with their own guided reading books by themselves. 

I am able to assess the effectiveness of this strategy by listening to the partner conversation, listening to the volunteers, and by grading each student's individual response in their reading response notebook. When students are directed to respond with their guided reading book, I have them write their responses in their notebook. I am then able to collect them to assess whether or not they know how to explain their predictions with prior knowledge. ]]> 2017-12-10 18:57:25 UTC https://padlet.com/lauren_miller4/RDG_500/wish/214837491 lauren_miller4 https://padlet.com/lauren_miller4/RDG_500/wish/214839305 Before reading an article, a story, or a chapter from a book, I gather words they may be unfamiliar to most, but has to deal with the content. We have a group discussion about these words which includes their meanings. Students are given a handout of these unknown words, so they are able to reference them. In our discussions, I provide the word in a sentence. This sentence is always something that the students can relate to on a personal level. I then have them share their own sentences with a partner for about thirty seconds to one minute. I will take one or two volunteers to share their sentences and then I move on to the next word. My list of words will never be more than five because I am choosing words related to the content I am teaching. 

I am able to assess the effectiveness of this strategy by listening to the partner conversations. I will also generate a quick response question for the reading response notebooks that I am able to grade on an individual basis. This strategy helps me see who had prior knowledge of the words, and who just learned what they meant. ]]> 2017-12-10 19:10:50 UTC https://padlet.com/lauren_miller4/RDG_500/wish/214839305 lauren_miller4 https://padlet.com/lauren_miller4/RDG_500/wish/214841454 Text rendering refers is  a during reading activity that creates interaction between students and text. Creating a platform for students to quickly address connections, ideas, or questions while reading allows students to think deeper about the text at hand. When students think deeper, they are building their comprehension. This strategy is helpful for all students, especially my ELL and struggling students. My ELL and struggling readers tend to have a difficult time with the written responses that need to be in complete sentences. Text rendering allows them to write quick words or phrases to show understanding instead of full sentences. 

Text rendering will be taught through modeling. If I am wanting my students to make a self-to-text connection, I will model it with our read-aloud. As I read out loud to the class, I will stop at a place that I can make a connection with. I write my connection in a few words and place it in my book. I then model how I go back to all of my sticky notes and utilize them to write my answer to my reading response in full sentences. 

I am able to assess text rendering by having my students place their sticky notes in their reading response notebooks. It shows me that they engaged in their text and understood the goal for the day. The sticky notes help my students put their thoughts into complete sentences just like a writing organizer. ]]> 2017-12-10 19:26:00 UTC https://padlet.com/lauren_miller4/RDG_500/wish/214841454 lauren_miller4 https://padlet.com/lauren_miller4/RDG_500/wish/214842791 Do Now refers to a quick question or thought-provoking statement that the students are asked to respond to within a given time. This time is usually around five minutes. A Smartboard is made up prior to the lesson that includes a question that provokes my students to think about their own guided reading book deeper. The Do Nows help all of my students since I am able to grasp if they are making the correct connections. These are quick responses, but my ELL students tend to need assistance is making sure they are comprehending the questions correctly. 

I also model the Do Now for the entire class. Modeling helps my struggling readers and ELL students to put a visual aid to the words being asked. When modeling, I use our classes current read aloud book. When students do the Do Now, I have them use their guided reading book. I include partner discussions during my modeling time as well. 

I assess my students by having them answer their Do Now in their reading response notebook. I am able to look this concept over and see how they are doing towards that goal. I also can observe what they know when we do our class discussion. I will listen to what my partners are saying to each other.   ]]> 2017-12-10 19:35:05 UTC https://padlet.com/lauren_miller4/RDG_500/wish/214842791 lauren_miller4 https://padlet.com/lauren_miller4/RDG_500/wish/214844539 Accelerated Reader is a program that asks multiple choice comprehension questions about a book they have read. This strategy is very helpful to my students since they are able to see how they are comprehending a story as soon as they have completed the test. All students benefit from this program since students are taking comprehension tests on books at their current reading level.

This program is implemented in second grade, so by the time they get to fourth grade, they are very familiar with how to look up their books and take the tests. If I have a new student, I show them how to take the tests. We normally will do the first couple together, so they can familiarize themselves with the program.

I am able to pull up my student's Accelerated Reader reports. I do this twice a month so student know how they are progressing. If I see a student is not taking any or is not passing majority of their tests, I have them take the next couple of tests with me. They bring their book and find to find the answer in their book before submitting the answer. If they are still struggling, I will adjust their reading level accordingly.

Accelerated Reader: https://hosted23.renlearn.com/711559/ ]]> 2017-12-10 19:49:17 UTC https://padlet.com/lauren_miller4/RDG_500/wish/214844539 lauren_miller4 https://padlet.com/lauren_miller4/RDG_500/wish/214845413 Exit slips are used to help students reflect what they have just learned. These are helpful to my students because they are quick responses about what the theme of their book was. I do not make exit slips a daily task since writing responses in their reading response notebook happens everyday. I only assign exit slips once a group has completed their book. All students benefit from this task since I am able to see if a student understood the theme of the book quickly. I allow them to discuss in groups, so my ELL students benefit from the verbal discussions. I even allow my ELL students to draw a picture depending on how much English they know when entering my class. 

Students are explained what the exit slips are as they finish their book. I read the questions and model an example answer from a read aloud we have done. I instruct that they are allowed to work as a group to discuss possible themes. I also explain that they can have more than one answer, but they must be able to explain their answer. 

I am able to assess each groups exit slips quickly as they turn them in. As the entire group was suppose to discuss their answers, I tend to see correct responses in regards to the theme of their book. If I see the entire group has the theme incorrect, I will call them all over to discuss. This is where each member gets to explain their thought process. If it is still very off, I will assign the book again to the group. However, interventions will also be given prior to them reading their chapters. ]]> 2017-12-10 19:56:03 UTC https://padlet.com/lauren_miller4/RDG_500/wish/214845413