Tracing a Common Core Standard

This activity was a great follow-up to learning the RAP strategy.  Our group practiced using the RAP method as we traced a Common Core Standard from K-12.  The Common Core seems to move and progress very logically through the stages of depth of knowledge.  I think that this activity actually helped clarify both the standard and the DOK. 
The only thing I might change would be assigning the same standard to both groups.  It would be nice to gain exposure to more than one standard during the activity.

Definitions of Content Reading vs Domain Reading

Domain reading is the progression of reading maturity.  Content reading is the strategy for reading and understanding information in a particular subject area other than literature.  This includes the ability to use maps, charts, graphics, etc to better glean the neccesary information.

Content knowledge is the field of study that teachers are prepared to teach.  Domain knowledge is a specialty within in a broader subject.

Diagnosis: The Missing Ingredient in RTI Assessment

     As a high school special education teacher, my students are usually long past the RTI process by the time they get to me.  This article helped give me some insight into the RTI process which I don't normally experience.  I couldn't help but think of several SLD students that maybe could have avoided being deemed learning disabled if their specific reading problem had been identified early on. As the article pointed out, using a standard single measure to identify kids in need of intervention is bound to both miss some students and unnecessarily place some kids into Special Education when, perhaps, a more focused intervention could have been all they needed.
   At the same time, I am excited that I am now learning ways to identify a student's area of weakness now that I do have the opportunity to help them improve.  By the time kids are in high school and they still don't read or comprehend well, many have already given up all hope.  The way they read has become normal to them so they "hate reading" and avoid it as much as possible.  I am particularly interested in how I can analyse the data that I have to discern what area is the problem for each student. It seems much more manageable to have a focus and plan for each child.  Given this information, the student may also feel it is possible to improve his or her reading, even in the 11th grade.
     Before this reading certification program, I felt like I blindly wanted to help my students but did not have the tools I needed to effectively do so.  I could really relate to the teachers in the Vermont school who were probably doing much the same thing. Literacy is going to be a huge focus at our school in the coming years, and the only way to implement real change is through differentiation.

Picture Book Lesson plan

Standards to be addressed:
       ELAALRL1:  The student demonstrates comprehension by identifying evidence (i.e., examples of diction,imagery, point of view,figurative language, symbolism, plot events and main ideas)  in a variety of texts representative of different genres (i.e, poetry, prose,and drama), and using this evidence as the basis for interpretation.
      ELAALRL3:  The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as works from other time periods.
     ELAALRL5:  The student understands and aquires new vocabulary and uses it correctly in reading and writing.

Pre-taught Vocabulary words:
     origin
      myth
      natural phenomenon
      oral tradition
Story used:  "The Legend of the Bluebonnet: An Old Tale of Texas"

Procedures: 

1. Students have been taught common characteristics of Native American origin myths.
2. Students have already read 2-3 other examples of myths.
3. Students have  participated in a lesson in which 2 slightly different versions of the same myth were compared and contrasted.  The purpose was to illustrate that details may change in a story when it is passed down by word-of-mouth but the meaning remains the same.
4. Teacher reads aloud "The Legend of the Bluebonnet: An Old Tale of Texas"
5. Students are asked to identify elements common to all of the myths read.
6. Students are asked which natural phenomenon is being explained.

Extension Activity:
     Students are instructed to write their own origin myth.  The myth must contain a Great Spirit, reference one of the 4 elements, use animals as main characters, and explain how aomething in nature came to exist.

Helpful Websites

Here are a few websites that I  found to be helpful:

http://www.readwritethink.org/   This one is my favorite!  It is filled with lesson plans for all grade levels and topics.  There are also a large number of interactive activities for students-- they walk students step-by-step through a variety of writing activities.  I use it often for printable resources.

http://www.edsitement.neh.gov/   Another resource-filled site. From my experiences it doesn't have quite as many choices as readwritethink, but it usually has helpful ideas to draw from.

http://www.sqooltools.com/   This site is actually more of a search engine.  It will provide links based on the topic that you search. 

http://www.webenglishteacher.com/  This is a site that I use frequently when I am looking for ideas or printables.  It contains lessons posted by other teachers and I love to see what is already out there before I reinvent the wheel and develop a new rubric or graphic organizer.

http://www.literacy.uconn.edu/  An awesome website that provides resources for parents, teachers, and students.  Easy to navigate and provides tons of valuable links.

Picture Book Power: Connecting Children's Literature and Mathematics

My first and standard response when I hear the word "math" is to say, "I don't do numbers."  I try to make this statement the truth as often as posssible.  I have always been horrible at math, or everything after fractions anyway.  So, I avoid it.  Thank Goodness my bank has a website so that  I can verify my bank balance is somewhere around the amount that I estimate it to be. 
So, typical of me, when I saw the title of this article contained that dreaded word, I instantly drew an X through it and vowed not to read it.  Well, as fate would have it, I did read the article.  I didn't find a lot of pertinent information in the article itself.  The subjects were too young and the math too basic.  But I did start to think about the fact that secondary students' reading ability clearly affects all of their academic areas.  I knew this already, of course, but I have always considered it a flaw of math teachers who feel that they shouldn't have to deal with any instruction related to reading.  I never considered that I am doing the same thing when I blithely say, "I am not a math girl."  Please don't take this to mean that I am going to suddenly going to try and improve my lacking math skills.  Math terrifies me and it is truly a struggle for my brain to process any sort of equation.  But  I am, at least, realizing that math teachers may feel the same way when they are told that "reading is everyone's job."  We all have our flaws.

The Cultural Divide of Discourse:Understanding How English-Language-Learners' Primary Discourse Influences Aquisition of Literacy

Wow! It is predicted that in the next 20 years over half of the students in America will be "members of language, ethnic, and socioeconomic minority groups"  ( George, Raphael, and Florio-Ruane 2003).  I am not sure why that figure shocks me-- I have certainly witnessed our ELL population grow in the last decade.  As a general rule, there are very few ELL students that are also served as ESE (Special education) students at our school.  I generally teach the ELL students in the Inclusion setting.  Not surprisingly, about 1/3 of the Ninth Grade Literature repeater class that I co-taught last year was ELL students.  Of course these students have a difficult time with our literature classes!  They are given only selections written in English and must write essays in English.  I have always thought this to be unfair-- it seems that we are only assessing their English skills, not their grasp of literary concepts. 
This article gave specific ways to improve on this situation.  First of all, I have never considered how I need to be aware of the ways that my white, middle, class Discourse might intimidate certain students.  I love the idea of allowing ELL students to be the experts regarding their culture (Discourse) for their classmates and the teacher.  It seems that if the classroom were more of a give and take regarding different cultures, and we truly created a classroom "quilt" of culture, that all students learning would be enriched.
I also found it interesting that the "straightforward" questions may be the most difficult for ELL students.  I had no idea that many cultures value using metaphor and hypothesis to make a point.  It seems that this is a skill that should be shared with all students, as it is the higher level thinking for which we are striving.