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Melissa Killian. CUED 6800 Field Experience. Woodbury grammar School. Cannon County, Tennessee School Population: 496 students (K-8) 3 rd Grade Population: 46 students Subjects Taught: Reading/Language Arts and Social Studies
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Melissa Killian CUED 6800 Field Experience
Woodbury grammar School • Cannon County, Tennessee • School Population: 496 students (K-8) • 3rd Grade Population: 46 students • Subjects Taught: Reading/Language Arts and Social Studies • This is the first year my co-teacher and I have decided to specialize in two areas. I am able to focus more on planning and am able to know all of the third graders instead of just those in my class. Recently we have gone back to teaching both Social Studies and Science to our homerooms. • School Web Address: http://www.ccstn.net/wgs/site/default.asp
Report Card Information 2010 • Achievement: • Math-D • Reading/Language-D • Social Studies-D • Science-D • Academic Growth (Value Added): • Math-C • Reading/Language-D • Social Studies-B • Science-D
Content Strategies • Jig-Saw Read with Wordle (Technology Integration) • The first activity that I had my students do was a Jig-Saw read. In our Social Studies text, the whole first unit has to do with cultures and ways we experience them. One lesson is about different cultural holidays. I had students break into groups and had each group read a section. Students picked important words from the section. The students then typed the important words into Wordle.net. Using their Wordle, students discussed their holiday with the whole class. • This strategy seemed very effective as far as the students knowing about the holiday they read about. After the activity, students understood the information they had read about but did not know much about the other holidays that were presented. I think it would have been more effective, if we would have had time to split into different groups to explain the information.
Content Strategies • Example of student Wordles:
Content strategies • GRASP Activity with iPad (Technology Integration) • The next strategy that I taught my students to use was the GRASP activity. Students read a selection several times, close their books, tell everything they remember and written it down, and write a summary from their notes. I did this activity first by having them use their textbooks to discover information about famous artists/writers, and then I had students use a set of iPads to look up more information. • This was the most effective strategy that I have used so far this year. Students really learned the information after reading, remembering, summarizing, and writing. At the end of the week, I had students take an open-notes test over the famous artists/writers from their text. Many students knew the information so well that they only used their notes to check information.
Content strategies • Students’ examples of GRASP Activity: Example of notes: Example of summaries: Example of summary:
Content strategies • T-Notes/Two Column Notes • One of the goals we have in 3rd grade is teaching students to take notes. The next section in our Social Studies book dealt with geography and several terms that students needed to know. I decided to have my students take notes using the T-Note/Two Column Note strategy. • This strategy worked well with this lesson since it dealt with a number of terms and ideas that students needed to know. Students were able to put the terms on one side and any information that went with the notes on the other. When we reviewed over the information, students could find the term and any information they needed to know.
Content strategies • T-Notes/Two Column Notes:
Content strategies • KWL • For the next section in Social Studies, I decided to have the students complete a KWL. The first time I tried to start, I was getting information that had nothing to do with the lesson. The next day, I gave students a list of words from the selection, and they seemed to do much better selecting information that they knew or wanted to know. • This lesson worked well after I adjusted it after the first lesson. Students were able to understand how to fill out the Know and Want to Know sections easier. Before we finished for the day with the lesson, I would have students review over their notes and add to the What I Learned section.
Content Strategies • KWL Example:
Content Strategies • SQ3R • The SQ3R was a strategy that I have always wanted to use but could not quite figure out how to use it with third graders. After searching the internet, I found a document that I could manipulate to fit my lesson. It provided steps for the students to complete at each section. • The SQ3R worked well with my students because it had a step by step procedure. We completed the activity together so that students could understand the five steps better. As we finished each day, the students and I would go through the steps to review information and how to complete the strategy. After telling my co-teacher about it, she decided to use it for a science lesson.
Content Strategies • SQ3R Examples (Adapted from version on http://students.ed.uiuc.edu/kjwong/eport )
Content Strategies • Concept Map • The concept map was an activity I used to help students understand how regions can be compared and contrasted. I was not sure how to develop a concept map, so I relied on a map that I found online. After completing the map with my students, I wished I would have developed my own concept map from the others so that I could have made some of the relationships easier to understand. • I enjoyed using the map because the information was easy to convey on the chart. Students could look at the main topic and see how everything was related. The one thing I did not like was the format that I used. I think that by developing my own map, students would have had more room and been able to see how the information flowed.
Content strategies • Concept Map
Content Strategies • Word Sort • The word sort activity was one I was not sure how to complete with students. Students had completed word sorts in previous grades with their spelling words. I used this activity with the ecosystems that we were discussing in class. Each ecosystem was a heading and students had to match the descriptions to the words. • This activity worked well with my students. I started the week’s lesson by having the students complete the word sort, and we discussed what they had grouped together. Then we went over the lesson. The day after we finished the lesson, I had the students complete the word sort themselves and glue it to a sheet of paper. Students were allowed to use their books or notes, but most opted not too. Most of the students did very well and were able to match the different descriptions. Most students only missed a few because they mixed up information about the desert and grassland ecosystems.
Content Strategies • Word Sort
Content Strategies • Venn Diagram • I used the Venn Diagram to help students understand the relationship between urban, suburban, and rural areas. First, I had the students write down information as we discussed the three types of areas. The next day after we had finished, I explained each part as we went over the Venn Diagram. • I decided to use a three circle Venn Diagram to compare the three areas. Students were familiar with the two circle but not the three, so I made sure to explain each section with them. I think this activity worked well because we wrote about each region and then looked at all three sections before writing on our Venn Diagrams. Students were able to easily compare urban to suburban and suburban to rural, but they had trouble telling how rural and urban relate.
Content Strategies • Venn Diagram
Types of questions survey • During the survey, my class and I were reviewing over a story we had read together. I think the questions that I asked fit the instructional purpose, but I think I could have asked a few higher leveled questions. • From the survey, I feel like I am a very literal question asker since I do not use many higher level questions. I also struggle with using questions that would have my students analyze and explore what we are discussing. Several times when I ask questions, I try to think of different ways that I can phrase questions to make them reach a higher level, but I often stay on the lower levels of assessing knowledge and checking for understanding to try to get the point across to the class. I think I definitely need to use more higher level questions to allow my students to evaluate their knowledge.
Standards information • Standard 1: Theoretical Base • This is a standard that is used throughout the year by teachers and reading specialists. Teachers can meet this standard by looking at the specific theories to help understand where a student is in his/her reading ability or other areas and focus on what the student needs to bump him/her up instead of starting too high and frustrating the student. • Standard 2: Theoretical Base • This standard is used daily by teachers. Teachers can meet this standard through the way they teach what needs to be covered, how they group students throughout the day, and how they support student learning by modifying their lessons.
Standards information • Standard 3: Individual Differences • Like Standard 2, this standard is used daily. Teachers can meet this standard through modifying their lessons to meet students’ needs, small group instruction to focus on students’ strengths and weaknesses, pulling in outside resources to connect with students’ lives, and by studying and covering state standards in different ways. • Standard 4: Reading Difficulties: • Teachers use the three previous standards to help students with reading difficulties. They can meet this standard from the way they use theories to support student learning, by how they group students to facilitate learning, and through the way they use different strategies to meet the individual student’s needs.
Standards information • Standard 5: Learning Environment • Teachers can meet this goal through the variety of books and other materials they provide in their classroom library. They can also pull in different content strategies to support what students are learning in other subjects. Teachers can participate in daily read alouds and provide parents/caregivers with support to assist them in helping their children become better readers. • Standard 6: Word Identification, Vocabulary, and Spelling • Teachers can meet this goal through teaching phonics skills to students to help support the development of reading skills. They can also meet this standard by teaching students several ways to recognize the meaning of words in context in fiction and nonfiction passages. Teachers can finally meet this goal through providing students with different patterns to help facilitate spelling.
Standards information • Standard 7: Comprehension • Teachers can meet this standard by teaching multiple comprehension strategies to help students understand different genres. Teachers can provide experiences that develop students’ prior knowledge, content skills, and metacognition. Teachers can allow students to develop writing strategies to help convey their thoughts and feelings. • Standard 8: Study Strategies • Teachers meet this standard by how they teach students to comprehend new information, use different forms of resources to understand material, and to develop their own metacognition.
Standards information • Standard 9: Writing • Teachers can meet this standard through the ways that they relate reading and writing. They can provide opportunities for students to develop their writing skills based on what they have read, what they have studied, and how they are feeling. Teachers can also meet this goal by teaching the basic writing process to expand students’ writing abilities. • Standard 10: Assessment • Teachers can meet this goal through providing different assessments to understand students’ strengths and weaknesses. They continually use data from these assessments to develop a plan for helping each student become better readers.
Standards information • Standard 11: Communicating Information • Teachers can communicate with different people at the school level through planning, discussion of assessment results, and developing curriculum plans. Teachers can communicate with parents/guardians through newsletters, phone calls, conferences about how their child is doing, and giving parents advice on how to help their child succeed. • Standard 12: Curriculum Development • Teachers can work with others on linking lessons to state and common core standards. They can develop individual goals for students by looking at their needs and strengths and by grouping students across grade and room level to meet their needs. They can look for materials that can help students and that they know can work on different levels.
Standards information • Standard 13: Professional Development • Teachers/Specialists can provide assistance through professional development opportunities by helping teachers in areas that they need help. They can also keep up-to-date on new techniques through research and continue their own professional development to help others develop their own skills. • Standard 14: Research • Specialists continue ongoing research through reading professional articles and completing professional development. They provide teachers and students with opportunities to develop new techniques and modify/adapt those areas that may or may not work.
Standards information • Standard 15: Supervision of Paraprofessionals • Teachers help paraprofessionals in planning and providing materials that they may need. They provide support in allowing paraprofessionals growth opportunities in the area of reading to help them guide their teaching. Teachers also provide support by observing the paraprofessional in their teaching abilities and giving appropriate feedback. • Standard 16: Professionalism • Specialists work with others to help develop everyone's reading abilities. They treat others with respect while collaborating about students’ needs and the development of reading programs. They are continually increasing their knowledge and developing an understanding of ways to help provide other professionals and students with what they need.
Small Group Instruction • This year my principal wanted teachers to provide a more standards focused small group instruction instead of only focusing on fluency and reading skills. With this practicum, I found myself focusing on the students’ needs and how to deliver that to the students. I was able to provide students with chances to improve their reading skills and also to focus on supporting students on standards based instruction.
Professional Conferences • Supervisors from the Central Office asked me to attend a Formative Instructional Practices (FIP) conference. In this meeting, the presenters discussed that teachers need to start unpacking the standards (both the Diploma Project and Common Core) to look at what needs to be covered and to use the standards along with assessments to help guide instruction. This conference helped me understand more about the shift to Common Core Standards and how using them now will help teachers focus more on what needs to be taught.
Copies of Documents • Here is a copy of the Field Classroom Survey files: • Here is a copy of my Time Log: • NCTE Standards Reflection:
