Biomes Of the World
Terrestrial Maurine Freshwater
Temperate Forest
Tropical Forest
Boreal Forest
Hot & Dry Desert
Costal Desert
Cold Desert
Savanna
Alpine Tundra
Arctic Tundra Ocean
Coral Reefs
Estuaries Ponds & Lakes
Streams & Rivers
Wetlands
Wednesday, December 1, 2010
Plant Growth Project's Conclusion & Cost
Conclusion
We found that in order for seeds to germinate and grow successfully through a plant cycle, it is critical for them to be in stable, environmentally friendly conditions were there is enough food, water, and sunlight.
Project Summary
Difficulty 4
Time Required 6 Weeks
Material Availability Easily Acquired
Cost $20-40
Safety Minor injury possible. Adult supervision recommended during lab.
We found that in order for seeds to germinate and grow successfully through a plant cycle, it is critical for them to be in stable, environmentally friendly conditions were there is enough food, water, and sunlight.
Project Summary
Difficulty 4
Time Required 6 Weeks
Material Availability Easily Acquired
Cost $20-40
Safety Minor injury possible. Adult supervision recommended during lab.
Plant Growth Project Variables
Control- Project will be conducted in a 4th grade classroom setting, and facilitated weekly by the Researcher of the Science Project, and Project Monitor. Control group participants will do a Read-Aloud of One Bean written by Anne Rockwell, and Illustrated by Megan Halsey. Students will use the Science Lab at the facility to pot their own seedling, and create a chart to mark bi-weekly changes.
Independent Variable- Researcher will conduct similar experiment in a home environment of Ivy sprouts planted in Soil, Sand, Pond Water, and Gravel. Researcher Wondering: Will the plants germinate or sprout differently under incandescent lights which give off heat; and, will the environment yield varying results since under controlled and consistent conditions.
Dependent Variable- Researcher will have school project conducted under the guidance of a Facilitator, in a classroom setting where there are fluorescent lights that are cooler than incandescent lights. In this environment, Researcher noticed that the construction work being done in and around the building might affect the outcome of the experiment. Conditions of the classroom varied from very cool to dry heat.
Independent Variable- Researcher will conduct similar experiment in a home environment of Ivy sprouts planted in Soil, Sand, Pond Water, and Gravel. Researcher Wondering: Will the plants germinate or sprout differently under incandescent lights which give off heat; and, will the environment yield varying results since under controlled and consistent conditions.
Dependent Variable- Researcher will have school project conducted under the guidance of a Facilitator, in a classroom setting where there are fluorescent lights that are cooler than incandescent lights. In this environment, Researcher noticed that the construction work being done in and around the building might affect the outcome of the experiment. Conditions of the classroom varied from very cool to dry heat.
Plant Growth Hypothesis, Problem, & Materials
Hypothesis
Can a plant germinate in different biomes, climates, or conditions?
Problem
During the experiment, the control group found that there has to be consistency in any environment in order for a plant to germinate and take root, or, it will die.
Materials
Journal
Plastic Cups
1 liter bottle of water
Scissors
Ruler
Bag of River Rock/Gravel
Bag of potting soil/sand
1 liter of pond water
Packets of seeds, beans, yellow corn, peas, ect…
Measuring cup (1-cup)
Zip lock storage bags
Permanent marker
Story: One Bean by Anne Rockwell
Can a plant germinate in different biomes, climates, or conditions?
Problem
During the experiment, the control group found that there has to be consistency in any environment in order for a plant to germinate and take root, or, it will die.
Materials
Journal
Plastic Cups
1 liter bottle of water
Scissors
Ruler
Bag of River Rock/Gravel
Bag of potting soil/sand
1 liter of pond water
Packets of seeds, beans, yellow corn, peas, ect…
Measuring cup (1-cup)
Zip lock storage bags
Permanent marker
Story: One Bean by Anne Rockwell
Dallas ISD 7th Grader's Final Report for Plant Growth
Abstract
Have you ever wondered why certain plants grow in one area, but not in others? This could probably be influenced by the climate, temperature, and availability of water. Fluctuation in temperature and lack of water tend to go hand in hand along with the availability of sun and altitude. In this science project, you will learn about four different biomes, soil, sand, gravel, and pond water; and how climate conditions can affect plant growth.
Objective
This project seeks to investigate the effects of different biomes on plant growth.
Introduction
Let’s take a look at the meaning of biome: a biome is the habitat in which the organism lives. Its climate and region dictates how it germinates based on temperature, availability of water, food, and sunlight. Based upon were a plant grows, the vegetation changes from the south or north. Example, here are a few places where botanist have studied varying biomes of plant life:
1. Rain forest
2. Temperate forest
3. Taiga (boreal forest); and
4. Tundra
In looking at the vegetation world map, we have found that the Desert is the largest biome, and is not good for plant growth. This is probably why the seeds planted in gravel of this science fair project did not succeed. In relation to soil growth, it can be the most productive, or the least. Where nutrients are plenty, plant cycle is strong; but, where it is week, such as a home setting, fertility declines.
For more information regarding this, and other classroom projects on plant growth, please visit www.pbskids.org/zoom/activities/sci/biomeinabaggie.html
Credits
Hort & Crop Science Home
Michelle Maranowski, PhD, Science Buddies
Have you ever wondered why certain plants grow in one area, but not in others? This could probably be influenced by the climate, temperature, and availability of water. Fluctuation in temperature and lack of water tend to go hand in hand along with the availability of sun and altitude. In this science project, you will learn about four different biomes, soil, sand, gravel, and pond water; and how climate conditions can affect plant growth.
Objective
This project seeks to investigate the effects of different biomes on plant growth.
Introduction
Let’s take a look at the meaning of biome: a biome is the habitat in which the organism lives. Its climate and region dictates how it germinates based on temperature, availability of water, food, and sunlight. Based upon were a plant grows, the vegetation changes from the south or north. Example, here are a few places where botanist have studied varying biomes of plant life:
1. Rain forest
2. Temperate forest
3. Taiga (boreal forest); and
4. Tundra
In looking at the vegetation world map, we have found that the Desert is the largest biome, and is not good for plant growth. This is probably why the seeds planted in gravel of this science fair project did not succeed. In relation to soil growth, it can be the most productive, or the least. Where nutrients are plenty, plant cycle is strong; but, where it is week, such as a home setting, fertility declines.
For more information regarding this, and other classroom projects on plant growth, please visit www.pbskids.org/zoom/activities/sci/biomeinabaggie.html
Credits
Hort & Crop Science Home
Michelle Maranowski, PhD, Science Buddies
Tuesday, September 14, 2010
Sanders Enterprises hosts 20% V.I.P. Savings Pass For Educators!
Sanders Enterprises wants your business! Wouldn't it be nice if all our favorite places to shop offered us back a percentage of what we spent upon leaving the store just as a way of saying, " Thanks for shopping with us today! Here's a check for 20% of what you've spent." Thanks to local upscale retail store, Macy's, in S.E. Texas, Educators and other consumers can enjoy the value of saving a dollar and making it stretch. Shoppers who have obtained the coveted shopping pass will enjoy 20% extra savings on designer items that almost NEVER go on sale. This crafty sales attraction has spurred Sanders Enterprises the opportunity of having consumers gain the benefit of recycling dollars, and putting the savings where it belongs...back in the customer's pockets. This Independent Business Owner wants you to remember one thing if nothing else...Why shop for savings temporaily when you can do it for yourself and from yourself year-round? Become and Member or IBO and SAVE SAVE SAVE at http://www.amwayglobal.com/TessSanders IBO #5423585.
Tuesday, August 17, 2010
30% Educator Discount!
Experience the value of saving a dollar and making it stretch. Take advantage of discounts up to 30% for your home, family, office, and classroom. Register by Aug. 30, 2010, contact me, and I will give you about 30% off of your entire purchase until December 2011. Shop name brand goods and services such as Best Buy, Office Depot, Sears, Franklin Covey, PetCo, Budget Rental Car, Choice Hotels, and much more.
To register online, you must use your school's name where you are currently employed as a full-time educator. Register at www.quixtar.com, IBO number 5423585. You may also register for membership at www.tsanders14.qhealthbeauty.com or www.tsanders14.qbeautyzone.com.
To register online, you must use your school's name where you are currently employed as a full-time educator. Register at www.quixtar.com, IBO number 5423585. You may also register for membership at www.tsanders14.qhealthbeauty.com or www.tsanders14.qbeautyzone.com.
Wednesday, July 7, 2010
Reflection July 8, 2010-Professionally Teaching
As educators, we have an obligation to teach the whole child without prejudice. We must be diversified, protect integrity, create equilibrium, and most importantly, teach with professionalism. In this article, Teaching Ethics: The Role of the Classroom Teacher, it simply says it best, " Children's character, or moral development, is an important and contoversial topic for for character development." The article goes on to state that schools face an important challenge in doing their part in preparing children to be responsible, productive adults. In short, Teachers are in a key position to directly influence students.
Friday, June 4, 2010
June 1, 2010 Reflection
Reflection 7 & 8
Trying to shift through this week’s reading for Chapter’s 7 and 8 of the text was like trying to shift concrete into powder. There was no “order” to this chaos. Margaret Wheatley, author of Leadership and the New Science, appears to be referencing practices of Scientology, to bring some type of systematic organization to support the publishing of her book. Her attempt at injecting the belief of Scientology prompted me to delve into Christian author, C. S. Lewis, who was a skillful apologist. He was gifted in confronting and proving wrong philosophies that contradict scripture. Wheatley states in Chapter 7, page 117 of Leadership and the New Science, that “chaos has always partnered with order-a concept that contradicts our common definition of chaos…Chaos is the last state before a system plunges into random behavior where no order exists.” In reading, “The Invasion” in the book Mere Christianity Lewis opposes simple religion and proves that Christianity is the true religion. It is one that brings “order” to an “unorganized” world, such as the one referenced in our class text. I will summarize “The Invasion” and give a response to it.
In the chapter entitled, “The Invasion” Lewis combats the idea that simplicity equals truth and he explains the superiority of Christianity over Dualism. This comparison parallels Wheatly’s position regarding deterministic chaos. She states on page 119 that the chaos theory studies a particular variety of chaos known as deterministic chaos. This concept of science became involved in a debate of Philosophy vs. Spirituality. She adds that in a deterministic world, our lives are predetermined based upon what we understand from a biblical point of view. She questions, “free will.” First, Lewis opposes the idea that simplicity equals truth. Lewis confronts what he calls “Christianity-and-water” philosophy. Lewis states this is the idea that “there is a good God in heaven and everything is alright.” This philosophy is too simple because it leaves out the difficult doctrines of scripture. What about hell, sin, and judgment? These issues are never addressed in the name of simplicity or “science”. Simplicity is not
always good. Thus, creating “chaos;” Lewis argues that real things are not simple just like real religion is not simple. To prove his point, he uses various illustrations. He describes how a table looks simple, but if you examine the atoms and make-up of a table it becomes more complicated or chaotic. Lewis also uses the complicated concept of reality to show how difficult some things are to understand, good example, Wheatly’s concepts published in her book.
Trying to shift through this week’s reading for Chapter’s 7 and 8 of the text was like trying to shift concrete into powder. There was no “order” to this chaos. Margaret Wheatley, author of Leadership and the New Science, appears to be referencing practices of Scientology, to bring some type of systematic organization to support the publishing of her book. Her attempt at injecting the belief of Scientology prompted me to delve into Christian author, C. S. Lewis, who was a skillful apologist. He was gifted in confronting and proving wrong philosophies that contradict scripture. Wheatley states in Chapter 7, page 117 of Leadership and the New Science, that “chaos has always partnered with order-a concept that contradicts our common definition of chaos…Chaos is the last state before a system plunges into random behavior where no order exists.” In reading, “The Invasion” in the book Mere Christianity Lewis opposes simple religion and proves that Christianity is the true religion. It is one that brings “order” to an “unorganized” world, such as the one referenced in our class text. I will summarize “The Invasion” and give a response to it.
In the chapter entitled, “The Invasion” Lewis combats the idea that simplicity equals truth and he explains the superiority of Christianity over Dualism. This comparison parallels Wheatly’s position regarding deterministic chaos. She states on page 119 that the chaos theory studies a particular variety of chaos known as deterministic chaos. This concept of science became involved in a debate of Philosophy vs. Spirituality. She adds that in a deterministic world, our lives are predetermined based upon what we understand from a biblical point of view. She questions, “free will.” First, Lewis opposes the idea that simplicity equals truth. Lewis confronts what he calls “Christianity-and-water” philosophy. Lewis states this is the idea that “there is a good God in heaven and everything is alright.” This philosophy is too simple because it leaves out the difficult doctrines of scripture. What about hell, sin, and judgment? These issues are never addressed in the name of simplicity or “science”. Simplicity is not
always good. Thus, creating “chaos;” Lewis argues that real things are not simple just like real religion is not simple. To prove his point, he uses various illustrations. He describes how a table looks simple, but if you examine the atoms and make-up of a table it becomes more complicated or chaotic. Lewis also uses the complicated concept of reality to show how difficult some things are to understand, good example, Wheatly’s concepts published in her book.
May 25,2010 Reflection
The Value of Change, Stability, Renewal and Creative Energy: How It Looks in the Differentiated Classroom
Keeping in step with the subject matter presented in chapters 5 and 6, as Educators, we know that change is eminent. In today’s classroom structure, we must become multi-sensory leaders, making every child feel as if they are our favorite. In taking a look at traditional literature, and differentiated literature, we can see how renewed change has created a high level of student energy, and organization. Traditional literature is defined as a body of stories and poems that came into being by way of oral telling from authors unknown. Traditional works are appealing and memorable. They were passed down from generation to generation without the aid of being written. Traditional tales and poems make up an important part of children’s literature.
Keeping in step with the subject matter presented in chapters 5 and 6, as Educators, we know that change is eminent. In today’s classroom structure, we must become multi-sensory leaders, making every child feel as if they are our favorite. In taking a look at traditional literature, and differentiated literature, we can see how renewed change has created a high level of student energy, and organization. Traditional literature is defined as a body of stories and poems that came into being by way of oral telling from authors unknown. Traditional works are appealing and memorable. They were passed down from generation to generation without the aid of being written. Traditional tales and poems make up an important part of children’s literature.
Thursday, May 13, 2010
May 11, 2010 Reflection
It is no secret that one of the most challenging jobs in the field of Education is Administration, or Instructional Leadership. It takes time, whit, and effort to steer a staff of Teachers in a direction of “oneness.” If a leader lacks these skills, it can become tedious, and futile. It is also no secret that the Leader (Principal) shapes the behavior or climate of the entire building, thus, effecting “change.” He/She sets the tone as to how the school year starts, and ends. Chapter 3 of our text, Space Is Not Empty: Invisible Fields That Shape Behavior, contends that it is difficult to effect change in such a vast, lonely world. It requires generating energy of sufficient strength to propel oneself through space, enduring long enough to reach another object and cause it to respond. Isn’t that ironic, as a Classroom Teacher, we spend the entire year attempting to make changes where needed and necessary. We become soldiers on the front lines, fighting a war with no weapons of defense. We are expected to wave a magic wand to create change in an empty space. Wheatley, the author of Leadership and the New Science, takes care to paraphrase Isaac Newton’s law of gravity. On page 50 of the text, she points out that Newton’s world of cause and effect of force acts upon force, and great personal energy to get someone moving through vast regions of space in order to get something done.
In relating the reading of Chapter 4, The Participative Nature of the Universe, to another text, Good To Great, by Jim Collins, in Chapter 5 of his book titled Level 5 Leadership, he quotes:
You can accomplish anything in life, provided that you do not mind who gets the credit
-Harry S. Truman
To reference this paradox with our class text, and I will paraphrase, on page 60, Wheatley says that if a manger, (principal), is told that a new trainee’s, (teacher), is gifted in a certain content area, the manager will see genius emerging from the trainee’s mouth even in obscure statements. But, if the manager (principal) is told that his or her new hire is slow in grasping the job at hand, an interpretation of the employee’s lack of know how comes into question.
In relating the reading of Chapter 4, The Participative Nature of the Universe, to another text, Good To Great, by Jim Collins, in Chapter 5 of his book titled Level 5 Leadership, he quotes:
You can accomplish anything in life, provided that you do not mind who gets the credit
-Harry S. Truman
To reference this paradox with our class text, and I will paraphrase, on page 60, Wheatley says that if a manger, (principal), is told that a new trainee’s, (teacher), is gifted in a certain content area, the manager will see genius emerging from the trainee’s mouth even in obscure statements. But, if the manager (principal) is told that his or her new hire is slow in grasping the job at hand, an interpretation of the employee’s lack of know how comes into question.
Wednesday, May 5, 2010
May 4, 2010 Reflection
In reading chapters 1 and 2 on last night of our class text, understanding how to create organization or call chaos into order, seems to be the for front of what we as educators tend to battle with on a daily basis. With new laws in place that require us to meet the No Child Left Behind clause, and Special Education laws, there appears to be a struggle in creating differentiated lessons and maintain classroom management, when there are many fuzzy areas, and a lack of clear expectations as to how this "order" can be accomplished.
In giving an example of how order can come from chaos, I shared a story that happened in my class earlier this year. A while back I had four student whom had sever behavior problems. In 10-years of teaching with my current district, I don't remember ever having to deal with this type of issue on a consistant level. These four students' poor behavior almost dictated the way the entire group of 4th graders would behave on any given day. Eventually, after repeated episodes that involved administration, parents, mental health doctors, district child psychologist, and district law enforcement regarding the students lack of control in a normal classroom setting, it became very clear that an open environment in the general population was not a good fit. In tern, the students were removed from the school, and placed in areas that met their needs.
In closing, I certainly can agree with the author's ideology that order can come out of the most chaotic circumstances.
In giving an example of how order can come from chaos, I shared a story that happened in my class earlier this year. A while back I had four student whom had sever behavior problems. In 10-years of teaching with my current district, I don't remember ever having to deal with this type of issue on a consistant level. These four students' poor behavior almost dictated the way the entire group of 4th graders would behave on any given day. Eventually, after repeated episodes that involved administration, parents, mental health doctors, district child psychologist, and district law enforcement regarding the students lack of control in a normal classroom setting, it became very clear that an open environment in the general population was not a good fit. In tern, the students were removed from the school, and placed in areas that met their needs.
In closing, I certainly can agree with the author's ideology that order can come out of the most chaotic circumstances.
Tuesday, April 27, 2010
The Final Report-Apr. 27, 2010
It is amazing how building a strong phonetic base, coupled with whole language skills can increase a child's vocabulary, and reading ability with consistant effort on part of the teacher. During this case study, students who spelled phonetically, needed dictionary or referencing skill building. Others just simply became better readers, and writers. In closing, there is no doubt in my mind that small grouping, and differentiated instruction helps us understand how lesson's need to be taylored in order to suite student needs.
Tuesday, April 20, 2010
Apr. 20,2010 Reflection
Today in class, we shared one thing that we were proud of regarding our blogs. Reflecting back on our individual struggles in creating the blog, we overcame and stepped up to the challenge. this class has increased our confidence as Educators because we are able to do something that most of our collegues are not able to do regarding technology.
In sharing out about our respective case studies, we found that spending one on one time, and working in small group instruction helped us dig deeper into getting to know our students. Delving in to their knowledge base has proved to be a valuable resource when developing lessons that reach their inner spirits.
In closing, I must declare that the Teacher using technology increases efforts to step away from the traditional way of teaching, and incorporate technology in his/her classroom and lesson planning.
In sharing out about our respective case studies, we found that spending one on one time, and working in small group instruction helped us dig deeper into getting to know our students. Delving in to their knowledge base has proved to be a valuable resource when developing lessons that reach their inner spirits.
In closing, I must declare that the Teacher using technology increases efforts to step away from the traditional way of teaching, and incorporate technology in his/her classroom and lesson planning.
Monday, April 19, 2010
Apr. 6, 2010 Reflection
What I reflected on in tonight's session was that constructing and maintaining student engagement throught any lesson comes through monitoring student comprehension, and retention of taught materials. What was reinforced was that these processes must be reciprocal. The teacher and reader must give and take while learning. Meaning, the student is expected to demonstrate and model instruction.
Friday, April 16, 2010
Mar. 9, 2010 Reflection
The saga continues. We have now started our individual case studies and are beginning to truly understand that we must be multi-sensory teachers and meet the child where he/she is. One of our classmates, whom is a Reading Coach for the Dallas Independent School District, shares that she is beginning to approach her student of case study from a karate stand point because that is his primary interest. She has begun to apply what we’ve known as educators all along…that is, reach one, and teach one. She shared her excitement in fashioning lessons that would peek hi interest from a karate point of view.
I began my contribution to the class by adding that my 2nd grade student that I had begun tutoring back in January of this year is beginning to show some level of improvement. What I’ve observed in him, is that he needs short mini lessons that home in on his weak areas of reading retention, vocabulary, and comprehension. I’m also starting to detect that he may have attention problems that might impede upon his progress in a large group setting. To offset this dilemma, I started incorporating technology via the suggestion of Ms. Andrea Timmons, a 1st grade Teacher in Dallas ISD. She recommends that Starfall.com is one of the best interactive ways to teach phonetics and decoding skills in kid friendly way.
All I can say is, stay tuned. We will see how this works in a few more weeks.
I began my contribution to the class by adding that my 2nd grade student that I had begun tutoring back in January of this year is beginning to show some level of improvement. What I’ve observed in him, is that he needs short mini lessons that home in on his weak areas of reading retention, vocabulary, and comprehension. I’m also starting to detect that he may have attention problems that might impede upon his progress in a large group setting. To offset this dilemma, I started incorporating technology via the suggestion of Ms. Andrea Timmons, a 1st grade Teacher in Dallas ISD. She recommends that Starfall.com is one of the best interactive ways to teach phonetics and decoding skills in kid friendly way.
All I can say is, stay tuned. We will see how this works in a few more weeks.
Mar. 2, 2010 Reflection
Reflection 2
The purpose of the session today was to brainstorm our case study topic and focus. We each reflected back on prior classes that helped us fashion the Introduction, Purpose, and Problem of the study. Consequently, the discussion led to the fact that the State was preparing for the TAKS Writing test for 4th and 7th graders, in turn, we began to discuss Writing and Literacy; which prompted me to continue my focus for my case study on ESL, and Phonics vs. Whole Language.
Prior to this course, our group actually had the opportunity to begin preparing a case study as if we were prepping for a Master’s Thesis. What a wonderful blessing and peace of mind it was to have already started this process. For my case study, I will continue to take look at how building a strong phonemic foundation for both the General Ed. Student and the ESL learner are critical; and how whole language should not be the primary foundation of beginning literacy.
What I embraced from this session, is that building a web blog will be challenging, but it must be done. Although I am no technological genius, I will definitely try my best to step up to the challenge.
The purpose of the session today was to brainstorm our case study topic and focus. We each reflected back on prior classes that helped us fashion the Introduction, Purpose, and Problem of the study. Consequently, the discussion led to the fact that the State was preparing for the TAKS Writing test for 4th and 7th graders, in turn, we began to discuss Writing and Literacy; which prompted me to continue my focus for my case study on ESL, and Phonics vs. Whole Language.
Prior to this course, our group actually had the opportunity to begin preparing a case study as if we were prepping for a Master’s Thesis. What a wonderful blessing and peace of mind it was to have already started this process. For my case study, I will continue to take look at how building a strong phonemic foundation for both the General Ed. Student and the ESL learner are critical; and how whole language should not be the primary foundation of beginning literacy.
What I embraced from this session, is that building a web blog will be challenging, but it must be done. Although I am no technological genius, I will definitely try my best to step up to the challenge.
Feb. 27, 2010 Reflection
Today’s session at the Dallas Public Library proved to be fruitful. Dr. Vowels felt it necessary to ensure that we developed a solid foundation for building, and being able to access information to create our web blogs. I was intrigued because I had previously gotten started on my web blog via www.merlot.org, one of the most leading network sources for Educators who want to develop, and create a professional portfolio via technology. The purpose of today’s visit to the library was to reinforce our understanding in how to access free, public resources that can aid in our constructing the course case study on the web blog.
The “Wow” moments for me were when we took a tour of the library’s temporary wing for the children’s section, and found that the upper level loft was under construction for the location, and that there will be over 10,000 books, tools, resources, and new technologies that children all over the metroplex will have access to. Another “Wow” moment was to see were the bubble domes. I’ve never seen anything like these. They looked like creations from the Cartoon, The Jetson’s. The domes hung overhead, were made of fiber glass, and allowed one to hear music only under the shield of the bubble. Oddly enough, no one standing near are far could hear the sounds underneath….Amazing.
What I gained from this Saturday’s session, were wonderful websites that will appear under the “Presentation” section of my Merlot web blog. Interactive sites such as www.bookflix.com at http://bkflix.grlier.com/pb/node-32748, and DPL Resources For Teachers at www.dallaslibrary2.org/educators , proved to be advantageous Teacher resources.
The “Wow” moments for me were when we took a tour of the library’s temporary wing for the children’s section, and found that the upper level loft was under construction for the location, and that there will be over 10,000 books, tools, resources, and new technologies that children all over the metroplex will have access to. Another “Wow” moment was to see were the bubble domes. I’ve never seen anything like these. They looked like creations from the Cartoon, The Jetson’s. The domes hung overhead, were made of fiber glass, and allowed one to hear music only under the shield of the bubble. Oddly enough, no one standing near are far could hear the sounds underneath….Amazing.
What I gained from this Saturday’s session, were wonderful websites that will appear under the “Presentation” section of my Merlot web blog. Interactive sites such as www.bookflix.com at http://bkflix.grlier.com/pb/node-32748, and DPL Resources For Teachers at www.dallaslibrary2.org/educators , proved to be advantageous Teacher resources.
Wednesday, April 14, 2010
Processes Used For Case Study
Processes:
• Read fluently.
• Engage in discussions around text using Accountable Talk.
• Learn and use new words.
• Locate main idea(s) and supporting details.
• Use a text’s structure, such as cause-effect or comparison-contrast, to get meaning from text.
• Understand characteristics of genres: informational article and biography.
• Interpret and construct graphic organizers containing important information from text.
• Correctly apply the conventions of English when writing.
• Write effectively to communicate a persuasive composition.
• Continue to establish the norms of a literacy learning community based on the Principles of Learning.
• Facilitate Accountable Talk around “Communication”.
• Use small groups to differentiate reading and writing instruction.
• Guide students to identify cause-effect relationships and create graphic organizers to represent them.
• Monitor student fluency.
• Read aloud to students daily, choosing from both narrative and expository texts.
• Guide students to identify main idea and supporting details and create graphic organizers to represent them.
• Provide multiple exposures to unfamiliar terms, including word walls, personal dictionaries, and authentic writing tasks.
• Facilitate students’ use of prewriting strategies to select a topic and organize ideas for a persuasive composition.
• Guide students to design criteria charts for a persuasive composition.
• Scaffold students as they compose a persuasive composition.
• Confer with students throughout the writing process.
• Listen actively to teacher read alouds.
• Respond orally and in a reader response journal to texts heard and read.
• Participate in the creation of criteria charts for folktales, expository writing, and conventions.
• Participate in creating graphic organizers for compare and contrast and main idea with details.
• Read instructional-level texts with fluency.
• Maintain a personal dictionary.
• Use context and structural analysis to solve unknown words.
• Use metacognitive processes to comprehend text.
• Use text coding to aid in comprehension of text.
• Contribute to discussions focused on the theme “Communication”.
• Use graphic organizers to support Accountable Talk.
• Participate in discussions focused on compare and contrast and main idea with details.
• Use prewriting strategies to select a topic for a persuasive narrative.
• Produce a draft of a persuasive composition.
• Complete Major Tasks which leads to a culminating project.
• Students will create graphic organizers and other visual scaffolds to enhance comprehension of texts.
• Students will design and employ criteria charts and rubrics to measure their growth.
• The class will maintain and add to a word wall to scaffold acquisition of new vocabulary.
• Students will maintain personal dictionaries containing both instructional and personally meaningful vocabulary.
• Students will maintain a reader response journal.
• Students will code texts (using sticky notes if necessary).
• Students will post concepts, questions, articles, pictures, etc. related to “Communication.
• Students will create a culminating project.
• Student writing products will provide evidence of their growth in communicating ideas through writing.
• Read fluently.
• Engage in discussions around text using Accountable Talk.
• Learn and use new words.
• Locate main idea(s) and supporting details.
• Use a text’s structure, such as cause-effect or comparison-contrast, to get meaning from text.
• Understand characteristics of genres: informational article and biography.
• Interpret and construct graphic organizers containing important information from text.
• Correctly apply the conventions of English when writing.
• Write effectively to communicate a persuasive composition.
• Continue to establish the norms of a literacy learning community based on the Principles of Learning.
• Facilitate Accountable Talk around “Communication”.
• Use small groups to differentiate reading and writing instruction.
• Guide students to identify cause-effect relationships and create graphic organizers to represent them.
• Monitor student fluency.
• Read aloud to students daily, choosing from both narrative and expository texts.
• Guide students to identify main idea and supporting details and create graphic organizers to represent them.
• Provide multiple exposures to unfamiliar terms, including word walls, personal dictionaries, and authentic writing tasks.
• Facilitate students’ use of prewriting strategies to select a topic and organize ideas for a persuasive composition.
• Guide students to design criteria charts for a persuasive composition.
• Scaffold students as they compose a persuasive composition.
• Confer with students throughout the writing process.
• Listen actively to teacher read alouds.
• Respond orally and in a reader response journal to texts heard and read.
• Participate in the creation of criteria charts for folktales, expository writing, and conventions.
• Participate in creating graphic organizers for compare and contrast and main idea with details.
• Read instructional-level texts with fluency.
• Maintain a personal dictionary.
• Use context and structural analysis to solve unknown words.
• Use metacognitive processes to comprehend text.
• Use text coding to aid in comprehension of text.
• Contribute to discussions focused on the theme “Communication”.
• Use graphic organizers to support Accountable Talk.
• Participate in discussions focused on compare and contrast and main idea with details.
• Use prewriting strategies to select a topic for a persuasive narrative.
• Produce a draft of a persuasive composition.
• Complete Major Tasks which leads to a culminating project.
• Students will create graphic organizers and other visual scaffolds to enhance comprehension of texts.
• Students will design and employ criteria charts and rubrics to measure their growth.
• The class will maintain and add to a word wall to scaffold acquisition of new vocabulary.
• Students will maintain personal dictionaries containing both instructional and personally meaningful vocabulary.
• Students will maintain a reader response journal.
• Students will code texts (using sticky notes if necessary).
• Students will post concepts, questions, articles, pictures, etc. related to “Communication.
• Students will create a culminating project.
• Student writing products will provide evidence of their growth in communicating ideas through writing.
Tuesday, April 13, 2010
April 13, 2010 Reflection
In tonight's session, our class engaged in a discusion on one of my favorite topics which serves as the backdrop for my case study on phonics vs. whole language in working with student groups A, and D. The visiting professor stressed the impotance of creating a print rich environment, and building a strong phonetic foundation for the ESL student, and surprisingly for some African-American students that also have language difficiancies.
The most important keypoint of the session was that educators must be multi-sensory in terms of differentiating instruction. It is highly important for the educator to delve into the student's background in order to understand how to teach or reach the student. This means that we must understand that cookie-cutter techniques, and ditto sheets galore wont cut it. One size does NOT fit all.
To summarize tonight's class, we (educators) must make each student feel as if they are our favorite. We must continue to meet the needs of the student where they are. In applying the discussion professionally, while continuing to develop my case study with Groups A and D, I must remain sensitive to my students' needs.
The most important keypoint of the session was that educators must be multi-sensory in terms of differentiating instruction. It is highly important for the educator to delve into the student's background in order to understand how to teach or reach the student. This means that we must understand that cookie-cutter techniques, and ditto sheets galore wont cut it. One size does NOT fit all.
To summarize tonight's class, we (educators) must make each student feel as if they are our favorite. We must continue to meet the needs of the student where they are. In applying the discussion professionally, while continuing to develop my case study with Groups A and D, I must remain sensitive to my students' needs.
Wednesday, March 31, 2010
Research Questions For Case Study
Tessie Sanders
LTC 5336-Spring 2010
Professor-Dr. Vowels/Concordia
Research Questions and Hypothesis For Case Study
The question is…How do you develop a usable research question? Answer: choose an appropriate topic or issue relevant to your research or case study and ensure that it is one that can actually be researched. A helpful tip from the reading would be to evaluate the research question and hypothesis prior to completing the research. To paraphrase one can develop a hypothesis and research question based upon professional knowledge regarding the topic of the case study.
Key points to developing research questions and hypotheses for the three modes of research case studies. For a qualitative research case studies, the questions assume two forms: a central question, which is a broad question that asks for an exploration of the central theme or concept of the study; and sub-questions : which are a series of questions that follow the central question and narrows the focus of the study. In quantitative studies, the research questions and hypotheses inquire about the relationships among variables that the investigator seeks to understand. For the quantitative hypotheses, the researcher makes predictions regarding the expected outcome among the relationships observed. For mixed method research, one typically would not see questions or hypotheses statements. It is predicated upon the format of both modalities to be combined.
What impacted me the most while conducting this case study were the guidelines for developing a quantitative research format; the format may seem challenging, but it appears to be something that can be accomplished. The guidelines for writing and developing a good quantitative research and hypotheses statement states: the researcher may relate and describe one or more independent variables by comparing groups to see the impact on a dependent variable; the most challenging form of the research comes after testing the theory of both dependent and independent variables; in order to eliminate repetition, use only the research question or the hypotheses, not both; and the researcher must be knowledgeable of using a null or directional hypotheses when casting a general or isolated prediction about the central theme studied.
To summarize, research questions and hypotheses narrow the purpose statement and assists the reader in specifying the topic studied. In short, it should incorporate the 5 W’s and H.
LTC 5336-Spring 2010
Professor-Dr. Vowels/Concordia
Research Questions and Hypothesis For Case Study
The question is…How do you develop a usable research question? Answer: choose an appropriate topic or issue relevant to your research or case study and ensure that it is one that can actually be researched. A helpful tip from the reading would be to evaluate the research question and hypothesis prior to completing the research. To paraphrase one can develop a hypothesis and research question based upon professional knowledge regarding the topic of the case study.
Key points to developing research questions and hypotheses for the three modes of research case studies. For a qualitative research case studies, the questions assume two forms: a central question, which is a broad question that asks for an exploration of the central theme or concept of the study; and sub-questions : which are a series of questions that follow the central question and narrows the focus of the study. In quantitative studies, the research questions and hypotheses inquire about the relationships among variables that the investigator seeks to understand. For the quantitative hypotheses, the researcher makes predictions regarding the expected outcome among the relationships observed. For mixed method research, one typically would not see questions or hypotheses statements. It is predicated upon the format of both modalities to be combined.
What impacted me the most while conducting this case study were the guidelines for developing a quantitative research format; the format may seem challenging, but it appears to be something that can be accomplished. The guidelines for writing and developing a good quantitative research and hypotheses statement states: the researcher may relate and describe one or more independent variables by comparing groups to see the impact on a dependent variable; the most challenging form of the research comes after testing the theory of both dependent and independent variables; in order to eliminate repetition, use only the research question or the hypotheses, not both; and the researcher must be knowledgeable of using a null or directional hypotheses when casting a general or isolated prediction about the central theme studied.
To summarize, research questions and hypotheses narrow the purpose statement and assists the reader in specifying the topic studied. In short, it should incorporate the 5 W’s and H.
Tuesday, March 30, 2010
Purpose Of ESL Case Study
Purpose
The purpose of this case study is to contend that reading vocabulary, and reading fluency is key, for all learners, especially for second language learners.
In this study, it will explore that differentiated instruction for the English Language Learner provides multiple approaches to content, process, and product. A teacher who understands the need for planning and teaching to match, has a keen awareness that in an effective classroom, a lesson plan provides three curricular elements: 1) content-input, what students learn; 2) process-how students make sense from what has been learned; and 3) product-output, how students demonstrate what they’ve learned. By differentiating the three concepts, the teacher can offer different approaches to what students learn, how they learn it, and why it is important for them to retain it. According to ERIC article Critical Issue: Using Technology to Support Limited-English-Proficient (LEP) Students’ Learning Experiences, supports the view that academic content understanding, linguistic knowledge, and technological literacy should, ideally, develop simultaneously in order to:
The purpose of this case study is to contend that reading vocabulary, and reading fluency is key, for all learners, especially for second language learners.
In this study, it will explore that differentiated instruction for the English Language Learner provides multiple approaches to content, process, and product. A teacher who understands the need for planning and teaching to match, has a keen awareness that in an effective classroom, a lesson plan provides three curricular elements: 1) content-input, what students learn; 2) process-how students make sense from what has been learned; and 3) product-output, how students demonstrate what they’ve learned. By differentiating the three concepts, the teacher can offer different approaches to what students learn, how they learn it, and why it is important for them to retain it. According to ERIC article Critical Issue: Using Technology to Support Limited-English-Proficient (LEP) Students’ Learning Experiences, supports the view that academic content understanding, linguistic knowledge, and technological literacy should, ideally, develop simultaneously in order to:
- Increase strategic use of technology
- Enhance LEP student orientation in content classrooms
- Redefine teacher roles
- Increase access and equity for LEP students
Action Plan/Methodology
The Qualitative research methodology that was used in this ESL Case Study contends how differentiated instruction impacts the stages of reading regarding phonemic awareness vs. whole language which was personified by using Bloom's Taxonomy, which has been proven to improve classroom instruction, and The Stages Of Reading Development. Through out the history of reading development, these two models have been used as the backdrop for developing a sound, and structured reading curriculum from state to state. I attempted to develop a qualitative case study that drew out the differences and similarities between the ESL learner, and the General Ed. learner in a differentiated Reading classroom.
Action Plan
* Draw upon prior knowledge
*Recognize the effects of one’s own point of view in interpreting the text
*Formulate questions before reading
* Make predictions prior to reading, and then make confirmations and revise predictions based upon proven information from the text.
*Evaluate and eliminate information in order to arrive to the best possible answer
When planning this type of lesson, the Teacher should consider scaffolding the lesson by doing Anticipation Guides, or a Think Aloud. Doing a think aloud demonstrates what a skilled reader should do. The following is a guideline as to what skilled readers do while they read:
* Activate prior knowledge: student recalls any information or background that they have in common with the topic. This aids in building background for the text, and helps the reader make sense of what is read.
* Set a purpose/goal for reading: Teacher helps student define the reason, purpose or goal for the reading.
*Decode text into words and meanings: although 4th-6th grade is advanced for decoding, this strategy is used to define unfamiliar words using context clues or word parts (prefixes, suffixes, and word roots)
* Make Connections: skilled readers compare & contrast their knowledge and experiences related to the text
* Make Predictions: readers should look at titles, table of contents, graphic aids, and other qualities of the text.
* Visualize: students should be able to imagine what the character is doing; how the character is feeling; scenes that are laid out in the flow of the story. They should be able to immerse themselves into the reading.
* Ask Questions: Good readers ask questions about the text. They are able to ask what was the author’s purpose for the writing, or background for the setting of the story.
* Summarize: Skillful readers skim through previously read information, synthesizing and evaluating the text as they formulate a logical overall view of the reading.
*Apply: In this process, the skilled reader is able to apply and demonstrate how the learned information comes together, and complete an assigned task with a level of proficiency and mastery.
The following is a comprehensive lesson plan that was used to engage the students mastery of the concepts that were to be presented in this lesson.
Guided Comprehension: Self-Questioning/Self Monitoring tips in Getting the Right Answer
Lesson Objective: This lesson aids in strategic reading, which allows the student to monitor their own thinking and make connections between two or more text, and their own experiences. Students learn different types question/answer relationships, which will help them identify how answers can be found. Students will view the Life of Ruby Bridges, one of the first American-Negro children in the South, to undergo desegregation.
Student Objectives:
Students will…
· Understand SQ3R (Survey, Question, Read, Recite, Review) strategy.
· Answer literary and inference questions, and identify how and where the character’s problems/goals/solutions are relevant to the story.
· Work in small groups and pairs using text derived information and the Inquiry method to find answers.
· Generate questions that demonstrate an understanding of the SQ3R study method.
Materials/Preparation
· Read/View The Story of Ruby Bridges, by Robert Coles to gain an understanding of Ruby’s background and her life.
· SQ3R Study Method Poster
· Guided Comprehension: A Teaching Model for 3-8 by Mary Beth Allen
· Instructional level texts that accommodate the different needs of leveled readers
Week 1
*Teacher Directed-Whole Group instruction (40 min.)
Explain to students that there are two modems of information:
· In the book: the answer can be found in the text
· In my head: the answer cannot be found in the text and must come by way of the reader’s own experiences and knowledge.
*Teacher will demonstrate the SQ3R study method, and do a read aloud of Chapter 1/View Scene 1 of Ruby Bridges.
*Guide students to apply the strategy by having students survey the information read and viewed, and generate questions.
*Practice individually or in small groups-students will complete a comprehension worksheet, which identifies the SQ3R method.
*Reflect-Teacher will bring the class back together as a whole group and discuss how the study method aided them in understanding the text.
Week 1
Teacher/Guided Groups-Facilitated Independence
Students will be divided into three instructional-level groups. Students will be ability grouped, this does not mean that students are on the same reading level, this only means that students may have similar needs for comprehension instruction.
The three stations are;
Teacher-guided small-group instruction
Student-facilitated comprehension centers
Student-facilitated comprehension routines
1. Teacher-guided small-group instruction
· Use SQ3R poster as students view segmented sequenced scenes from the story of Ruby Bridges
· Use instructional-level text to have students practice the study method
· Practice the strategy by having students work together to complete comprehension worksheets based upon the story
· Have students reflect on how the strategy is helping them self-monitor their own comprehension.
Comprehension Centers: In center, S/will complete a Circle Map to brainstorm what they know about the SQ3R study method.
Music/Poetry Center-go to Ruby Bridges website: http://www.rubybridges.com/
Writing Center: s/will create a Bubble Map using descriptive words that tell about Ruby’s character.
Art Center
Note: Classroom discipline during center time is at the discretion of the teacher.
2. Student-facilitated comprehension routines: students engage in three different literacy stages. Students are expected to practice the SQ3R study strategy after reading/viewing the second sequenced session of Ruby Bridges
Week 2
Whole-Group Reflection (20 min.)
1. Teacher will talk to students about self-inquiry comprehension methods.
2. Students will be given time to share activities they completed from the student-facilitated center.
3. Complete the Story of Ruby Bridges
Assessment/Reflections
Informal/Formal Assessment
Students can be assessed on SQ3R Study Method
Students can do oral exam on how the SQ3R method helped them through the story.
References
Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis
Reading Strategies: Scaffolding Students’ Interactions with text; www.greece.k12.ny.us/instruction/ela/6-12/Reading
Action Plan
* Draw upon prior knowledge
*Recognize the effects of one’s own point of view in interpreting the text
*Formulate questions before reading
* Make predictions prior to reading, and then make confirmations and revise predictions based upon proven information from the text.
*Evaluate and eliminate information in order to arrive to the best possible answer
When planning this type of lesson, the Teacher should consider scaffolding the lesson by doing Anticipation Guides, or a Think Aloud. Doing a think aloud demonstrates what a skilled reader should do. The following is a guideline as to what skilled readers do while they read:
* Activate prior knowledge: student recalls any information or background that they have in common with the topic. This aids in building background for the text, and helps the reader make sense of what is read.
* Set a purpose/goal for reading: Teacher helps student define the reason, purpose or goal for the reading.
*Decode text into words and meanings: although 4th-6th grade is advanced for decoding, this strategy is used to define unfamiliar words using context clues or word parts (prefixes, suffixes, and word roots)
* Make Connections: skilled readers compare & contrast their knowledge and experiences related to the text
* Make Predictions: readers should look at titles, table of contents, graphic aids, and other qualities of the text.
* Visualize: students should be able to imagine what the character is doing; how the character is feeling; scenes that are laid out in the flow of the story. They should be able to immerse themselves into the reading.
* Ask Questions: Good readers ask questions about the text. They are able to ask what was the author’s purpose for the writing, or background for the setting of the story.
* Summarize: Skillful readers skim through previously read information, synthesizing and evaluating the text as they formulate a logical overall view of the reading.
*Apply: In this process, the skilled reader is able to apply and demonstrate how the learned information comes together, and complete an assigned task with a level of proficiency and mastery.
The following is a comprehensive lesson plan that was used to engage the students mastery of the concepts that were to be presented in this lesson.
Guided Comprehension: Self-Questioning/Self Monitoring tips in Getting the Right Answer
Lesson Objective: This lesson aids in strategic reading, which allows the student to monitor their own thinking and make connections between two or more text, and their own experiences. Students learn different types question/answer relationships, which will help them identify how answers can be found. Students will view the Life of Ruby Bridges, one of the first American-Negro children in the South, to undergo desegregation.
Student Objectives:
Students will…
· Understand SQ3R (Survey, Question, Read, Recite, Review) strategy.
· Answer literary and inference questions, and identify how and where the character’s problems/goals/solutions are relevant to the story.
· Work in small groups and pairs using text derived information and the Inquiry method to find answers.
· Generate questions that demonstrate an understanding of the SQ3R study method.
Materials/Preparation
· Read/View The Story of Ruby Bridges, by Robert Coles to gain an understanding of Ruby’s background and her life.
· SQ3R Study Method Poster
· Guided Comprehension: A Teaching Model for 3-8 by Mary Beth Allen
· Instructional level texts that accommodate the different needs of leveled readers
Week 1
*Teacher Directed-Whole Group instruction (40 min.)
Explain to students that there are two modems of information:
· In the book: the answer can be found in the text
· In my head: the answer cannot be found in the text and must come by way of the reader’s own experiences and knowledge.
*Teacher will demonstrate the SQ3R study method, and do a read aloud of Chapter 1/View Scene 1 of Ruby Bridges.
*Guide students to apply the strategy by having students survey the information read and viewed, and generate questions.
*Practice individually or in small groups-students will complete a comprehension worksheet, which identifies the SQ3R method.
*Reflect-Teacher will bring the class back together as a whole group and discuss how the study method aided them in understanding the text.
Week 1
Teacher/Guided Groups-Facilitated Independence
Students will be divided into three instructional-level groups. Students will be ability grouped, this does not mean that students are on the same reading level, this only means that students may have similar needs for comprehension instruction.
The three stations are;
Teacher-guided small-group instruction
Student-facilitated comprehension centers
Student-facilitated comprehension routines
1. Teacher-guided small-group instruction
· Use SQ3R poster as students view segmented sequenced scenes from the story of Ruby Bridges
· Use instructional-level text to have students practice the study method
· Practice the strategy by having students work together to complete comprehension worksheets based upon the story
· Have students reflect on how the strategy is helping them self-monitor their own comprehension.
Comprehension Centers: In center, S/will complete a Circle Map to brainstorm what they know about the SQ3R study method.
Music/Poetry Center-go to Ruby Bridges website: http://www.rubybridges.com/
Writing Center: s/will create a Bubble Map using descriptive words that tell about Ruby’s character.
Art Center
Note: Classroom discipline during center time is at the discretion of the teacher.
2. Student-facilitated comprehension routines: students engage in three different literacy stages. Students are expected to practice the SQ3R study strategy after reading/viewing the second sequenced session of Ruby Bridges
Week 2
Whole-Group Reflection (20 min.)
1. Teacher will talk to students about self-inquiry comprehension methods.
2. Students will be given time to share activities they completed from the student-facilitated center.
3. Complete the Story of Ruby Bridges
Assessment/Reflections
Informal/Formal Assessment
Students can be assessed on SQ3R Study Method
Students can do oral exam on how the SQ3R method helped them through the story.
References
Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis
Reading Strategies: Scaffolding Students’ Interactions with text; www.greece.k12.ny.us/instruction/ela/6-12/Reading
Literature Review
This is a qualitative research study that turns its focus on the ideology of there still being a need for teaching phonics as oppossed to whole language.
Tuesday, March 23, 2010
March 23, 2010 Reflection
In this class' session, we discussed pivitol and seminal moments. At first the class wondered what was ment by each of these terms, but with contextual detailed discussion, we discovered that pivitol moments are those life lessons that arise from trials and tribulations that cause twists and turns from those we've depended on or things that we depended on. Thus, spring boarding us into the next stage in life.
Seminal moments are those moments that are primary, crucial happenstances; such as a death, divorce, devistation and disater. They can also be classified as moments when we've said, " Hey. It is what it is..." Either way, we each have had moments of discourse where our faith was tried, and tested. We've had to wonder...will God bring us through?
To summarize the class session, that next pivitol or seminal moment awaits. It's just around the corner. The question is, will you be pro-active, or re-active?
Seminal moments are those moments that are primary, crucial happenstances; such as a death, divorce, devistation and disater. They can also be classified as moments when we've said, " Hey. It is what it is..." Either way, we each have had moments of discourse where our faith was tried, and tested. We've had to wonder...will God bring us through?
To summarize the class session, that next pivitol or seminal moment awaits. It's just around the corner. The question is, will you be pro-active, or re-active?
Wednesday, February 17, 2010
ESL Case Study Introduction
This is a qualitative research ESL case study approach examining the ongoing debate regarding the ideology of whole language and language experience approaches on beginning reading achievement for the ESL (English As Second Language) learner. Learning how to read during Early Childhood has been divided into two controversial methods, (Phonics vs. Whole Language). Phonics has been deemed meticulous-teaching children the 44 speech sounds of the English Language, as according to the English alphabet, and how those sounds come together and form words. They later learn that words come together and form sentences, paragraphs, stories, poems, and books. Whole-language, on the other hand, takes young readers in the opposite direction. It contends that children learn to read by simply reading. Whole-language classrooms support a print rich environment, filled with complex stories, and materials that are centered on contextual clues to unfamiliar words. However, the question still remains, "What is the best way to teach children to read?" Teaching children reading has never been an easy task. The unnaturalness of reading for many children has often been at the center of this philosophical and on-going political debate. Today, enough research supports that the destructive and persistent debates regarding these two central themes can be put to rest.
Monday, February 15, 2010
What Student Will Do in Case Study
• Students will create graphic organizers and other visual scaffolds to enhance comprehension of texts.
• Students will design and employ criteria charts and rubrics to measure their growth.
• The class will maintain and add to a word wall to scaffold acquisition of new vocabulary.
• Students will maintain personal dictionaries containing both instructional and personally meaningful vocabulary.
• Students will maintain a reader response journal.
• Students will code texts (using sticky notes if necessary).
• Students will post concepts, questions, articles, pictures, etc. related to “Communication.
• Students will create a culminating project.
• Student writing products will provide evidence of their growth in communicating ideas through writing.
• Students will design and employ criteria charts and rubrics to measure their growth.
• The class will maintain and add to a word wall to scaffold acquisition of new vocabulary.
• Students will maintain personal dictionaries containing both instructional and personally meaningful vocabulary.
• Students will maintain a reader response journal.
• Students will code texts (using sticky notes if necessary).
• Students will post concepts, questions, articles, pictures, etc. related to “Communication.
• Students will create a culminating project.
• Student writing products will provide evidence of their growth in communicating ideas through writing.
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