Shared Reading:

1.How does this activity engage students who are at different levels of literacy development?

            Ms. Perez engages her students singing the poem together that consist of sight words and high frequency words. As well the poem can relate to all students, “hotdogs”, what students doesn’t know about hotdogs or even like them.  Students are involved at all levels of this activity it engages students who have difficulty reading, students who can easily read along and figure our the grammar on their own.

2. During her explicit phonics lesson, how does Ms. Pérez support student problem solving skills?

 Ms. Perez supports students by having them pronounce the sounds and use rhyming words. She also gives them clues when they are pronouncing the word for support. As well she points out uppercase and lowercase letter. She also has them pronounce and focus on the sound “o” for “OCTopus”. She then adds different ending to letter “o” like, “ot”, “ock””op”.  Ms. Perez also helps her students by having a phonics wall in the classroom that they refer to.

3. Based on what you saw in the video, what are the different ways that shared reading can be used to promote literacy?

Shared reading can promote literacy in Ms.Perez classroom with her vowel word wall, her ending sounds, group-guided poems. All these aspects in the classroom help the students promote reading in different ways that are engaging. By doing this she is also helping students promote self skill and self confidence when reading.

Guided Reading:

1.     Why does she think it’s important for students to verbalize their strategies? What else do you notice about how she helps students build meaning in text?

It is important for students to verbalize their strategies so they can develop a profound vocabulary and become confident when they speak. By doing this student can develop confidence and self-skill by understanding themselves and other. She helps students build meaning in text by playing phonics and words games, small groups and one on one with the teacher.

Differentiated Instruction:

1.     How does Ms.Perez organize her classroom to support a wide range of learners?

Ms.Perez organizes her classroom to a wide range of learned by having different reading and writing centers. She has word games, matching sounds, grouped reading, individual reading, small groups and one and one with her. Each child can have an equal opportunity in the classroom with all these centers she provides.

2.     How are reading and writing connected in classroom in activities?

The connection is made when a child is able to write what they are feeling and thinking based on what they read.

Assessment

1.     How does Ms. Perez use ongoing individual assessment to guide her instruction? How can the class profile be used to help group students and differentiate instructions?

Ms. Perez uses ongoing individual assessment by graphing students at their reading level. She does this four times within the school year. The goal is to have each student at a first grade reading level by June. During the assessment she can see if she has to improve her lesson and see how she can help and assist each student where they need trouble in. As well she can group students by their level.

2.     How can ongoing assessment be integrated into your own classroom practice?

Ongoing assessment can be use in my own classroom by keeping a keeping a graph like Ms. Perez I really did like her technique because its accurate and an easy way to keep up with each child. You can do this for different subjects in the classroom. Assessment is important because you can see how you can shape and modify your lesson if the students do not understand you.

Critique on Sample Lesson

Once reading and visualizing the lesson plan I can say it is a well thought out interactive lesson. It involves reading, writing, speaking & listening and language.  The students will have to read a book based on the Berenstain Bears, write a poem as a class and then turn it into a performance to present.

This lesson aims to get the students thinking creatively, focus and understand the text in order to develop the poem as a group. As well it made the reading insightful because they had to think while reading.  After reading the story she showed the class her poem and ask them questions on what they thought about it and words that were used. At this point I will change one thing and that is writing the poem in front of the students so they can see how it is done and explain as I go. I do understand why she didn’t because she wanted to see the questions the students will ask and what they gathered from the poem. However my opinion is to do it vise versa.

In the second session she reviewed a concept of Found Poetry and ask students questions if they knew of any other poems. In this session students were able to read another book and record words and phrases in groups. By doing this students were communicating and sharing ideas with one another. Eventually creating a class poem together. To change up the lesson I would have had three different groups create a poem and a performance. This would have shown a better outcome of how each group grasp the concept of Found Poetry, as well show how creative can each group can get.

Session three was based on reflection, getting ready for the presentation, focusing on oral presentation and to practice. This is great because it gives students a chance to express their feelings about the performance, adjust last minute changes to any work and as well make their performance great by practicing. She also provided a rubric that students can later use to reflect.

Session four was presentation to family and friends. Students knew what to do and showed how they worked together as a team to others. I like that she gave them the rubric at the end to share their thoughts and reflection. Especially when after a performance happens you can see if it turned out to be the way you planned it to be or what changes could have been done.

Overall I think this is a good lesson and any teacher can use it in different ways to adjust the students in their classroom. As mention it also brings together the ELA instruction in the classroom.

Task 2: "Practices in the Classroom" Reflection

 I really enjoyed watching Ms. Owens teach her students beginning reading and writing. It reminds me of the similar teaching scenarios I’m currently using in my Pre-K classroom. From what I recall back to kindergarten and 1^st grade guided reading, shared reading, read aloud and independent reading were taught to me. Even when I began teaching I use similar aspects to teach and it came from my childhood.

I believe Ms. Owens was very positive to her students and showed a lot of positive reinforcement when they will say an answer. She showed them to speak with courage and not under estimate their answer. I like the fact that from day one she had the same routine with the students and a goal so they can eventually become independent to read, write and express their own feelings on paper.

When it came to her ELL students, I love that she took out time in her lesson and day to put them in a small group and work with them. Many times teachers will not find time to do this or say they will learn from other students. This is totally incorrect and a disadvantage to ELL students. I currently have a group of 5 ELL students only speaking Spanish no English. Every day I put them in groups to go over work and to make sure they understand. I even took out time to label everything in the room in English and Spanish.

I totally agree with the Read aloud technique Ms. Owens does, asking question before you read a book allows the students to think and get their thoughts racing. I also notice it keeps the students intrigued and focus on the book. Every aspect that Ms. Owens used in this video are techniques I have used in the classroom and will continue to expand on.

Task 1: Understanding ELA Instruction

ELA instruction has four components: Reading, Writing, Speaking & Listening, and Language. Each component works on its “own” but together at the same time. You cannot leave one behind in order to build on each component. All components eventually get you college ready.

Reading: In order for students to understand what they are reading they have to understand the text of what is being asked for them to read. They have to make fuller use of the text and connect it to real life. Eventually their reading will lead to college readiness.

Writing: When writing there are many goals to reach. For student this can be tricky but as standard 9 stresses, “ It is important that the writing-reading connection requires students to draw upon and write about evidence from literary and informational texts. Meaning students should be able to understand what is being read and write it out. Other important writing aspects include argument, informative, and narrative. It takes skills and research to do this at times where technology will come into place.

Speaking & Listening: Required students to develop a range of oral communication and interpersonal skills. This will encourage and help students working together and leading them to express their ideas in various ways. Many of these communication outlets are used through technology, oral conversation and media.

Language: Students need to learn the “rules” of language on how its spoken and written. This focuses on understanding words, phrases and the relationship that brings it all together.