WEDNESDAY+GROUP+1


 * __ Stephanie Barnett, Candy Watkins, Courtney Moles, Jenifer Finnan __** **__ LEARNING LOG 1 __**

__At the beginning of your answer, write your first name and then answer the question(s) fully.__

Why are content area reading strategies (CARS) important for all students at all levels? Candy W - I feel CARS are important because they help students to understand and comprehend important information in all grade levels. Stephanie B - I believe CARS are important because they help students not only read better but also learn to retain what they read. Courtney M- CARS are important because students must not only be able to demonstrate knowledge and comprehension, but apply, analyze, synthesize and evaluate what they read across any content area. Jenifer F- I believe CARS are important because once students have to start using content area learning, they tend to get turned off from school because reading for learning requires students to really process what they are learning. If students are taught how to use CARS then content area learning will be easier, and therefore less of a struggle, for them to comprehend. Swanson: I know CARS is important...just look at the good readers you know. They know how to read content effectively and strategically. Too many of them learned by osmosis (they saw someone else do it), or they took a study skills class. A majority of your classmates have not been exposed to CARS and thus they do not use the textbook well and they have trouble taking tests. I think that this course will help with you and your friends studying skills.

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** Courtney- Other books and electronic resources help students better understand because the can receive multiple points of views, and with everyone being different, the different stories will appeal to all readers them better understand. One student might understand better by watching a video, yet another might learn better by reading a book (multiple learning styles). Swanson: I agree that with the multiplicity of students in a classroom, strategies must be there for organization and directions. Strategies also help students to deepen understanding of content and provide a direction for obtaining knowledge. Students need structure and strategies provide it.

Jenifer F- Using the text set provides students with multiple opportunities to explore the subject, and with those multiple opportunities one will most likely be suited to their learning style. Also, using sources other then a text book will help engage students by bringing personal connections, or sparking background knowledge. The multiple points of view also help students get a more well-rounded idea of the subject.

Candy - Text Set and electronic resources will give students information in different formats to help understand the topic being taught. If the teacher finds text sets that are interesting to the students it will allow the students with opportunities to enjoy finding out more information about the topic. Electronic resources are fun for students to explore to find out more information. Some text sets and electronic resources give students a personal experience that will help them connect to the topic.

Stephanie - Text books are often not child user friendly. They can be very cut and dry. You can really help children learn by getting them emotionally and/or physically involved. Text Sets and other electronic resources allow children to futher explore what they learned. They do not have to be limited they can research the part that they found intersting or you as a teacher can futher elaborate on what you whant them to know. This also teaches them how to find out futher information from other resourses.

Swanson: I know text sets enhance, enrich, take the information to other p.o.v., personalize, add action, and more. Text sets should be there for the struggling reader so s/he can read the material and contribute to the conversation and learning. Text sets should be there for the "good readers" so their experiences can be broadened and deepened. Text sets should be on every table in a classroom or available on the computers for school and home use. The kindergarten or primary could have text sets on caterpillars, for example. The fourth grade could have textsets on biomes, etc. Time should be available for reading and sharing the information.

**__ LEARNING LOG 2 __** thank you, stephanie.

__At the beginning of your answer, write your first name and then answer the question(s) fully.__


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **
 * Jenifer- The first suggestion to improve the topic in your classroom is to help students become strategic readers; students need to be able to use strategies to make reading fluent, not constant difficulty with decoding. Second, students need to be supplied with prior knowledge before reading. However, students need to continue working on their prior knowledge during and after reading to help meaning and to elaborate on the content. Third, teachers need to remeber that in the 21st century, literacy can mean more than just reading textbooks. Teachnology can be a huge asset in content learning. "...new literacies allow readers 'to identify important information, critically evaluate that information, synthesize it to address those questions, and then communicate the answers to others" (Vacca, pg. 8).

Candy - One point the author suggests to improve the topic for the classroom is using new literacies such as media and technology. The author reminds us that print resources, like textbooks and trade books, in combination with digital texts, sound and images produce powerful learning environments. The second improvement would be accomplished by making sure the teacher’s content knowledge is important. The teacher should know what to teach and how to teach it. The third improvement would be to integrate content literacy practices and strategies into lessons and units of study.

Courtney- One of the first points that the author suggests is that teachers have mastery of the subject in the classroom. When a teacher has mastered a subject, the students are not only given the correct and all the information that the teacher has, but when a teacher shows genuine interest in the subject, it draws the students in more and makes them want to learn. Next, it talks about how the development of technology has grown over the past 20 years and as our book states "teachers need to help students "learn how to learn" new technologies" (Vacca, pg 9). This is very important because technology is only becoming a more integral part of life, and without it, students will fall behind. Finally, content literacy needs to incorporate researched based learning strategies to support learning, reading, writing, and thinking with text. Stephanie-One of the points the authors shows is that content and process are two sides to the smat coin. Content is what to teach andprocess is how to teach it. I was kinda surprised to see that some information in the book that some teachers still beliee that we should get //**through**// a set curriculum. I agree that the pressure is on teahcer to help students set and reach high starndards but as the bok points out the performane needs to be alighned with the curriculum. this another reason to use texts in the classroom. Literacy comes in so many forms. Their are numerous ways to reach your students and get them involved in learning that is why we as teachers have to keep up with technology and utilize it. We also hav eto keep up with the ever changing forms of literacy. Literacy too is a very dynamic concept that is continually evolving.

Swanson: Learning no longer is confined to the textbook. When was the textbook your source of information for a topic? Textbooks are passe` and should be enriched with different points of view, multiple visuals and sounds, movement as videos, and action. The more we have textbooks come alive, the more students will enjoy and learn the material.

** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. Why is reading to learn a strategic, meaning-making process? Jenifer- Reading needs to be connected to meaning, and reading to learn requires active participation in making meaning. "...the real value of reading lies in its uses" (Vacca, p 18). Reading to learn can be difficult though because of unfamiliar vocabulary and lack of background knowledge. Strategies help make the decoding process easier so attention can be focused on comprehension and not decoding.

Courtney- Reading is part of our everyday life. If you do not know how to read, then you will not be able to go far in life. As stated in our book, " Oral language without meaning is mere prattle-- a string of senseless, meaningless speech sounds. Written language without meaning is a cipher of mysterious markings on paper" (Vacca, pg 17). It is a strategic, meaning-making process because reading is such an important part of life. Swanson: I agree that reading is connections, authentic experiences with authentic purpose. As adults, we are looking for information to an internal question. IF we as teachers don't ask students to have internal questions, then they will not learn.

Stephanie- As stated before reading can be just reading but what is the point. If you do not see the picture that the words create then why read whether it is for pleasure or assigned. Even reading for pleasure is a learning process. We pick up new vocabulary, improves spelling and gramer, and depending on what we are reading we cal learn may life lessons as well. They have books now for jsut about anything self-help, do ir yourelf, fix your relationship, and cookbooks just to name a few! Learning to read and make meaning of reand is vital to life it is all around us and in everything we do. 3. Demonstrate the importance of prior learning (schema) has in making reading as a meaning-making process. Stephanie- Prior learning sets the foundation for any process of learning. Whether it is math, science, history ect. However reading is manditory for all subjects. If you can not make meaning of what you are reading then how can you learn. It is very imporant that we learn each step prior to the next so that we can build and stack them upon one another. For example how can i write a sentence if I can not even make words form letters.

4. Evaluate your skills to the chart on page 21. How good of a reader are you? Jenifer- I believe I am a good reader because I do use several strategies on a regular basis. I definately monitor my understanding constantly. My mind tends to wonder when I read, especially text books, so I regularly stop and make sure I focus. I will reread sections, sometimes several times, if I haven't been paying close enough attention. I use other strategies like reading selectively, constructing meanings, and draw from prior knowledge; however, I use monitoring understanding all the time. It takes an active effort on my part to use my good reading skills, but when I use them I feel like they are very effective and work well for me.

Candy - I really have to make an effort to stay on track when I am reading my textbooks. I have three children so I am distracted a lot during my homework time. I am a visual learner so reading a book is difficult for me to retain the information. I know that I have to read a passage several times to make sure that I understand it if it is a difficult passage. I have realized that I must monitor my comprehension by making sure I think about the text I am reading before, during, and after reading the passages.

Courtney- I think i am a good reader because i do the work that is required and i will reread something until i understand it. If i still don't understand it, or am confused by something, i will seek help with it to ensure understand it. I will also look up words that are new to me to better understand it. Also, when reading a narrative, i pay close attention to the characters and what they are saying, and i will reread it to make sure i completely understand what is happening it in.

Swanson: All people can improve their reading skills. That is the crux of reading. Reading is multi-faceted, multi-purposed, multi-engagement and all have parts of reading that are weaker than other parts. With direction and purpose, all people can be better readers.

**// 5. Authentic question: Interview a content area teacher on effective teaching strategies that he or she uses to engage students in learning. //** Candy - I interviewed an 7th and 8th grade English content area teacher about effective teaching strategies. Her name is Mrs. Mahaffey. She told me that she really wants her students to leave her classroom learning the content and life skills. She incorporates her smart board into her lessons because she feels that students need technology strategies to keep them engaged sometimes. Mrs. Mahaffey told me she teaches from the text book and from printouts that she finds on the internet. Mrs. Mahaffey is a hands-on teacher. She like for her students to play games to make connections to the material.

Swanson: I am glad that you interview a "real" teacher. I am so happy she is interactive with her SMARTboard and activities. If you ever get a chance to interview her again, ask her about how she teaches vocabulary and sets up the students for learning. If you get a chance to view her class, please think about the introduction of the content as well as how she is incorporating relevant information into the lesson.

LEARNING LOG 3

__At the beginning of your answer, write your first name and then answer the question(s) fully.__ Swanson: I loved all four of your answers....Thanks. Jenifer- One main point the author suggests is to include arts and media influences in the classroom. Because there are several ways to convey meaning in today’s society it is important for students to be literate in the different means of communication. Another main point the author suggests to improve classroom topic was to link in-school with out-of-school literacies. Students use technology (new literacies) for personal and social purposes, which has created a gap between school and non-school literacies. To close this gap, teachers can make the curricular content more relevant to students, especially in the modes of presentation. Another main point the author suggests is to provide students with the knowledge of how to evaluate internet links. Some websites are not tested and have potential risks. Students need to be able to judge what sites are may contain, how reliable sites are, and determine how accurate the information will be on the sites.
 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

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 * Courtney ** - The first main point i think is the author, in a way, redefines what being literate is. Used to, being literate meant being able to read and write, and now with technology the way it is, being literate means being able to read, write, and understand how to use the technology. The second major point is the nonlinear characteristic of new literacies. Traditionally, we would read a book, front to back, left to right, but now we have computers, internet, and just so much technology that breaks the tradition and creates a new way for students to learn. Another point is internet inquiries. Everyone has questions and the internet is simply the easiest way to find the answers. Teachers can create a topic, and have the students generate questions and then find the answers to the questions by using the internet. ======

Stephanie- One of the topics that the book suggests is to link in-school with out-of-school literacies. Though this can cause a gap in thier reading of the in-school literacies were should take advantage of the outside literacies. As you have already pointed out Dr. Swanson textbooks are passe'. Using visual arts is another point that this author points out and one strategy to use is the sketch-to-strech. Having students take a minute to sketchout what they understand is definately a way to help retain information because it becomes their own idea. One final piont that this author points out is that nw literacies in tntegral to the strategic knowledge and skill. They emphasise the importants of why we should emplament the use of all of the new literacies, because ther are so many!!! We hae libraries, databases, computer networks, videos and more.

Candy - One of the main points the author suggests to improve the topic of the classroom is to incorporate new technologies into reading and writing. The author states, “Being a literate person in today’s society involves more than being able to construct meaning from a printed text.” The second point the author suggests is that teachers must be willing to change techniques they use in their classrooms so that students are “prepared for life in the twenty-first century.” Students will be using different technologies when they graduate so they should be prepared by their teachers to use the technologies as they complete their education. The author suggests the internet is changing the way we think, inquire, read and write so teachers should embrace technology in their classrooms.

** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. Why is learning with new literacies essential for implementation into the curriculum? Jenifer- First, new literacies are essential for implementation into the curriculum because these literacies will be used constantly in the "real world". The world has changed to using technology for most things such as work, school, and socializing. So students need to be literate in the use of these new technologies. Also, new literacies are essential because they make literacy relevant to their lives. A lot of students are already using technology in their lives at home, but for those who aren't (and those who are) technology can make reading and writing experiences more interesting and engaging for students.

3. What are the similarities between the new literacies and the traditional print? What are the differences? What is the same? Use a Venn diagram. Stephanie- []

4. Why are the new literacies not integrated into the most classrooms?

Jenifer- New literacies are not being integrated into most classrooms for several reasons. One being that some teachers may not recognize new technologies as literacies. “Old fashion” views of reading and writing in traditional ways could stop teachers from advancing to new literacies. Also, some schools, and families, are just not equipped with the technology to support new literacies. Teachers cannot be expected to teach with blogs, web quests, internet projects, etc if students are not able to explore these options themselves. **Courtney-** I think new literacies aren't being integrated into most classrooms for many reasons. One being that the schools don't have the funding to incorporate all the literacies into the classroom, another being that the students don't have the resources in their home to keep up with it. The next reason is because teachers may not want to incorporate it, either from being old fashioned or not having the time to bring in these new literacies,. Stephanie- Two major reason I believe new literacies are not being integrated to the classroom is lack of funding, intimidation form the teachers. There are many teachers that are "stuck" in their traditional ways or their routine and they get comferable. With all the new technology comes training. Who wants to take personal time to do that?????

Swanson: I agree training and support must be available. It is so hard to do it once and then go away and try it by yourself.

Candy - I think new literacies are not integrated into most classrooms for a couple of reasons. First I think teachers don’t want to have to take the time to learn about them for themselves. They think it will take too much time from teaching to let the students “play”. I think lack of funding is also a reason there are classrooms without new literacies. There are many grants that are available to teachers for technology in their classrooms and they just need to take the time to apply for them.

**// 5. Authentic question: //** **// Interview a middle-school or high school student about the use of electronic texts. What types of skills and strategies do students need to possess in order to use electronic resources effectively. //**
 * Courtney-**I talked to my cousin, a senior in high school, what skills she thinks are required in order to use electronic resources effectively and she said that the very first thing that all students need to know is how to use a keyboard, which is a requirement in middle school, and following that, students need to know how to do the most basic of word documents so they can type papers. Without the basic skills of knowing where your fingers sit on the keyboard or knowing where each key is, it would just make it so much harder to type and would take up alot of time. Also, students need to know how to use the internet, which most are, thanks to facebook, myspace, and just simply owning a cell phone. I agree with what she said, i think the most basic of being able to use eletronic texts is knowing how to use a keyboard.

Candy - I interviewed my daughter who is an 8th grader. She said that students should be able to use a mouse and a keyboard in order to use electronic resources effectively. She said she started using a computer in the first grade to take AR tests. If students cannot use the mouse to click on answers or operate the keyboard they will not be able to complete tests or assignments. Basic typing skills are needed to complete most assignments. She said that students should be trained on how to operate the computer or resource correctly. Swanson: I am so glad that you are interviewing people and seeing how they are feeling about the topic. I think the keyboard is so important. In the "ole" school district, we taught keyboard in Kindergarten (with colored magic figures). At least the students had an idea what finger went where. I like the old way of teaching keyboarding and it works...the school focused on correct keyboarding in third grade and then each year later, a refresher course followed in the lab.

LEARNING LOG 4 This is a wonderful set of responses to the questions. I love your thinking.

__At the beginning of your answer, write your first name and then answer the question(s) fully.__


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Jenifer- One way the author suggests to improve the classroom is to have teachers be aware of what their actions/attitudes/views say about how they view other cultures. When teachers correct students’ English, students get the impression that the teacher is not sensitive to cultural and language differences. Teachers should focus on students being able to explore ideas without fear of humiliation from speaking “correct” English. When students get corrected, students feel that the teacher feels that English is superior, which creates distrust in the classroom. Another way to improve the classroom is to have teachers integrate multicultural literature across the curriculum. Teachers should provide students with texts that are engaging and recognize the unique contributions of each culture and the similarities of the human experience across cultures. This will help students develop an appreciation and value their heritage, as well as help other students benefit from understanding ways of the world. Another way to improve the classroom is to have the teacher develop relationships that nourish trust. Teachers do this by drawing on students’ interests and popular culture. Again, this helps students understand that the teacher does not view her culture as superior. The teacher needs to ensure she understands the kinds of knowledge that culturally diverse students bring and that she adjusts the curriculum to their socio-cultural strengths.

Candy - The first way the author suggests a teacher can improve classroom topic is by successfully responding to linguistic and cultural differences in their classroom. The teacher should draw on the students’ backgrounds, languages, and experiences so that they can promote academic achievement for all of their students. Secondly, the teacher should integrate multicultural literature across the curriculum to allow students opportunities to explore different cultures. Thirdly, teachers should use sheltered instructional aids to let students who have limited skills in reading, writing, listening, and speaking see content visually.

Courtney- The first major point the author talks about is just understanding the word culture. Most people don't understand how broad and complex this term is, and if most people don't understand it, that means almost all students wont. I think it is very important to help students to understand how complex of a term it is. Not necessarily unloading everything on the students at once, but defiantly opening their eyes to all the different aspects is important. Next, the author talks about the communication between the student and the teacher. I had never thought about how the author described it. The author stated that if your talking to a student and constantly correcting them, they will in a way, shut down. If a teacher is constantly correcting and telling them they are wrong, they will eventually just stop trying. It's very sad but now thats its been called to my attention, i noticed that i have witnessed this before. Not only as someone who has been correcting children, but i have also been corrected and i understand that feeling of just giving up. Another main point is the seven key characteristics to culturally responsive instruction. These seven key factors have been researched to show that they help guide multicultural students on the rodd to academic success and social achievement. I think that these are very important to have in any classroom.

Stephanie- One of three main points the book talks about is integrating multicultural literature across the curriculum. Integrating multicultural books in to the curriculum would mot be that difficult. It is just a matter of knowing you students and taking the time to pick books that would bet suit them. For example if most of you class was from adoptive families you may not need to speed a lot of time discussing this topic but a book would help the other students understand and the adoptive students a little more accepted for lack of a better term. Books are an easy way to include many cultures into your classroom. Another main point the book points out are ways to know a culturally responsive classroom, there are seven: 1. High expectations 2. Positive relationships with families and community 3. Cultural sensitivity 4.Active teaching methods 5. Teacher a s facilitator 6. Student control of portions of the lesson 7. Instructions around groups and pairs to create low anxiety. A final point that the book brings is the SIOP model (sheltered instruction observation protocol). SIOP provides a comprehensive instructional framework that can be used in several ways to shelter instruction for English learners. First, SIOP serves as a blueprint for designing lessons that integrate content learning with additional language support. Second, SIOP enhances instructional delivery by making teachers aware of highly effective practices and behaviors that will make a difference. Third and final, SIOP provides an observational framework for rating teachers in sheltered classrooms.

** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. What is culturally responsive instruction look like to in the content area classrooms.

Jenifer- Culturally responsive instruction will look like a community of learners. Students will celebrate languages and cultures by inviting students or their family members to present information or artifacts from their country of origin. Teachers will use paired learning, visuals, choral reading, and hands-on learning in a culturally responsive classroom. Students will be provided with time to speak, read, or write in their home language each day. And students will be able to use bilingual dictionaries, nonfiction picture books, and drawing and writing to help them understand the content area curriculum.

Candy- Culturally responsive instruction will give students the ability to feel comfortable in a classroom where everyone is different. A teacher should make sure that her or she reaches out to connect with students, their families, and community members to make them feel comfortable. It is a teachers responsibility to adapt their curriculum to the diversity of his or her classroom because when cultural differences are ignored in classrooms, student feel left out and afraid. When students feel comfortable in a classroom because they are understood they will participate more.

Courtney- Culturally responsive instruction in content area classrooms will provide all students with information pertaining to a variety of cultures. If students are presented with information about other students in the classroom or community, it will provide comfort knowing something about each other and will open the link for connection between the students.

Stephanie - "Keep it real" an example from the book. Make student teacher relationship number one and reach out to the family as well. Respect you students and they will learn to respect each other. They will learn to be comfortable with each other and themselves therefore becoming more confident students. Collaborate with other teachers for advice. Your classroom will in end up being a community of learners working together for the same cause, to learn.

3. Support sheltered instruction for English-language learners to make content more accessible to them while providing additive language support Jenifer- Sheltered instruction is beneficial for English-language learners because it helps present information in different ways that are not so reliant on the English language. Visually aids, hands-on activities, and artistic representations of meaning help the content be understood better because confusion of the English language can be minimized by not using the language to convey meaning. Sheltered instruction is also beneficial because ELLs are learning the grade-appropriate content and not just being put in a “dumbed down” classroom. This help ELLs because they are able to be around genuine, meaningful English activities that integrate listening, talking, and writing activities; being engaged in genuine activities will help build their knowledge of the academic English used in content subjects. They can receive extra language support by learning reading-to learn strategies that are modeled for students, being scaffold in their learning, and having the teacher use a variety of question types.

Stephanie- Sheltered instruction often provides opportunities for nonnative students to learn discipline-specific content while improving their English language skills. This is done by providing activities that re hands-on cooperative, pictures, relative media, artistic representations of meaning, and ready to learn strategies modeled for students. We have to find ways to meet the needs of the struggling learner. We have to make sure we are using grade appropriate material, classroom appropriate representation, using content in small and large group discussion to understand participation rules, and finally mastering vocabulary and grammar.

Swanson: I love sheltered instruction for ALL students. This SIOP is a wonderful lesson plan to make sure that all students can learn. 4. Authentic question: **// Interview a teacher about the strategies he or she uses to met the needs of students with cultural or linguistic differences within the classroom. //** Candy - I interviewed a middle school teacher named Tiffany. She said that she to deal with students from many diverse backgrounds. She has students with diverse socioeconomic situations, ethnicity, and abilities. She takes special care to listen to her students and adapt each day to some of them. For instance one student came to school very upset and tired. Tiffany asked the student if they were ok and he said his mother’s boyfriend had been taken away in the middle of the night by the police and they had not been able to go back to sleep after the traumatic ordeal. So he was very upset for most of the day. Tiffany made sure the rest of his teachers knew the situation so that the student was able to have extra time on assignments for the day. She allowed the student to stay in her room and complete some assignments from other classes. Tiffany makes sure that what she does to help a student would not offend a parents or guardian of a student. She will sometimes call parents to make sure that what she is doing is ok with them. Ethnicity differences in Tiffany’s classroom causes some incidents each year. As a class, they discuss race issues to try to keep issues down. She requires all of her students to show each other respect. Many of her students come from homes that do not respect certain races so she must try to make them all get along while in her classroom. She said some students have had to write sentences stating they will respect each other in the classroom. Tiffany said she has a class with students that are diverse in abilities. She makes seating arrangements for redirecting any students that have trouble focusing on her and the lesson. She does have assigned seating at the beginning of the school year to set up expectations of proper classroom procedure. She said she must be flexible and creative to keep all of her students engaged. Swanson: Tiffany seems to be on the right path to help her students.

Courtney- I interviewed a elementary school teacher. She once had a student that was culturally different. The student would not participate in the daily pledge of allegiance and was not allowed to celebrate any holidays. The student was not even allowed to color any coloring sheets that pertained to any specific holiday. The teacher had to make special activities that this student could participate in. She would make the activities for the whole class and have all of them participate, so the one student wouldn't be singled out. Swanson: There always seems to be an individual in any classroom where you have to make special arrangements. It could be religious based or IEP or physically challenging or some other reason. Differentiation of education is always your goal to help all students learn.

LEARNING LOG 5 I really like the way that you are all reacting to the questions on a academic and personal level. I too want to know more about assessments and the roles they can and should play in the classroom. I feel like some of the teacher at the bottom. Are we meeting our students' needs by the assessments? Or, better put, whose needs are we meeting when we assess?

__At the beginning of your answer, write your first name and then answer the question(s) fully.__


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Jenifer Finnan- One main point the authors suggests is to use authentic assessments. Teachers can assess students in an ongoing, natural way because they are able to observe and collect information continuously. Observation is a natural outgrowth from teaching and helps teachers be more effective and efficient. Another main point the author suggests is using portfolios for assessment. It is a global, balanced practice that helps students be a part of the assessment process. Portfolios do not depend on one day’s worth of work, so if students have a bad day, they can make up for it with another assignment. Students have feplexibility with portfolios. But portfolios are also very informative for teachers. As ongoing assessments, they are collections that examine achievement, effort, improvement, and process. Students do not have to depend on the end result for their grade, but in making sure they construct the knowledge through the process. Another main point the authors suggest is to have students participate in setting goals for rubrics. This helps students really understand what is expected from the assignment and how they will be evaluated. Students are also able to better monitor their learning in authentic meaningful ways.

Candy -

Since the testing stakes have never been higher for students, there is so much pressure put on them. Teachers must except the pressures also. One main point the author suggests is for teachers to be thoroughly familiar with the language, purposes, and legitimate uses of standardized test. These tests determine whether schools are making adequate yearly progress so teachers should understand the process to help assure their students understand how important they are. Another point the author makes is that teachers are expected to meet the special needs of all of their students. One way they can is by authentic assessment. Teachers should assess students in an ongoing, natural way so that the students are comfortable and the teacher can make accurate assessments. The third point in this chapter is teachers should evaluate text and assess students interactions with texts if they are content area teachers. So measures that can be used to help provide the teachers with information are Lexile levels, readability formulas, the Fry graph, the cloze procedure, readability checklists, and content area framework.

Courtney- One of the first main points that the author talks about is high-stakes, formal testing. High-stakes testing is something that every state is starting to adopt.It's testing that is developed by expert committees and test publishers. It is standardized testing in multiple content areas that uses the results of the tests to see if schools are achieving adequate yearly progress.These tests are one time during the year, given to a group, and they are compared to other schools. This is a very controversial topic on whether it should be brought into some schools or if there should be an authentic, informal approach. The authentic, informal approach is testing that is developed by teacher and students. This is testing is given in classrooms, given in small groups or one on one, and is used to see where an individual students strengths and weaknesses are and what needs to be worked on. Another main point is the "No Child Left Behind" Act. It was a reauthorization, in 2002, of the Elementary and Secondary Education Act. The NCLB act basically says that if the state want to receive federal funding that the state would have to develop standardized tests and have them prove that the public schools have achieved adequate yearly progress. If they do not, they will lose all federal funding.

Stephanie- Sorry don't know what happened. One of the main points in this chapter is the role of the teacher in authentic assessment. High-stakes approach to assessment, the test is the major tool; in authentic assessment the teacher is the major tool. They are the ones that are continually observing and taking notes. Another point in this chapter is adapting portfolios to content area classes. The book explains that in many ways the use of portfolios is a more practical method of organizing a students information gathered from interviewing, observing, and creating checklists. A final point in this chapter show is an informal assessment techniques. These such techniques include checklists, interviews, and content area reading. These type of assessments often consist of categories or questions that have already been determined.

** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. How does a formal, high stakes approach differ from an informal authentic approach? What are the plusses, minuses and interesting facts of each kind of testing?

Jenifer Finnan- Formal high stakes: Benefits are that it makes sure standards are met, makes sure students are achieving at appropriate level of proficiency, ends social promotion, help schools identify weaknesses, and it is fair. But the heavy emphasis narrows the school curriculum to get good test scores. It doesn’t test social studies, visual arts, music, and physical education. They are important subjects too and will often get pushed aside for the subjects that get tested. Also, the validity is controversial because scores do not accurately reflect student knowledge. Large amounts of time have to be spent in test preparation. It also has disproportionate numbers of minority and low-income students being retained from test results. The tests do not focus on the potential of the learner, as well as diminishes self-efficacy and motivation in students. The tests are also not grounded in child development theories; the tests expect chronological age to represent the level of achievement students should be at. Schools are unfairly penalized and standards lowered for bad test results.

Informal authentic: The teacher is the major tool, not the test like in formal testing. Benefits are that the teacher can observe and collect information in an ongoing, natural way. Students do not have feel like the teacher is obtrusive. Teachers just have to be good listeners and watchers of students. Teachers are able to understand and accept differences and make instructional adaptions from informal assessments. Informal assessments can be used before, during, or after a topic. However, teachers no matter what are biased in judgments. Being aware of the biases teachers hold will help them be less bias.

Candy-

High stakes testing is formal testing. It is administered one time a year, using a pencil and paper method. The test is multiple choice and given to a group of students in one setting. These tests are designed to measure levels of current attainment. Teachers and schools use these tests to compare the performances of one group with students in other schools. The test results help determine funding support for districts and schools. Reports, printouts of subtest scores, summaries of high and low areas of performance are available from high stake tests. Informal authentic approach is developed by teachers and students. When teachers administer this test is a continuously evolving and intermittent test given throughout an instructional unit. These tests or assessments are sometime given to small groups of students or one on one. Informal authentic approaches include classroom tests, checklists, observations, interviews, and so on. These are designed to evaluate understanding of the material. Teachers are able to make quality judgments about student’s strengths and instructional needs. Notes, profiles, portfolios, discussions, recommendation that evolve throughout instructional units are available to teachers when they administer informal authentic approach.

Stephanie- High stakes testing is based solely on the outcome of a test. It grades the school on how well they are teaching students based on the test scores. The idea behind hig-stakes testing is positive. Proponents believe that they can determine the areas of weakness ina school system and stop passing students to grade levels they are not prepared for. However one of the main concerns is narrowing of the school cirriculum to implement heavy emphasis on test taking abilities. Are we teaching them just to pass a test instead of teaching them the information that is beaing tested, couldn't this provide false security in the students knowledge of the subject areas if this is true?????

Informal authentic assessment is useing the teacher as the key informant of the students. Who better equipped to observe students than the one who is with them everyday and can continually assess bases on daily observations?

3. What is your opinion of assessment? What can you do to make sure that you are assessing what you want to assess? WHAT DO YOU WANT TO ASSESS?

Stephanie- Assessment is a daily ongoing process for any teacher. It is important that we continually observe and assess our students on their progression or regression if that may be the case. If we are frequently jotting informal notes of our obsevations of our students then we can better monitor our students educationally and emotionally. Jenifer Finnan- I definitely prefer informal authentic assessments. Students can suffer from test anxiety, or be having a bad day when they are tested. I think this information is important to consider during testing situations; and formal high stakes tests do not take this in consideration. I really like the idea of portfolios. This gives students so much more involvement in their assessments. I remember when I had a teacher do this technique and I loved it. This enables students to put their best foot forward with assessments. But more than that, it still allows teachers to examine achievement, effort, improvement, and processes. I like that the process, not the end result is the emphasis. To make sure you are assessing what you want to assess I think rubrics are a great help. I love the idea of having students help make rubrics. This puts a lot more responsibility on students to take charge of their learning which makes them more motivated. I will want to assess that the major ideas and processes that are learned. I do not want students to just memorize information. I want to be sure they grasp the idea of what is being taught.

Courtney- My preference of testing is the informal authentic testings, and i'm pretty sure almost all teacher would agree. While the formal testing might have some advantages, it really has more disadvantages. In the formal testing, its one time and in one big group. What if a student had a rough couple of days before, or was worried about the big test the next day and didn't get any sleep? That would definitely affect their ability. Also, the formal testing is so strict and stressful from the teachers that monitor it, it causes stress on the students, which will also affect their grade. Another reason is that typically, all the students are put in one giant, blank room filled with long table and uncomfortable chairs, and are forced to sit there for hours, and personally, that just makes me wanna scream. Also with the high-stakes testing, the actually tests are developed by a committee of people and what they think all the students should know. With the informal authentic testing, it can be in a small group or one on one with the student, which will cause less anxiety. The tests can can be retaken multiple times if needed, and is developed by the teachers. The test being developed around the students knowledge and what they are taught is so much better than what someone thinks they should know.

//4. Authentic Question:// //Interview a classroom teacher on how the current educational policy decisions and/or high-stakes testing requirements have impacted his or her teaching practices.// Courtney- I interviewed a 2nd grade teacher about how the high-stakes testing requirements have impacted her teaching process and she said that shes feels like she is having to teach to the test instead of being able to focus on the state objectives. The state mandates that reading and math are higher priority while science and social studies are pushed to the side.

Candy- I interviewed a fifth grade teacher, named Mrs. Spruill. She said she doesn’t like the state mandated tests. She has had to adapt her teaching to the test and she feels her students don’t get to enjoy the subjects she teaches. She really has to make time to add in fun things so her students don’t get bored doing nothing but test prep. Mrs. Spruill says she doesn’t like that she is held accountable for the test scores. She usually has quite a few low level students in her classroom and their scores are not as well as other students and it reflects on her. She has done testing every year so she really doesn’t know any different though. Some modification she has had to help students with during tests is having the writing test scribed. The student was given the writing prompts and he told the teacher what to write including punctuation, indentation, etc. Some students also have the test read to them then they can answer what they feel the answer is.

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?**

** LEARNING LOG 6 **

Swanson. Thank you Stephanie for finishing this log.

Your responses really make me smile. I see the teacher in you coming out and you are thinking critically about the topic. I think this chapter is exceptionally great because the B/D/A should be the foundation of every lesson plan you do, either informally or informally. YOu will be using this format when you are doing professional development. You will probably use this format when you are dealing with your own children. It is a great what to set up information, do the task, and and check back to see if the information is learned. Thank you.

__At the beginning of your answer, write your first name and then answer the question(s) fully.__


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Stephanie - Strategies are one of the first points that the book talks about. It talks about the instruction of strategies and and the importance of demonstration and modeling of the strategy. It also stresses guided practices and then the application. The nest point the book brings up is lesson plans. The book goes over several questions that a teacher should consider while planning lessons: standards, instructional goals, essential questions, instructional strategies and activities, instructional material and resources, new literacies, and assessment. The book also points ou B-D-A instructional framework. B-D-A is before reading, during reading, and after reading and what a teacher does during these times is crucial to active and purposeful reading.

Candy - Teachers should plan their lessons deliberately and completely. The author suggests one way to improve the classroom model is that teachers need to consider standards, instructional goals, essential questions, instructional strategies and activities, instructional materials and resources, new literacies, and assessment. Another way to improve the model in the classroom is by planning collaborative interactions such as cooperative learning, small group processes, and planning discussions. The third model the author suggests is by creating an environment for discussion. Students should feel comfortable and welcome to discuss topics with their classmates. Each students should feel like they are important.

Courtney- One of the main points of the chapter is strategy instruction. Strategies help students learn by activating prior knowledge, give them a framework for understanding, to accommodate multiple learning styles, and many more.The author talks about how in explicit strategy instruction, its important to create awareness, model and demonstrate, practice, and apply. Another important topic to involve in the classroom is the B-D-A Instructional framework. The B-D-A activity is very similar to the K-W-L chart. B stands for the before reading, in this part students would be motivated to learn more about the topic and activate prior knowledge, the D stands for during reading, and the A stands for after reading. In the after reading, the students can bridge the gap between what they knew before reading and what they learned during reading. Another thing that will improve the classroom would be planning collaborative interactions. One of cooperative learning activities i see myself using within my classroom and being useful is the learning circles. Students will be able to discuss various topics and will provides different perspectives, which will provide a deeper and better understanding of the topic.

Jenifer- One main point the author had was to plan for the learning. This helps teachers think through the goals, activities, texts, and strategies that are needed to support learning. Planning should include explicit strategy instruction to help scaffold students knowledge. The components of explicit strategy instructional framework include awareness and explanation, modeling and demonstration, guided practice, and application. Another main point the author has is to use B-D-A. Before reading strategies helps activate prior knowledge, motive students, introduce vocabulary and concepts, and develop meta-cognitive awareness. During-reading activities help students recognize what is important in the text, draws their attention to it. Strategies help students to not disconnect between themselves and the text. After-reading activities also bridge that same gap. Students can distinguish important from less important ideas. They can also understand relationships and actively respond to the meaning. The author also suggests using collaborative interactions. “Cooperative groups facilitate active participation and should be a primary form of classroom organization when teachers bring students together to comprehend texts” (p. 152). Cooperative learning can come in the form of jigsaw groups, STAD, learning circles, group investigation, and group retellings. Learning in groups however needs to be cooperative not competitive. Competitive learning doesn’t help students become interdependent during group work.

** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. What is involved in designing a text lesson based on a B-D-A instructional framework? Courtney-The first step in the B-D-A instructional framework is for the teacher to choose something that is interesting, or show enthusiasm, for the topic. Students will be introduced to the topic and will be asked various questions to spark their interests and motivate them to read. Next, is the during reading. In this step, some activities that could be used are to take specific instances from the reading and have the students elaborate more on the topic. Students, after describing their topics, can get in groups or work with a partner to share ideas and learn more about the subject. In the final stage, A for after reading, students are able to bridge the gap of what they thought about the story, before they read it, and what they learned in the story. Stephanie - background, sustain motivation, and provide direction || To guide an active search for meaning || to extend and elaborate ideas form the text ||
 * Instructional Sequence || Before Reading || During Reading || After Reading ||
 * Rationale || To establish purpose,activate

Jenifer- First teachers select the text or chapter that is to be covered. Then the teacher decides what to do before reading to activate students’ interest, which can come from activities or discussions. Activities build and activate prior knowledge and present key vocabulary and concepts to prepare students for reading the text. During reading, students need to actively read and connect with the text. The teacher chooses strategies that will help students stay involved in the text. Lastly, the teacher has students follow up on their reading to make sure there is a bridge between the students and the text. The bridge is built by distinguishing important from less important ideas, perceiving relationships, and responding actively to the meaning. Strategies vary accordingly to which is most appropriate for the topic.

3. How can teachers modify lesson plans to be more student centered inquiry based to connect literacy learning? Candy - Teachers can allow students to gather, evaluate, and synthesize data from a variety of sources so that they can communicate the discoveries. Teachers should be able to make identifying questions and problems as important in the classroom as finding answers. The students should be provided with opportunities to compare, contrast and synthesize information from multiple sources. Charts, graphs, visual or performing arts should be used to present findings of research. Students should be allowed to discuss possible sources for information presented in the class or for answering questions posed by the teacher or students.

4. How can content area teachers plan and design instruction for all students to actively engage and motivate participation for literacy-related activities? Stephanie- First it is important know the objectives of a unit. Then you have to pick the concepts that you know your students will interact with and develop which means setting priorities over the most important understandings to be gained in a manageable number, not just covering all material. After establishing this as the teachers role there are numerous activities that you could choose and pick from that would best suit your group of students. It is important to understand that you may not always teach a subject in the same manner as each student and group of students will differ. Just a few ideas that can be used to engage and motivate students are incorporate collaborative interactions through learning circles or jigsaw group and plan a guided discussion. Plan activities in between the different steps of the B-D-A process. Make sure that you establish strategy awareness and explanation through demonstration and modeling.

5. Research states Bloom's Taxonomy or another questioning taxonomy benefits comprehension greatly. Why do you think this is so? Courtney- I think Bloom's Taxonomy benefits comprehension greatly because its a tool that used by the teacher to help understand what level the student is on. With a teacher being able to understand what level the student is on, the teacher can help develop the students skills and help them further their development and move them on to the next level of understanding.

Candy- By using bloom’s taxonomy the teacher is making their students think, think, think, and think some more. I believe this allows students to comprehend better. If a teacher is using the higher levels of the taxonomy with her students that allows more in depth questioning and will help students comprehend more. Bloom’s taxonomy allows students to think critically and creatively.

Jenifer- Bloom’s Taxonomy helps comprehension because it helps make information go from the small picture to the big picture. And learning is about building knowledge, so students can actually build “larger” concepts as they advance through the taxonomy. Teachers can use this concept as a tool for helping students develop and grow in their capabilities at the different levels through scaffolding.

6.. Authentic question

// Visit a classroom and note the details about the discourse which is taking place in a discussion format. //

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** Courtney- The electronic resources helped me understand the topic better because it was more engaging that sitting down and having to read a text book. The readings/explanations of the facts of what actually happened were much shorter than what would be in a text book and got straight to the point. There are also stories from people who lived during this time and what happened from their point of view. A personal story is also something that is much easier to read and more engaging than any text book would be.

Candy- I feel like the textset really allowed me to understand the American Revelution better. I know that students need multiple options when trying to understand important topics. I know that from my past most history teachers make the subject boring and therefore cause students not to like the subject. All students enjoy pictures that allow them to see history.

Jenifer- I loved how different perspectives were given in the text set. Throughout my schooling, England was only portrayed as an evil enemy against poor Americans who just wanted freedom. However, with the text set, England’s and the King George’s view points were part of the consideration. You get a much bigger view of the topic then just the one-sided view the text books seem to give. I also liked how the two Georges were compared. That really made the two enemies seem to have much in common, which gives an openness to looking at all the view points of the war.

Stephanie- I really enjoy the text sets because they are a different format than the textbook itself. Sometimes gaining a students attention can be as simple as just changing up the norm. Also not all students (even though the numbers are increasing) have access to a computer or to electronics at home so this may be a new and engaging thing for them. I beleive that by letting the children use technology resposible they are learning other useful skills too, especially those who only "play" with technology and those who never get to use. As for understanding the topic again we are changing the scenery and getting new perspective on same information. That alone can open th mind to a broadr way of thinking. ** LEARNING LOG 7 **

__At the beginning of your answer, write your first name and then answer the question(s) fully.__ Thank you, all of you, for reflecting in a deep and metacognitive manner. I am sure that these reader responses will enable you to remember and apply the information in the chapter.


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? ** Courtney- Some ways to improve the topic in the classroom would be to help improve students self-efficacy and motivation. The author states that students must first view themselves as competent and capable readers before they can become life-long readers, and i completely agree with this statement. I have been in some classrooms and worked with children, and you can tell which students have high levels of self-efficacy, and which ones are low. I have, unfortunately also seen teachers that focus only on the students who exhibit the high levels, and just sort of pass the low level ones. It is very important to work with students, high or low, and make sure they each have the motivation to become good readers. Another topic to improve the classroom would be to use the guided imagery. Just reading this activity is something that sounds like it would be exciting to me. It would definitely catch the attention of the students and help them learn more. A teacher could do this as a pre-reading activity and activate prior knowledge also, to ensure the learning and interest.

Candy - The author tells us in this chapter that one way a teacher can help students’ motivation for reading and learning text increases when they perceive that text is relevant to their own lives and when they believe that they are capable of generating credible responses to their reading of the text. Another way a teacher can improve her classroom is by activating comprehension strategy when they ask questions that beget questions in return. Thirdly a teacher needs to arouse curiosity to keep students engaged and activate prior knowledge.

Jenifer- One main point the author made was that self-efficacy and motivation are interrelated so if students believe they can succeed at a task, then they are likely to have a willingness to be engaged and complete the task. Motivated readers perceive that they have some level of control over their reading, apply appropriate strategies to make complex reading more manageable, and they display high engagement in reading experiences. Another main point was that arousing curiosity and activating prior knowledge is vitally important. Curiosity arousal gives students the chance to consider what they know already, so consider their prior knowledge. It will also make connections and relate their knowledge to the text, as well as recognize that there are problems to be resolved through reading. Arousing curiosity makes students more eager and willing to read when they have a problem they have to solve through reading. Another main point the author made was how important making predictions is. Prediction strategies activate thought about the content before reading. Students have to rely on their prior knowledge and make educated guesses about the material. Creating anticipation about the reading’s meaning by facilitating student-centered purposes.

Stephanie- Ahhh self-efficacy, one of my favorite learned words in the college of education. Self-efficacy is the "I can" belief in self that leads to a sense of competence. If this alone can be taught or achieved I believe anyone can go as far as they dream. I believe tha arousing curiosity can be a fun thing and as it should be. Curiosity can lead to all kinds of things so why not push it and encourage it in school, in reading, and in learning. If we would make are lessons a little more curiose than mabe we could keep the attention of our stundents high, of course like so many other parts of a teacher job this too would require a little/lot more work. Request seems like a lot of work, however, i agree that this would be a wonderful instructional tool for teaching students how to learn and retain mor as they read or a way to contunually encourage your remedial students that my need that extra bit of assistance.

** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. How can this and other text sets activate knowledge and interest? Candy- Text Sets give the students different perspectives on subjects and important information which allows students to connect to the subject. Some students need pictures to activate interest and knowledge so picture books and interactive websites will allow those students to connect to the subject. When students read information in a picture book they don't look at it like a textbook and they will be more relaxed and may respond better.

Jenifer- I think text sets help activate knowledge and interest because students will be able to look at the subject through different perspectives and in different ways then just reading a text book. Students can connect to books and internet resources easier then they can to a text book. Other books also might not be as intimidating as a text book; a picture book will make them be more relaxed and more eager to learn about the topic. Many students love being able to work on computers so electronic sources serve as a great way to help motivate students.

Stephanie - As I stated previously I believe that texts sets just give new perspective and alternate points of view to very general, blase, and boring text book. I think that texts can make information more relatable to their own life by chosing and pick out stories or informations that may be similar to any student and therefore getting the same information to the students but in a more memorable way. Not to mention more fun and engaging. 3. Why do prereading strategies and activities help with prior knowledge and raise interest in the subject? Courtney- I think pre-reading strategies help because it opens the students minds to a the subject. If i was introduced to something by doing an activity before reading, i think i would have more interest in something rather than it being thrown at me and being told to read it. Growing up, thats how almost everything was and i really think it creates a negative effect on students and them wanting to read. Whether or not the student loves the subject, i think its important to have a activity before the reading to help raise interest in it. Candy- I feel that prereading strategies and activities help students with prior knowledge and raise interest in the subject because it gives the students a different way of looking at the subject or text that they will be reading or studying. When students are able to make a connection with what they are reading they will be able to comprehend it better. Teachers need to do prereading strategies to make the text exciting so the student is engaged. Jenifer- Pre-reading strategies help students arouse curiosity because they just get a sample of what will come or what they perceive will come. Pre-reading strategies can open students’ minds to connections they can make with the topic that they may have had trouble connecting if they just dove right into the topic. Teachers can also give students different ways to look at the topic so they can get a bigger picture of it and really connect with the topic. Making predictions is a great way to help raise interest too because students have made their own predictions so they have some investment in the topic. Stephanie- I think that pre-reading and prior knowledge are very important. especially when learning a new subject, topic, or theme. If you start out a lesson with out any prior know ledge then you would be teaching over your students and loosing their attention. Instead of capturing your students and engaging and incorporating them into the learning process. 4. Schema theory and visualizations are critical for opening a reader's mind for learning.

5. What are three ways you personally use to help open you mind for learning?

Courtney- One way i open my mind for learning are looking up, or finding information, prior to reading. If i know i will be learning about something, especially something of interest to me, i try to learn some information about the topic before i actually read about it. A second way i open my mind is simply just opening my mind. I try to push everything out of my mind and completely focus on the topic i am presented with, so i can learn more about it. Another way is to just simply be prepared for whatever might come your way. Yes, most people would rather read a paragraph or page as compared to multiple pages, but just being prepared to read anything will help learn.

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** **Courtney-** The electronic resources help me understand better because i can read multiple points of view of the story. One of the stories sticks better in my mind and helps me imagine how things were better, and with everyone having different learning styles and relating to different things, this is a good thing because no matter what perspective is read, something is learned. The books, especially, help me learn more, because there stories about actually peoples lives and what they went through to get here. Candy- The text set for this topic really helped me to get a personal connection to this topic. I was able to get a visual connection with these books. I really liked the art in the books. The electronic resources really helped me to see the stories in different ways. I think videos and interactive websites are great for students who need different learning techniques. I respond better to real life examples when I need to remember important dates and things.

Jenifer- I really liked //The Memory Coat//. Reading a story about what life was like before immigration, why they had to immigrate, and how difficult immigrating was for them. It showed how brave they had to be and how scary traveling to America was for them. I was definitely able to connect on a deep level with this book. It gave the full p cture of how hard it was to immigrate. Text sets are great for giving students’ perspectives and providing them with opportunities to make personal connections with history. Viewing the pictures also can aid in children visually representing the information. Stephanie - Wow loved these text sets.The general idea of the overal use is the same (to make the information more relateable for children) but I really enjoyed the book //The Mamory Coat//. what a sweet story about a little girl and her family. It was from a child to a child, real or not doesn't matter because the idea was true, it could have happened is the point. The videos we also pretty good. I would make sure I had them downloaded first because I had to wait and replay it a lot before I could watch them. But motion and real people alway makes information more real for us and easier to remember. I like the way you interacted with the information from the text as well as the text set. You three are really showing connections, commitment, and comprehension. Thank you.

LEARNING LOG 8 Your wiki group seems to think, relate, and apply the concepts in the chapter in an effective and informative manner. I enjoy reading what you have to say.

At the beginning of your answer, write your first name and then answer the question(s) fully.


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Jenifer- One main point the author made was that students who struggle with text are usually unaware of strategies to help them effectively comprehend texts. Teachers can use several strategies to model ways for students to read, think, and learn with texts. These strategies include think-alouds, reciprocal teaching, QAR, and questioning the author. Another main point the author made was to use instructional strategies to engage student in reading, guide their interactions with texts, and help them clarify and extend meaning. These strategies include: KWL, discussion webs, guided reading procedure, intra-act, and DR-TA. Another main point the author made was to use reading guides. Reading guides are like worksheets but students complete them during reading, not after. Reading guides provide instructional support and influence content acquisition and higher-order thinking. There are three comprehension levels: literal, interpretive, and applied.

Courtney- The first thing the author states is that children who struggle with reading don't know strategies that can help them. The author gives teacher many strategies to teach use on the students and teach them the strategies to use themselves. The first thing the author talks about is comprehension strategies. Under comprehension strategies there are think-alouds, reciprocal teaching, question-answer relationships, and questioning the author. Next, under instructional strategies, there is the KWL strategy, discussion webs, guided reading procedure, intra-act, and directed reading-thinking activity. Finally there are reading guides, which have three-levels of comprehension: literal, interpretive, and applied.

Stephanie- Modeling Comprehention Strategies is a major point the author makes in this chapter. I am a huge fam of modeling anyways for any subject. How can we as teachers, educators, and leader ask our students to do something that we have not or would not and then expect a positive untarnished outcome? Doesn't amke sense to me either. I also like the QARS, question-answer relationship. The example on page is easy to follow and it is explaining "where the answers are found." First In the text: "right there," the words used in the question and the answer are in the text, where? In the same sentense. Next "think and search" the words to the answer and the question are in the text, where? In different sentenses. Now the second part is In your head: "the author and you" the answer is not in the text so you have to think about what the author said and what you already know to figure out the answer. This will take some practice to get out of comfort zones. Next is "on your own" think about what you read not what the authour said and again use what you already know, then come up with your answer. A final point the autor brings up is Instuctional Strategies. This includes strategies that engage students in reading, guiding their interactions with texts, and help them to clarify and extend meaning. One way to do this to lead and guide a KWL chart.

Candy- The author suggests that teachers should incorporate explicit instruction in the use of comprehension strategies to show students how to read, think, and learn with specific texts. Strategies that can be used to help comprehension are: think alouds, reciprocal teaching, QARs, and QtA. The second main point the author suggests is using instructional strategies which will engage students in reading, guide their interactions with texts, and help them to clarify and extend meaning. Some instructional strategies that the author lists in this chapter are: KWL, discussion webs, guided reading procedure (GRP), intra-act, and directed reading thinking activity (DR-TA). The third main point the author suggest to improve the classroom topic is making sure in addition to comprehension strategies, the teacher should prepare reading guides to guide reading. Using three level comprehension guides will allows students to interact with text, construction meaning at different levels of thinking.

CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO.

Stephanie- Teachers can really engage students in their reading by increasing students prior knowledge about a subject. Discuss with them before hand about what they will be reading and what they should be looking for. Again arouse curiosity try to get them to be curious about what they are reading and ask their own questions.What would they themselve like to find out, not just answer the book or teacher questions. Also have them decide what they read as individuals and as a class.
 * 1) Engagement in the reading process is the key for great comprehension. What are additional ways teachers can stress to activate engagement?Jenifer- Teachers can stress active engagement through listing important facts, verbatim note taking, making compare and contrast matrix, think clouds, and double entry journaling. Using strategies is important for students to read actively. Teacher modeling is important for using strategies so students can see how the strategy is supposed to work and help them comprehend.Courtney- Teacher can activate engagement by simply showing the students the difference between being engaged and not engaged in something. Without the students knowing, the teacher should just simply give the students something without giving them any information about it and just saying "do it". Later on something else, the teacher should introduce an assignment and fully explain what the students are to do and help any way possible without the student having to ask. After both activities have been done, go back and discuss with the students which one worked better for them and why, and they will understand the importance of engagement.

Candy – Teachers should make learning fun. If the connection is made in an engaging way the students will remember the information better. Teachers can use many strategies to engage students such as think alouds, personal interviews, field trips and many more. Many students need visual and tactile objects or examples to make a connection. It is the teachers responsibility to get and keep their students engaged in the subject and lessons.

2.Why do motivation and connectiveness help with engagement?

Jenifer- Motivation and connectiveness are extremely important for engagement. Students have to be motivated to use strategies and to learn from texts. Without motivation, students will not read to learn. Connectiveness is vital because if students can find relevance in the topic, then they will be more interested in learning about it. Connectiveness helps students find intrinsic motivation for reading. Students do not like to read when they are not interested in the topic and they have no reason to read, motivation and connectiveness gives students the desire to read. Stephanie - Motivation and connectiveness help with engagement because it help the students become more aware of what they are learning and it helps them retain it by connecting it with known knowledge and/or experience.
 * 1) Courtney- Motivation and connectiveness help with engagement because without these two, it would be very difficult to learn. When a student is motivated to learn, they want to learn and get that information for themselves. Its important for the teacher to motivate the students and keep them motivated so they can motivate themselves. Students also need to connect to the information so they can learn it better. If a student can connect to the information, they will show more interest in it and want to learn more and more about it.

Candy- Motivation and connectiveness give the students a desire to learn what is being taught and not just glass over when the teacher starts to talk. I remember sitting through many classes in school and just staring at the textbook not listening or hearing what the teacher was rambling about. The students need to be engaged so that they can make connection and they need to be motivated to want to learn what the teacher is teaching.

// Observe a teacher in a content area classroom, observing the questioning strategies the teacher uses. //
 * 1) // Authentic question //

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** Jenifer- I Have Heard of a Land

really made it possible to have mental imagery of what the westward movement was like. The pictures and the descriptive text really helped build the image of that life time. Cowboys of the Wild West

was interesting because the text was not so dull; it had a more narrative tone to it. But also, the text helps point out the important connections. It talked about today and how cowboys are usually depicted as white on TV, but that was not necessarily true, this helps give a bigger picture of the time. Providing talk about today’s world helps students make connections and be able to compare and contrast. Text sets are so important because they help provide imagery, and full stories. Students are still learning perspective taking, so it is important to show perspective taking in history topics to support this development.

Courtney- The text set helped me understand because it just provided the most general, basic information needed to know about it. The powerpoints contained alot of information, they are set up for older students for lecture format, but could be modified for younger students. The books helped with better understanding because the student can better visual and understand by reading about the westward movement through someones perspective rather than out of a history book.

Candy- I really enjoyed the textset with this lesson. I think these options really give students the opportunity to expand their knowledge in a personal way. I know I personally liked the simulations that were offered on the internet. It really gave me the opportunity to felel like I was part of the westward movement.

Stephanie- I really enjoyed the Lewis and Clark game. Even if the answere wan't quite the right one it explained the answers to you. There was a map on the side of the screen to keep track of your journey. I like how I was Private Stephanie and was apart of the decision making. What a neat way to learn.

I like this text set because in westward movement, the role of women and children are not featured. I just think of my ancestors and how they walked from Missouri to Kansas and then to Oklahoma. Walk????? I am sure that my grandchildren would be unable to walk from their car to the mall in the heat of the summer day.

LEARNING LOG 9

At the beginning of your answer, write your first name and then answer the question(s) fully.


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Jenifer-One main point the author makes is to use graphic organizers to make connections among key concepts. Graphic organizers help organize thoughts about the main idea. Content vocabulary is used to help students anticipate concepts and their relationships to one another in the reading material. There are numerous formats for graphic organizers that represent the concepts you wish to form, like hierarchical. Graphic organizers can also be used across the curriculum. Another main point was to activate what students know about words. Word exploration is a writing-to-learn strategy that helps vocabulary. Children can write quickly and spontaneously for less than 5 minutes without worry about correctness. This helps activate schemata and jog long-term memory. Brainstorming is a procedure that allows students to generate what they know quickly. List-group-label is an extension of brainstorming. This allows students an opportunity to synthesize their understanding of how the words are related. Word sorts are like brainstorming. Students classify words into categories. Knowledge rating help students analyze what they know about a topic. Another main point is defining words in the context of their use. Vocabulary self-collection strategy promotes the long-term acquisition of language in an academic discipline. It is effective for teaching word meaning in contexts and helps students build independence. Concepts of definition word maps help organize conceptual information in the process of defining a word. Candy- The author of this chapter really wanted everyone to realize how important developing vocabulary and concepts are. The first main point the author suggests is that teachers need to teach the words well by giving students multiple opportunites to develop word meaning and learn how words are conceptually related to one another in the text. The second point the author makes is the teacher should allow students to use graphic organizers to make connections among key concepts. Activating what students know about words by using prior knowledge is the third suggestion from the author to help the classroom topic.

Courtney- One thing i could use to improve my classroom would be to use graphic organizers. The author talks about using graphic organizers to make connections and gives many examples of how to help make those connections. I really like the idea of using graphic organizers to help activate students background and to help clarify any misconceptions a students might have about the topic thats to be discussed. The next thing i would use in my classroom would be using the strategies word exploration, brainstorming, and List-Group-Label. The word exploration activity activates schemata and jogs long-term memory which helps the students be able to dig deeper in their minds to gather thoughts about a topic. Brainstorming is a procedure that allows students to generate what they know about key concepts in either a group setting or individually. List-group-label is like brainstorming, but goes a few steps further. In brainstorming, you only write down what you know in lists. In list-group-label, you do just that. You list what you know, group them together, and label the groups.

Stephanie- This chapeter is about developing vocabulary and concepts. One way the book points out to do this is by using a graphic organizer. There are various was to do this but one really common way is called the "network tree." This is a format to depict the hierarchial relationships amoung the words. Another way is to show students how to make their own connections. Type the keywords and make copies, have them form small groups of two or three students, distribute the list fo terms and packet of 3x5 in index cards to each group, have them write one word per card from the list (have the students decide on spacial arrangement of the cards that depicts the major relationships among the words), as students work provide assistance as needed, and finally initiate a discussion of the constructed oraganizer. A final point is to activate what the students know. 1. activate prior knowledge, 2.clarify understanding of concepts as they study text. Then you can impliment some strategies that are self-collecting and promote individual thinking. ** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. Why should students know the word structure (Greek and Latin roots and history)? Jenifer- Students should learn the word structure because readers can guess what an unknown word can mean if they can take apart the word and know what the morphemes mean. It can help bring meaning of a word to long term memory when they understand why and how that word relates to the concept. Students who use morphemic analysis within context can help bring greater understanding while expanding vocabulary. Compound words can be dissected, and words containing a recognizable stem can be analyzed. Many category 3 words are from Latin or Greek. Students can learn these words with greater ease if they are aware of the Latin or Greek roots because they can use that meaning to apply to other similar words. Candy- If students know the word structure of the words they are studying it will allow them to understand the root of the word. The break down of the words the students are studying or learning about will help with pronounceation and understanding. The core of vocabulary is very important.

Courtney- I think students should have to know the roots and history because it will only benefit them in the future. Most of the prefixes and suffixes come from Greek and Latin roots, and if a student knows that history, they will be able to better identify and understand words. Stephanie - I think studying the roots of words is important in understanding the underliying meaning of a lot of words. It would also help students relate words together.

3. Why should the language of an academic discipline be taught within the context of concept development? Jenifer- The language of academics can be difficult for students to learn. To make it easier, teachers can teach the language in concepts. Concepts involve firsthand experiences that make the meaning more meaningful because it is learned through concrete, purposeful experiences. Learning in concepts can also show the relationships between vocabulary words that might not have been understood with just learning the definitions of words.

4. What activities for vocabulary concept development help student define words? Candy – Some activities that can be used for vocabulary conept development are: vocabulary overview guide, vocabulary concept circles, vocabulary maps, list-group-label, semantic mapping, and vocabulary self-collection strategy (VSS).

Courtney- Some activities that can help students define words for vocabulary concept development are: picture/word sorts, word/definition sorts, using a dictionary to look up word meanings-to verify educated guesses about words, OPIN & cloze activities. Stephanie- Some of the concepts that can be used to help students define words is vocabulary self-collection strategy, word maps, semantic feature ananlysis, concept circles, and many others.

//5.// // Authentic Question: // Visit a middle level classroom and observe how the teacher develops general and technical vocabulary

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** //Jenifer////- The Battle of Gettysburg// is great. Some students, who normally would not get interested in a text book topic, can get interested in and excited about the Civil War. Some children really like comics, so this is a way to describe the topic in a relatable manner. //Nettie’s Trip South// was really impacting. It shows how unjust slavery was. Coming from the perspective of a girl from that time, but at the same time a stranger to the concept, helps children connect and understand the topic more strongly. Text sets can have very powerful effects for students because they can bring the topic into perspective for them.

Stephanie- The text sets were intertaining. I loved the comic book, what student wouldn't. that would easily be picked for pleasure reading and they wouldm't even know they were learning. I definitely enjoy thinking outside the box.

Courtney-

Nettie's Trip to the South i found very interesting. This was very easy to read, and anyone could relate to it. I think students will be able to read this and understand the topic better because this is a personal story. I found the biography and the journals harder to read, but still got a better understanding from these than i would from reading from a text book. I liked the some of the powerpoints that were on the websites, they contained the main points and kept my attention.

Candy- The book //Pink and Say//,in this text set really made an impression on me. I know it was a real story so it made the connection real. I could feel the hurt of the characters. I think students would really like a true story to learn about this history event. I love Patricia Polacco's books. I know students love //The Magic Treehouse Books// because my own children love them. I really liked all of the websites about the War between the states. Streaming videos and real person testimonies make a real connection for students.

I too love Polacco's books, personal books and other forms of reading other than the textbook. Students need a variety of text in order to see the multiple views of a concept. When teachers stick to only one format, then the picture is narrow!!!!!!

LEARNING LOG 10 I will be looking for Courtney's responses because they are not here now.

__At the beginning of your answer, write your first name and then answer the question(s) fully.__


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Jenifer- One main point the author made was to integrate reading and writing. Reading and writing are both composing processes because readers and writers are involved in an ongoing, dynamic process of constructing meaning. Writers make a text sensible and the reader works to make sense from a text. Both need to be taught based on a relationship. The two subjects are two closely related for teachers to try and separate. Good readers are often good writers and vice versa. Reading improves writing. Another main point the author makes is writing to learn. Writing to learn can be short and informal writing tasks. Students explore ideas and clarify what they are thinking about a topic. Writing to learn strategies include: micro-themes, POVGs, unsent letters, bio-poems, and admit slips and exit slips. Another main point the author made was the use of academic journals. Journals record observations and experiences that will be useful, insightful, or instructive. Journals can record ideas, happenings, and conversations to stimulate their imaginations and provide material for future writings. Academic journals create a context for learning in which students interact with information personally as they explore and clarify ideas, issues, and concepts under study. Stephanie- WTL Writing to Learn is the use of different writing activites that are short and informal. The activities that are produced are often tentative and unfinshed. The idea behind WTL is for students to explore ideas and clarify what they are thinking about in relation to a subject uner study. This writing activy can be used before, during, or after reading and may be implemented in a variety of styles. Another form aof writing that is discussed is academic journals. Academic Journals serve a variety of real-life purposes. Journals have been kept by every kind of person thought of, from dancers, politicians, and mathematicians to artists, scientist, athletes and novelist and everone imaginable in between. Academic journals however, help students generate ideas, create a record of thoughts and feelings in response to what they are reading, and explore their own lives and concerns in relation to what they are reading and learning. Journals can also take on many forms such as writing, doodles and sketches, to poems and letters and comments, explanations, and reactions. A final form of writing discussed about in the chapter is WID or writing in disciplines. WIDs involves more formal, elaboratre, and well-thought-out writing on the part of the student. it is important for students to learn the proper forms of writing as well as learning to write for pleasure.

Candy- The author of this chapter really wanted everyone to realize how important developing reading and writing skills are. The first main point the author suggests is that teachers need to integrate writing and reading so that they help the students to understand what they have read. I know that the strategies that we have been learning over the last month have given me new ideas to help understand what I am reading in the text books for this class. The second point the author makes is the teacher should show students how to use instructional activities that support Writing to learn so that they explore ideas and clarify what they are thinking about in relation to a subject that they are studing. Guiding the writing process is the third suggestion from the author to help the classroom topic. If a teacher will guide their students throught the prewriting (discovery), drafting, and revising stages of the writing process it will allow the students to come up with wonderful masterpieces.


 * CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. Why should 6 Traits +1 serve as a foundation for writing? Look up 6 Traits plus one ( Stephanie - I found that 6+1 traits of writing is a great tool for start a solid foundation in writing. I like how it braks writing down in levels, starting with the easiest and least informal first and gradually evoles into more extensive and formal writing. [] this is a great site that has a nice ppt presentation already put together involving the 6+1 writing traits. This 6+1 is becoming more and more popular in the districts around here. I hope that every district would pick it up and do it because it is so logical and educational.   Jenifer- Children can improve their writing easily with the 6 traits +1 method. This method breaks down elements of writing one part at a time. This will help students focus and improve on their writing because the complex activity is manageable. It also helps students gain an understanding of the vocabulary teachers’ use while teaching writing.

Candy- The website helps to break down each trait for the student. I think this website would provide great resources for students to help with their writing. The 6 traits +1 should be used in every grade including Kindergarten. Young students will benefit from this process by becoming better writers. The process allows students to break down the writing process in to each section and writing one part at a time.

3. Why write for reader response? Stephanie- Writing for response to reading helps a student connect personally to what thy are learning. It also allows them to apply their emotions and feelings to their personal thoughts as they interact with the reading. Doing this is also allows student to connect to what is being learned and is more likely to be stored in long term memory. Jenifer- Writing for reader response is very important. Children learn when they make connections. Connections are remembered more if they are personal connections. Therefore, students who write down personal responses can make personal connections that they are able to remember with greater ease. The use of journals in recording readers’ feelings and thinking creates permanent records of their responses.

Candy- Reader response allows for a personal connection with the text. We all come into a classroom with different backgrounds and ideas. Allowing for a response from the reader allows their emotions and feelings to come out. A personal connection is more meaningful and will make a connection.

// 4. Authentic question: // // Interview an intermediate or above classroom teacher about the writing, types of writing, writing process, etc. that s/he uses in the classroom. Also check on the assessment procedure. //
 * WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?**

Jenifer- I love reading history in a narrative form. Patricia Polacco’s //The Butterfly// was so interesting. Hearing a story told from a child’s perspective really helps children make connections and understand the time. I also liked that this book gave the perspective from a Jewish child and from a French child. It gave a much more rounded view of how the war affected their lives. It also pulls very hard on your emotions which helps create personal connections. Stephanie- I liked the book Basseball Saves Us. I think a young child especially a boy would enjoy that the story being told from a childs point of view and from a different view point all together would be very intersting. I believe that they would learn a lot about the hard times of a child as well as the adults.

Candy- The Butterfly by Patricia Polacco was a very touching story. I think a story about children written from a childs view would make a personal connection with the children the book is being read to. Baseball saved us, is a book that boys would be drawn to because of the sports theme. This book made me sad thinking about all of the hardships the people had to go through. The unbreakable code was a great native american book. I really enjoyed the pictures. I know students would love to have their teachers bring different perspectives in when they are discussing history which some think are boring. The scholastic website was so cool. I love the scrapbook section for the timelines. I know students love to see how things were in different times. The website with the perspectives of childrens section was a great interactive site. I think the fact that some words were highlighted and you could scroll your mouse over it and it gave you the definition was very helpful.

LEARNING LOG 11

At the beginning of your answer, write your first name and then answer the question(s) fully. >
 * 1) **(REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom?** THANKS TO ALL OF YOU FOR AN EXCELLENT WIKI.
 * Courtney-** Two thinks i know i will use in my classroom, and will teach to my students, are the external and internal text structure. External being the headers and summaries that give the most important or point out the important information, and the internal being the descriptions of the main points. Teaching students how to sequence, compare/contrast, do cause/effect and problem/solution relationships is important. Another thing that i will use in my classroom are graphic organizers. These visual displays will help all types of learners better comprehend and retain the information. Whether it be writing it down, talking out loud, or seeing the teacher do these, all learners will be able to learn from these.

Jenifer- One main point the author made was that text structure is important. When students perceive the structure, they improve their learning and retention. Students can see the relationships among the concepts. External text structures are characterized by a text’s overall instructional design. The internal text structure is reflected by the interrelationships among ideas in the text as well as by the subordination of some ideas to others. Another main point is to use graphic organizers. Using visual displays help students comprehend and retain textually important information. When students know how to use and construct graphic organizers, they are in control of a study strategy that allows them to identify what parts of a text are important, how the ideas and concepts encountered in the text are related, and where they can find specific information to support more important ideas. Another main idea is writing summaries to study text. Summarizing involves reducing a text to its main points. Students have to be able to discern and analyze text structure. Students can use GRASP to write summaries. Students can also be taught to write a polished summary.

Candy- The author of this chapter really stresses how important studying the text is. The first main point the author suggests is that teachers need to include graphic organizers as visual displays that can help the students learn to comprehend and retain textually important information. The second point the author makes is the teacher should make sure students perceive structure in text material because that will improve learning and retention. Note taking and making notes is the third suggestion from the author to help the classroom topic. Notes can be written on note cards or in learning logs and will help students with studying and remembering material. Stephanie- The author stressed the importance of the text structure. I really makes a difference to the reader as far as their understanding and grasping of the main points in the chapter. He talks about the external text. External text is the part of the reading that contains the organizational aids, such as the preface, the table of contents, appendixes, indexes ect. This differnt parts of the text are also know as the front matter and end matter. Finally there is the internal text structure. This is the informative section of the book. ** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. How is internal text structure different from external text structure? Why should students know both? **Courtney**- Internal is different in that its the actual text. Its used to connect ideas logically in a coherent whole. Examples of internal are descriptions, sequences, and cause/effect. External is the format features of text. Some examples are headings, graphs, guide questions, and illustrations. Its important for students to know both because they go hand in hand with each other. External is more of the physical features of text, which points out the main ideas, and the internal are the descriptions of the main ideas in the text.

Jenifer- Internal text structure is reflected by the interrelationships among ideas in the text as well as by the subordination of some ideas to others; these include: description, sequence, comparison and contrast, cause and effect, and problem and solution. External text structure however is characterized by a text’s overall instructional design, the format features; these include preface, table of contents, appendixes, bibliography, and indexes. External and internal text structures are organizational aids to facilitate reading. Students need to know both because internal structure connects ideas in coherent way. External text structures are tools for students to use the textbook.

Candy- Internal text structure may include: Cause and Effect, Comparison/ Contrast, Enumeration or Listing, Sequential or Chronological Process, Concept/ Definition, Generalization/ Description. External text structure may include things such as: Underlined words, Headings and Subheadings, Illustrations, Italics/Bold Text, Definitions. These are things that can be seen within the text. Students should know both to be able to comprehend what they are reading. The internal text structure helps the reader make logical connections among the important and less important information and the external text structure will allow the student to see the format features of the text. Stephanie- Internal text is in the informational section of the text. This is where the author usually will tell, desctibe, or explain what the main topic or topics of the text are. this is the area it is important to understand the structure of the text. Understanding the structure will help understand what the text is about. External texts are your headings, graphics/ pictures, or introduction and summary, ect. These area are important to help us becuse we can look in these areas to find main points about what we are reading. It is important to know these two different type of texts because they work together when we are studying and looking for information, scanning while reading and trying to summarize. 3. Graphic organizers help students comprehend and retain textually important information. How can you apply graphic organizers into the before, during, and after part of a lesson?
 * Courtney**- One way is to, before the lesson, give the students a general idea of what they will be learning that day and have them write down some ideas they think they might face into a graphic organizer. During the lesson they could write down the information that they are learning and they think is important, and after the lesson is over they can take the information and revise it and create a graphic organizer.

Jenifer- Graphic organizers fit perfectly into before, during and after in the lesson. A KWL chart could be used to help clarify what they know before and what they want to know. As they read they could fill out the 'what we learned' part. Compare and contrast graphic organizers can be used to clarify and make connections during the after part of the lesson. Brainstorming graphic organizers could be used to clarify what is known before the reading too. The list is endless in possibilities for the use of graphic organizers.

Candy – Teachers need to introduce the students to the lesson by activating prior knowledge and assessing what they already know. They could complete Brainstorming activities such as ABC Brainstorming organizer. Druing the lesson a teacher needs to have students make organizers to help the students organizer the information so that they are comprehending what they are reading while they are reading it such as note taking. After the lesson students should complete organizers that will organize what they have learned such as a report or poster. Stephanie- You can use a graphic organizer to to introduce a topic being learned and to find out any prior knowledge of the subject. Then you can fill in any blank areas or areas that were uncertain while reading. Then finally you can use the grafic organizer to summarize the information and use it to study from. 4. Authentic question: Interview a teacher and find our how s/he applies research/based graphic organizers to enrich writing and reading.

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?**
 * Courtney-** I really liked the tour of the Plymouth Plantation. To be able to see the pictures and how things were is something i enjoy and learn alot from. The journey on the Mayflower was really cool too, being able to click on the points where they traveled and being able to read about what happened there. The book //On the Mayflower// by Kate Waters was very interesting,to read and see how the live was of a child on the Mayflower was very fascinating.

Candy- The scholastic website was neat as usual. I like the virtual tour and the slide show. The tour was very informative. I think students would spend lots of time on this site if they were given the opportunity to adventure to it. The //On the Mayflower// book by Kate Waters was a great instruction tool. The pictures and details were great. I know students would love to read this. It would be so much more interesting than just reading about it in the textbook. The Mayflower Compact play would be fun to act out for students to get a hands on account.

Jenifer- The journey on the Mayflower was very interesting. The sounds and pictures really help to visualize and understand what the voyage was like across the Atlantic Ocean. I also liked the Plymouth plantation field trip. I think students being able to look at the actual site like that would really help them understand the time period. The Mayflower Compact play seems like a great way to introduce the Mayflower Compact to a class. It will help create an interest in the subject. Stephanie - I enjoyed the scholastic website. I took the virtual tour and really learned a lot. I could see how a student could enjoy this like a game yet learn so much at the same time. Jenifer, finish this section.

LEARNING LOG 12

__At the beginning of your answer, write your first name and then answer the question(s) fully.__


 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **
 * Courtney- ** The first thing i would use in my classroom would be to use more trade books. Trade books are just simply more interesting than other books because there is such a wide variety of them, they connect with people on a deeper level, and they give different perspectives on the matter. Text books are just simply boring, they cut right to the chase and tell you what you need to know, but hardly anyone remembers that. I will personally remember the story of someone who was actually there and can tell me, or i can read about, what it was like through there eyes. The next thing i will use is to create a classroom library. This is important because not all children read at the exact same level and they do not all have the exact same interests. By creating a library, you are able to facilitate all the needs of the children within your own classroom. I will probably use Teacher read alouds within my classroom. I could use this at the beginning of the year to see what interests my students by reading multiple texts and seeing what students pick up what books.

Candy- The author of this chapter really stresses how important trade books are in the classroom. The first main point the author suggests is that teachers should involve trade books in cotent areas to extend and enrich curriculum. The second point the author makes is the teacher should make sure they use instructional strategies by having a classroom library and text sets available to the students. The third point is that teachers should use writing, drama and inquiry activities to involve students in reading and responding to trade books.

Jenifer- One main point the author made was that there are problems with using textbooks. They have an encyclopedic nature and do not have breadth and depth to help students fully develop ideas and concepts. Text books are also inconsiderate texts because there is a lack of organization and a jump from topic to topic. They can also be inaccurate due to incorrect facts and being outdated. They can have inappropriate reading levels because they are often written well above the reading level of the intended audience. Lastly, texts books have negative student reactions. Another main topic is using trade books. Trade books provide rich narrative and informational content. They help students develop full ideas and concepts that can transport students to different places and times. Trade books also give different perspectives and experiences. Children learn to think critically when teachers use textbooks and trade books. Another main point was instructional strategies for using trade books. Teachers need to create classroom libraries and text sets. A classroom library helps the class to be a multi-text classroom. Libraries should range in reading levels and in variety of genres to reach the interest and abilities of every student. Students also need to have time to read self-selected reading. Students who read more have higher reading achievement. Stephanie- In this chapter the author talked about the use of textbooks in the classroom. It all boils down to the high-stakes testing and the time restraints to cover standard driven curriculum. The textsbooks cover the exact material that the staes require to be covered. But this is usually no fun for the teacher or the student. And the real question is how much __**learning**__ is reakky taking place. Another point and the main point of this chapter is the use of trade books. A trade book is a rich narritiave and informational book that children will usually enjoy reading and they will complement most text book information. There are numerous reasons to incorporate the use of trade books into your classroom. just to name a few would include the opportunity to provide appropriate reading levels to children, provide them with reading material that would be more suitable to their interests, it teaches them to learn how to gather information from some place other than a school related textbook. The last point I am going to touch on is different strategies that you can use with trade books. One strategy is the reader response strategy. This refers to the way a person reacts to hearing or reading a piece of literature. It describes the unique interaction that takes place between the reader's mind and heart and particular literacy text. Ways to do this would be to have students do an informal writing about the particular text or even do small or class room book circles and discussions. I think that if you will keep it informal that students will learn to respond on a deeper thinking level than if it has to be formal at least until they are comfortable with making the reponses and reflections. ** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. **

2. If teachers knew the problems with textbooks, why do they still use them? What can you do to eliminate the problems?


 * Courtney-** Teachers still use textbooks mainly because its a requirement within the school system they teach in. While they are boring and uninteresting, they contain enough information, usually, to give enough information to the students that they should know about it. If the teacher themselves thinks that its not enough, they can look up and generate more information on the subject. To eliminate this problem, teachers that have been teacher for quite some time and would be considered an expert on what they teacher should write these text books.

Candy- I think some teachers use textbooks because they are there and they don’t have to spend the time altering the lesson. To eliminate the problem with textbooks teachers should incorporate trade books in their lesson plans. Teachers need to get the students attention during the lessons and they can do that with spending the time to add in different forms of information. Electronic books could be used to add motivation. Teachers can also do strategies that involve different reading levels and activities.

Jenifer- I think teachers end up using text books for a couple different reasons. One reason could be pressure from peers and principals and superintendents. Schools spend a lot of money on text books and they want them to be used for that reason. So whether it’s not standing up to the principal or loosing against the principal, teachers can be pressured to use text books. Also teachers can experience pressure from their peers to use the text book to stay aligned with the other classes or whatever the case may be. Another reason teachers can end up using text books is because they become lazy in providing other sources. Text books have everything lined up right for you. So some teachers get tired of coming up with their own lesson plans that use books other than the text. Another reason could be the time restraints teachers feel to cover topics. On their own, they might not be able to cover all the topics they need to in a timely fashion. To eliminate the problem, teachers need to use trade books in their classrooms. Principals need to encourage and trust in the teachers they hire to make good choices for trade books. Teachers need to recognize that a topic is not being grasped or is poorly covered in a text book and need to provide opportunities for students to expand their understanding through trade books and electronic sources. Stephanie- As stated above, I believe that teachers understand the problems with texts books but feel pressured to use them because of time restraints and testing requirements. Aso it takes effort on their part and time to find other reading that is appropriate for the curriculum at that time. I believe that technology would now make it easier to find other reading material but to often teachers are already caught up in the rut of their curriculum and do not know how or dont want to get out. I think that if teachers could be inspired and collaborate more they would realize that it wouldn't take that much more effort and that their jobs would be more rewarding by taking that extra time. They would also be rewarded because the students would enjoy learning more and become more interactive and then their jobs would become pleasant once again. 3. How would a trade book and electronic sources text set on an historical event enhance the curriculum? Stephanie- A trade book and an electrinic source would definitaley enhance the curriculum because it would bring the history to life. The students would and could find something relatabe and therefore remember what is being taught and again enjoy learning and be more inclind to be come active in the learning process. You could bring emotion into learning process it could become humorous, serious, or even sad or upsetting teaching the students to have compasion for what has taken place in the past.
 * Courtney**- Trade books and electronic sources would help enhance learning of an historical event by 100%. Text books are short and too the point. Students might say they would rather read a passage in a text book over an actual book about the event or personal story of someone who was there, but they really are just saying that because they don't to read more. Trade books and electronic sources are more elaborate, but they are interesting and can help hold attention and retain more information.

Candy – Trade books and electronic sources text sets definietly enhance curriculum. It gives the students a personal connection to the lessons. When students are engaged they are more likely going to retain the information better. Trade books and electronic sources text sets are more interesting. Most text books are written without frills and students need frills to stay motivated and interested.

Make a list of ten trade books which should be included in the study of the American Revolution. Give a rationale for each book and give in a sentence or two how you would use the books. Jenifer- Especially for the Revolutionary War, trade books and electronic sources help students understand that there is more than just one side to the story. They can help students understand what life was like back then by being emotionally connected or by seeing and hearing what it was like during that time. Text books do not provide adequate amounts of either. Children need to be engaged so that they do not begin to dislike school because it is boring because they only read from the text book.

Authentic Question: // Take a poll of five teachers and find out how they integrate trade books into their content area classroom. //