Kayleigh Scannell
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 5 Chapter 7
“Prior to instruction, the diagnostic teacher decides on certain task conditions that will enhance learning for a particular student.”
This is a strategy that I started to use in the middle of my student teaching because I became more and more comfortable with planning. I realized that the more I planned for each of my special education students the better prepared I would be for them. The same goes for assessing a test, if one was to think out and plan certain tasks for certain students then the comfort rate may increase and also it may increase learning and productivity.
“After the baseline data have been established, the teacher designs a diagnosis lesson based on her hypotheses about the student’s reading.”
This approach establishes the conditions of learning and where to begin based on the instructional lesson. It helps the diagnostic teacher select which technique would work best with the student. By using the baseline from the students reading performance the teacher has a better understanding of where to focus and concentrate towards. The teacher may make modifications that are based on the students needs during the instruction. This good part is that by doing all the tests the teacher will be able to assess the student on the spot and focus the instruction towards him or her one- on-one.
“The diagnostic teacher assesses reading and changes as a result of instruction by selecting a reading passage that is moderately difficult”
The idea it to find a passage that is moderately difficult because it will provide the best assessment. If the story is too easy then you need to do another one until it becomes moderately difficult. If the story is too hard then the student will be frustrated from the beginning and another story will have to be selected. Overall the best passage to select is a moderately difficult because it will provide the most accurate assessment.
“Next she instructed the lesson using the reciprocal teaching, returning to concepts missed during the first section of the text to model the process and to clear up misconceptions about the story”
This is a great idea because students learn best from their own personal mistakes. When the diagnostic teacher goes back and models the process it will provide a demonstration of how to go back and check to make sure you understand. Also it is a strategy that will help the student with self-corrections. I used to always go over worksheet or questions that I had my students complete but I would also ask the students how they found the answer in addition to the correct one.
“By teaching the lesson using selected materials and techniques, the diagnostic teacher assess the student’s learning as she teaches and evaluates reading growth as the result of her instruction”
The purpose of using selected materials and techniques during the diagnostic lesson is to record and track the changes and or improvements of the student and also monitor progress while instructing. I think that it is very important to assess the student as much as possible by watching behaviors and observing. During instructional time is a great time to watch and see the student’s body language. It is crucial to know if you have the student with you or not and how to adjust and or make changes to redirect him.
Wednesday, February 25, 2009
Wednesday, February 11, 2009
Learning Log Chapter 4
Kayleigh Scannell
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 4 Chapters 4
“Effective diagnostic teaching results in a balance of contextual reading with strategy and skill instruction”
When I was student teaching my seventh grade remedial English class I did make use of both techniques however; I noticed that I focused more on the strategy and skill instruction. Because according to Walker, “strategy and skill instruction provides minilessons” in a particular area of skill. Based on the students, some ADD and ADHD, I would find myself practicing strategies and skill a lot with in minilessons. I would rarely spend that whole class on one full story. Instead I would focus on passages to show my point and practice that.
“Effective diagnosis teaching is supported by a balance between text selected by the student and text selected by the teacher”
I like this idea a lot. I think that it will help the students more because they will have a connection to the text they or their classmates select. I also think that having a balance between texts such as the style it is written in helps the students become better overall readers. For example the language in a textbook differs from a pleasure reading book. The different types of writing styles I think will be beneficial to the students in literacy.
“This supportive beginning allows students to read text beyond their instructional reading level; therefore, the teacher assesses performance after instruction, waiting at least 20 minutes before asking the student to read part of the selection for an assessment.”
At this point, the students shall be able to read the story at the independent level because the teacher and student together read it prior. When the story was read prior the students level was at instructional, hence the need for teacher guidance. This approach helps the students become better readers because they have direct instruction which allows the students to learn according to their individual needs and not the needs of the entire class. Any questions or misunderstandings will be caught during the direct instruction and will be re-taught or clarified for a better understanding.
“Constructing a graph or self-assessment rubric of strategy use provides an avenue for the students and teachers to discuss the strategies that students are using and how the strategies or skills will enhance active reading.”
I really love the idea of constructing a chart or graph because it can show the progress of the students and their improvements during the year. It also is great because it makes the students focus on specific strategies and skills and they can write their understanding of them. This is also another way of assessment, self-assessment. It is good to have the students be able to assess themselves because they will gain a better knowledge of their strengths and weaknesses. After identifying the weaknesses then the direction and focus is catered toward those weaker areas. It is also good because the students can continue to use these methods and practice these skills during other subjects of instruction.
“Writers envision what they want to say, and as they write, they revise the content by checking ideas to see whether they are making sense.”
Writing is a process and I remember teaching my seventh graders how to think when writing. I told them to write directly what you want to say and then go back and make and changes necessary such as spelling, punctuation, and capitalization. However, when I showed them how to write on the board it came easily to me because I knew the proper techniques, so I improvised. I wrote a response to a story we read and began to write it on the chalkboard; however it was not successful because the students were not listening to what I was trying to write about but instead correcting my mistakes. One way it was good because they practiced these skill but I could use another method. Any ideas?
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 4 Chapters 4
“Effective diagnostic teaching results in a balance of contextual reading with strategy and skill instruction”
When I was student teaching my seventh grade remedial English class I did make use of both techniques however; I noticed that I focused more on the strategy and skill instruction. Because according to Walker, “strategy and skill instruction provides minilessons” in a particular area of skill. Based on the students, some ADD and ADHD, I would find myself practicing strategies and skill a lot with in minilessons. I would rarely spend that whole class on one full story. Instead I would focus on passages to show my point and practice that.
“Effective diagnosis teaching is supported by a balance between text selected by the student and text selected by the teacher”
I like this idea a lot. I think that it will help the students more because they will have a connection to the text they or their classmates select. I also think that having a balance between texts such as the style it is written in helps the students become better overall readers. For example the language in a textbook differs from a pleasure reading book. The different types of writing styles I think will be beneficial to the students in literacy.
“This supportive beginning allows students to read text beyond their instructional reading level; therefore, the teacher assesses performance after instruction, waiting at least 20 minutes before asking the student to read part of the selection for an assessment.”
At this point, the students shall be able to read the story at the independent level because the teacher and student together read it prior. When the story was read prior the students level was at instructional, hence the need for teacher guidance. This approach helps the students become better readers because they have direct instruction which allows the students to learn according to their individual needs and not the needs of the entire class. Any questions or misunderstandings will be caught during the direct instruction and will be re-taught or clarified for a better understanding.
“Constructing a graph or self-assessment rubric of strategy use provides an avenue for the students and teachers to discuss the strategies that students are using and how the strategies or skills will enhance active reading.”
I really love the idea of constructing a chart or graph because it can show the progress of the students and their improvements during the year. It also is great because it makes the students focus on specific strategies and skills and they can write their understanding of them. This is also another way of assessment, self-assessment. It is good to have the students be able to assess themselves because they will gain a better knowledge of their strengths and weaknesses. After identifying the weaknesses then the direction and focus is catered toward those weaker areas. It is also good because the students can continue to use these methods and practice these skills during other subjects of instruction.
“Writers envision what they want to say, and as they write, they revise the content by checking ideas to see whether they are making sense.”
Writing is a process and I remember teaching my seventh graders how to think when writing. I told them to write directly what you want to say and then go back and make and changes necessary such as spelling, punctuation, and capitalization. However, when I showed them how to write on the board it came easily to me because I knew the proper techniques, so I improvised. I wrote a response to a story we read and began to write it on the chalkboard; however it was not successful because the students were not listening to what I was trying to write about but instead correcting my mistakes. One way it was good because they practiced these skill but I could use another method. Any ideas?
Tuesday, February 3, 2009
Chapters 5&6
Kayleigh Scannell
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 3 Chapters 5 and 6
“The student’s frustration reading level provides an estimate of the level at which the reader is not fluent and has little recall of textual information.”
During my student teaching as a CT teacher, I was able to observe a reading assessment given by the special education teacher. Here is where she had the students do multiple reading tasks one of which was to find the frustration reading level. She later explained that when this level is found during the student testing, that specific section of the test ends. The frustration level is the level of where the student is most challenged when reading.
“Most informal reading inventories include a word identification assessment, which includes lists of words representing frequent words at a particular grade level.”
For one of my undergraduate classes at Niagara, I was to give part of the Woodcock Johnson Assessment. This assessment was focused on special education students however, I remember that word identification was a big section. It had words that were appropriate for different grade levels. The students were to repeat the word for pronunciation, testing phonemic awareness. I agree that informal and some formal assessments focus on the word identification strategy.
“The diagnostic teacher has the students orally retell the story or has the student write a story summary”.
I used this approach many times. For instance when I was teaching my remedial English class of seventh graders it took too long to have the students write a summary so I would ask the students questions which ultimately had the students summarize the story as a class. The students liked this because they could share with one another their findings.
I also used this method with my ninth graders but I had them write a summary of an article that was history related.
“In a self-report, students are asked which strategies they use and how often they use these strategies to understand and remember information’
I love this idea because it gives awareness and ownership to the students. My first teaching placement used this method to try to get a feel for the students at the beginning of the year and to see where the student thought they were. It was interesting to see how honest the students were about their own abilities to read and practices they used. My teacher told me that she ends the year with the same survey and the students can see how they progressed over the school year. It is an interesting technique they I will steal for my classroom one day.
“To cross-check oral reading behavior with comprehension, the oral reading is followed by an oral retelling. Then he asks the comprehension questions he constructed”
Read-alouds are beneficial to the students in many ways spelling, fluency, and phonemics however; it does not mean the child understands what they are reading. I had a student with just this problem, he could read well but he did not understand a lot of what he read. One way I helped was by asking questions during the read-aloud for the entire class to answer. I did not single him out in front of the other students by asking him what he just read. I made it a volunteer bases.
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 3 Chapters 5 and 6
“The student’s frustration reading level provides an estimate of the level at which the reader is not fluent and has little recall of textual information.”
During my student teaching as a CT teacher, I was able to observe a reading assessment given by the special education teacher. Here is where she had the students do multiple reading tasks one of which was to find the frustration reading level. She later explained that when this level is found during the student testing, that specific section of the test ends. The frustration level is the level of where the student is most challenged when reading.
“Most informal reading inventories include a word identification assessment, which includes lists of words representing frequent words at a particular grade level.”
For one of my undergraduate classes at Niagara, I was to give part of the Woodcock Johnson Assessment. This assessment was focused on special education students however, I remember that word identification was a big section. It had words that were appropriate for different grade levels. The students were to repeat the word for pronunciation, testing phonemic awareness. I agree that informal and some formal assessments focus on the word identification strategy.
“The diagnostic teacher has the students orally retell the story or has the student write a story summary”.
I used this approach many times. For instance when I was teaching my remedial English class of seventh graders it took too long to have the students write a summary so I would ask the students questions which ultimately had the students summarize the story as a class. The students liked this because they could share with one another their findings.
I also used this method with my ninth graders but I had them write a summary of an article that was history related.
“In a self-report, students are asked which strategies they use and how often they use these strategies to understand and remember information’
I love this idea because it gives awareness and ownership to the students. My first teaching placement used this method to try to get a feel for the students at the beginning of the year and to see where the student thought they were. It was interesting to see how honest the students were about their own abilities to read and practices they used. My teacher told me that she ends the year with the same survey and the students can see how they progressed over the school year. It is an interesting technique they I will steal for my classroom one day.
“To cross-check oral reading behavior with comprehension, the oral reading is followed by an oral retelling. Then he asks the comprehension questions he constructed”
Read-alouds are beneficial to the students in many ways spelling, fluency, and phonemics however; it does not mean the child understands what they are reading. I had a student with just this problem, he could read well but he did not understand a lot of what he read. One way I helped was by asking questions during the read-aloud for the entire class to answer. I did not single him out in front of the other students by asking him what he just read. I made it a volunteer bases.
Chapters 5&6
Kayleigh Scannell
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 3 Chapters 5 and 6
“The student’s frustration reading level provides an estimate of the level at which the reader is not fluent and has little recall of textual information.”
During my student teaching as a CT teacher, I was able to observe a reading assessment given by the special education teacher. Here is where she had the students do multiple reading tasks one of which was to find the frustration reading level. She later explained that when this level is found during the student testing, that specific section of the test ends. The frustration level is the level of where the student is most challenged when reading.
“Most informal reading inventories include a word identification assessment, which includes lists of words representing frequent words at a particular grade level.”
For one of my undergraduate classes at Niagara, I was to give part of the Woodcock Johnson Assessment. This assessment was focused on special education students however, I remember that word identification was a big section. It had words that were appropriate for different grade levels. The students were to repeat the word for pronunciation, testing phonemic awareness. I agree that informal and some formal assessments focus on the word identification strategy.
“The diagnostic teacher has the students orally retell the story or has the student write a story summary”.
I used this approach many times. For instance when I was teaching my remedial English class of seventh graders it took too long to have the students write a summary so I would ask the students questions which ultimately had the students summarize the story as a class. The students liked this because they could share with one another their findings.
I also used this method with my ninth graders but I had them write a summary of an article that was history related.
“In a self-report, students are asked which strategies they use and how often they use these strategies to understand and remember information’
I love this idea because it gives awareness and ownership to the students. My first teaching placement used this method to try to get a feel for the students at the beginning of the year and to see where the student thought they were. It was interesting to see how honest the students were about their own abilities to read and practices they used. My teacher told me that she ends the year with the same survey and the students can see how they progressed over the school year. It is an interesting technique they I will steal for my classroom one day.
“To cross-check oral reading behavior with comprehension, the oral reading is followed by an oral retelling. Then he asks the comprehension questions he constructed”
Read-alouds are beneficial to the students in many ways spelling, fluency, and phonemics however; it does not mean the child understands what they are reading. I had a student with just this problem, he could read well but he did not understand a lot of what he read. One way I helped was by asking questions during the read-aloud for the entire class to answer. I did not single him out in front of the other students by asking him what he just read. I made it a volunteer bases.
EDU572
Professor Warham
Readings from Diagnostic Teaching of Reading, by Barbra J. Walker
Learning Log # 3 Chapters 5 and 6
“The student’s frustration reading level provides an estimate of the level at which the reader is not fluent and has little recall of textual information.”
During my student teaching as a CT teacher, I was able to observe a reading assessment given by the special education teacher. Here is where she had the students do multiple reading tasks one of which was to find the frustration reading level. She later explained that when this level is found during the student testing, that specific section of the test ends. The frustration level is the level of where the student is most challenged when reading.
“Most informal reading inventories include a word identification assessment, which includes lists of words representing frequent words at a particular grade level.”
For one of my undergraduate classes at Niagara, I was to give part of the Woodcock Johnson Assessment. This assessment was focused on special education students however, I remember that word identification was a big section. It had words that were appropriate for different grade levels. The students were to repeat the word for pronunciation, testing phonemic awareness. I agree that informal and some formal assessments focus on the word identification strategy.
“The diagnostic teacher has the students orally retell the story or has the student write a story summary”.
I used this approach many times. For instance when I was teaching my remedial English class of seventh graders it took too long to have the students write a summary so I would ask the students questions which ultimately had the students summarize the story as a class. The students liked this because they could share with one another their findings.
I also used this method with my ninth graders but I had them write a summary of an article that was history related.
“In a self-report, students are asked which strategies they use and how often they use these strategies to understand and remember information’
I love this idea because it gives awareness and ownership to the students. My first teaching placement used this method to try to get a feel for the students at the beginning of the year and to see where the student thought they were. It was interesting to see how honest the students were about their own abilities to read and practices they used. My teacher told me that she ends the year with the same survey and the students can see how they progressed over the school year. It is an interesting technique they I will steal for my classroom one day.
“To cross-check oral reading behavior with comprehension, the oral reading is followed by an oral retelling. Then he asks the comprehension questions he constructed”
Read-alouds are beneficial to the students in many ways spelling, fluency, and phonemics however; it does not mean the child understands what they are reading. I had a student with just this problem, he could read well but he did not understand a lot of what he read. One way I helped was by asking questions during the read-aloud for the entire class to answer. I did not single him out in front of the other students by asking him what he just read. I made it a volunteer bases.
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