WEDNESDAY+GROUP+4

Thank you for the complete log. I appreciate it.
 * __ Angelina Gerard, Ashley Schmitt __** **__ 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? Ashley- CARS are important for all students at all levels because strategies improves students' comprehension of text. When teachers use strategies for instruction, students are able to understand the text better. To grow as a student, you need to be able to comprehend what you read so you can learn more. That is why using these strategies at every age is important.

Angelina - If students have decoding skills, but are unable to comprehend materials presented to them in classroom situations, they may as well be illiterate. CARS give students tools to extract and grasp major concepts from the text they are presented. I know this first hand, because it is an issue that I still struggle with at times. A million dry words on a page just don't say all that much to me. CARS are like a key to understanding and relevance. * In all honesty, I have always struggled with strategies. I was more concerned with figuring out what I was supposed to do. I was not able to benefit from the tools because they were confusing and cumbersome to me. How can I help my future students be less intimidated with the process of using the tools, and see the usefulness of the tools for their own personal use?

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** Ashley- I think these books and electronic resources help with understanding the topic because it can give students a different perspective on the topic. Most students find reading from a text book boring because they can't relate to it. Hearing another persons perspective about a topic could help your understanding of it.

Angelina - The electronic resources incorporate the human experience, and how lives are affected by war. It becomes relevant when it is relatable to the reader. That is why I never got history in school, when I was a child. It was a factual account of events that did not pertain to me. If it was told in a way that I cared about the people involved or if I could see how it could be relevant to my world, I would have had enough interest to embrace the information. However, when I went with the Girl Scouts to a historical plantation and museum, I learned so many things that I can still recall, because I gained an understanding of the everyday lives of the people. I could fill a book with the things I learned from that one guided tour.

Swanson: My students loved the text sets and were eager to learn about the topic. Then we would read the textbook and look for relevant information to enrich the knowledge from the text set. Also I also encouraged my struggling students to read the information in an easier format to get the background knowledge for the textbook. Thus, I had a comic book about the Long March (China history) and they read it and then when we looked in the textbook, they had something to share.

**__ LEARNING LOG 2 __** Thank you Angelina for completing your comments.

__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? **

Thank you. . These are facts and I want interaction with the facts and application with real life.
 * Ashley - (redo) One point the author suggest to improve the topic in your classroom is using reading as a meaning-making process. language would just be senseless speecch sound without meaning. Use reading as a tool students can use to consruct clarify, and extend meaning. Another point they make is reader must ne able to decode words quickly and accurately so they can comprehend text successfully. If the student is spending to much time trying to say the word they won't be able to comprehend what the text is really saying. Another point the authors make is using prior knowledge and comprehension. readers use prior knowledge before reading, but they also use it during and after reading to infer meaning and elaborate on the text conent. Students will start to use schema activation, in which they access what they know and match it to the information in the text.

Angelina - One great point that the author made concerning classroom topic is that we as teachers need to step out of our textbook comfort zone, and incorporate new literacies in our teaching. This makes our purpose much more relevant to our students. We need to incorporate the exploration of art when we are studying literacy. Art evokes emotions that pull more out of students. As teachers, we need to connect with popular literature that our students have found in. Something that may really connect with boys in particular is if we base a lesson plan around our student's favorite video game. Imagine the stories that boys will be able to come up with pertaining to characters they pretend to be everyday. Instead of a journal, we could have our students maintain a blog. It could be on a specific topic, or it could be like a journal. The students could comment on each other's blogs. This is much more social and interactive. It is also more transferable to our modern world.

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

2. Why is reading to learn a strategic, meaning-making process? Angelina - Reading to learn utilizes tools and strategies that explore text in depth. You can't just skim through and regurgitate what the author has spoon fed you. You have to understand what is being said. You have to internalize it. You form opinions and positions on topics that are presented to you. You are in a position to accept or reject what is presented. Likewise, you are in a much better position to develop critical thinking skills that most people don't utilize until they reach college classes. Then, along the way, during the process of internalizing the information, it makes its way to your long term memory.

3. Demonstrate the importance of prior learning (schema) has in making reading as a meaning-making process. *Angelina - Prior learning is vital in making new connections. If I am trying to learn a foreign language, you can speak that language to me all day long, but if I have nothing to connect it to, I am not going to benefit from it. It has to be connected to familiar pictures or concepts. I have to use the language that I know and see what items are similar in spelling and meaning like telephone and tele'fono. If I have something to connect the information to, I can incorporate it into my schema. Otherwise, there is no file made for it, and no where to store the information to retrieve it later.

4. Evaluate your skills to the chart on page 21. How good of a reader are you? Ashley- i think i have some of the characteristics of a good reader. I always look over the text before I read that way i can get information over what the text will be about. I also make predictions about what will happen next. I also intergrate prior knowledge. When reading something, I always try and relate it to soemthing i already know.

**// 5. Authentic question: Interview a content area teacher on effective teaching strategies that he or she uses to engage students in learning. //** Ashley- My mother is a 4th grade teacher and she teaches math and science. She loves using hands-on activities/emperiments and games to engage her students. She thinks they are effective because the students are having fun and don't realize they are learning. Swanson: I agree with your mother. Can you get her to share more about what she thinks makes these activities so effective?.

LEARNING LOG 3 Thank you for completing this log.

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

Ashley - One point the author suggest to improve the topic in your classroom is using internet inquiries. Internet inquiries are great way to get your students to generate questions. Having students generating questions whenever possible will help you have a inquiry based classroom. Another point is internet projects. This will give students a collaborative approach to learning because they can work with other students from different schools. Another point is webquest. You can engage learners on the internet by using webquest.
 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

Angelina - Improving new literacies in the classroom depends on our approach as teachers. We need to educate ourselves, so that we enter the classroom with confidence in these areas. Instead of fighting with students to keep new literacies out of our classrooms, we need to incorporate them into our lesson plans. Using technology automatically connects us to their world. Also, we have an opportunity to teach our students the difference between propaganda, and factual information that is presented online.

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

2. Why is learning with new literacies essential for implementation into the curriculum? Ashley – It is essential because we live in the 21st century. Technology is used so much in the world now that if we don’t prepare our students it could be harder for them to find a job or to get further in life. The new literacies are great because they are interactive, engage students, enhance communication, create opportunities for inquiry, and support socially mediated learning. Angelina - It is essential, because technology is so prevalent in our society. We do our students a disservice if we don't incorporate practical, real world uses for technology in our lessons. In a way it is like shop class. You can have a garage full of tools, nice and shiny in their cases. However, if you never use them, or if you don't know you have them, or how to use them, you may as well not have them. I may have a computer in my bedroom that is connected to the internet, but if I don't know about things like blogs, I can't use them in the capacity of a journal. If I don't know how to do a webquest, I am doomed to use antiquated methods to bore people to death with. Helping our students see the full potential of what they have in their hands will help them to think outside of the box. They can learn in ways that accesses their creativity. In doing this, they will have more useful information lodged in their long term memories. That is the real point in the end. Swanson: I agree with the prevalence and the importance of technology. Our students are tech rich....it is us that is tech poor. We have to educate ourselves to learn and do more.

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.

4. Why are the new literacies not integrated into the most classrooms? Ashley - One reason teachers are not using new literacies in the classroom is because they are old fashioned. They were taught from a text book and that’s how they are going to teach. Another reason is because teachers are lazy. It takes work to plan out a lesson and get everything set up with technology. It’s easier for them to say read this from your text book and do this worksheet. Another reason is they don't know how to use it themselves. When a teacher doesnt know how to use a technology it is liklely that they won't want to use it with there studetns. Angelina - Teachers are afraid of the unknown, so they shy away from using technology in the classroom. Many teachers set up their lesson plans when they began teaching, and tweaked them over the years, but never incorporated anything new, because it is out of their comfort zone. Also, there is the matter of schools being financially disadvantaged. Many times the technology that is available in the classroom is leftover from the caveman era. Another reason that technology tends to escape the classroom is that it is not always reliable. Technology can be a teacher's best friend when it works properly, but it can suck up all your useful teaching time if it goes wrong. *Angelina - How can you recover when a major element of your lesson plan involves technology that decides not to work for some reason? Do you have to always be prepared with a back up lesson plan in case it doesn't work? When doing a lesson plan that involves technology, do you need to build in an amount of time for technical difficulties, just in case? Swanson: You always have a backup plan because of inoperable tech, or no electricity, or missing checked out equipment. * Ashley - what if your school dosen't have the funding to use new technologies? Angelina - I believe many teachers write up grants to get items they need for their classrooms. I highly recommend taking a class on grant writing for education. Swanson: Thank you, Angelina, for sharing this comment. I think that teachers can be innovative and use the technology at home and then bring it for the computer to use in class. Teachers can get older commuters (with principal's approval) from people who are upgrading. (I did this...I had lots of people "donating" computers to the classroom.) Also the first grant you want to write is for computers (either COWs "computers on wheels" or another computer program. **// 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. //**

LEARNING LOG 4 Thank you, Angelina

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

Ashley - One main point the author suggest is using the transformative approach when teaching for cultural understanding. This approach provides students with opportunities to read about concepts and events. This is great because the students then get to think critically and generate their own conclusions about diverse ethnic and cultural perspectives. Another point the author makes is to use decision-making/ social action approach. This engages students in activities and projects related to cultural concepts. Another great point the author makes is to use multicultural books in your classroom. These books provide diverse students with opportunities not only to see themselves reflected in the books but also appreciate and celebrate the experiences of people from the past. Angelina - One method is to integrate multicultural literature across the curriculum. The students are more likely to have the concepts become a part of them if they have constant exposure to these ideas, without regard to the walls of subject matter. Another idea is to be familiar with the cultures represented in the classroom environment, including customs and attitudes. If we offend our students, we have lost them before we even get started. We have to be connected to them to teach them. This includes being aware of the ways that are familiar to them from their background. Something that we can do to be educated on our students is to invite their parents to be a guest speaker. It not only gets us more familiar with our students and their needs and expectations, it also helps their classmates gain understanding and exposure to multicultural ideas and customs. The book speaks of having the guest speak on their occupation, pertaining to curriculum content, but half the point is hearing it from a different culture's frame of reference.
 * 1) ** (REQUIRED) What are at least three main points the authors suggest to improve the topic in your classroom? **

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

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

Ashley - it will use paired learning, opportunities for hand-on experiences, daily class schedule, map of world, use choral reading for students with limited English fluency, have bilingual dictionaries available, encourage drawing and writing, and help students keep an assignment pad. Angelina - It makes connections with the background of the students. It includes the interests of students from varied cultures. It makes learning relevant to the students. It has seven key characteristics that should be present. They are: high expectations, positive relationships with families and community, cultural sensitivity, active teaching methods, a facilitating teacher, some student control for portions of lessons taught, and instruction in small groups and pairs to reduce student anxiety. 3. Support sheltered instruction for English-language learners to make content more accessible to them while providing additive language support Angelina - This is not just for English Language Learners. I did see first hand how it would benefit a language learner when I tried to learn Spanish. I took a class with a talking head standing in front of me. The visual element of instruction was limited to the written form of a language I didn't understand. I got absolutely nothing out of that! However, when I used the Rosetta Stone, it is completely based on pairing pictures with words to express meaning or concepts. Likewise, when I dropped the Spanish class and took American Sign Language instead, there was no talking allowed. However, I got so much more out of pictures and gestures in the first hour of class than I got from a week with the talking head in Spanish class. It is important for our students to learn to communicate in our society. However, there is so much more to communication than just language. What is more important is helping them get an education so that they can function in society. I want my students to learn the predominant language so they will have a voice in the community and be empowered, and have better opportunities in life. However, I still respect them where they are, and teach them in ways that help them understand concepts, even if they don't understand English.

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. //**  Ashley - My mother is a 4th grade teacher and she once had a student with autism who had a fear of writing. Every time they had a writing assignment he would have a panic attack. And it wasn't that he didn't know the answer. My mother said he was very intelligent and if she read him the question he could tell you the correct answer. It was the act of writing that scared him. He would scream and yell “please don’t make me do it”. But my mom couldn’t give all his work verbally, so she decided to let him type it and it worked out great for both of them.

LEARNING LOG 5

__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? **

Ashley – one point the author suggest to use in your classroom is rubrics and self-assessments. These are a great way to get your students involved in assessment because they can participate in setting goals and share how they think and feel. Another point the author suggest is portfolios. These are great because it is a great way to organize information about the nature of the students work, and it involves the student themselves in reflecting on their capabilities and making decisions about their work. Another point the author makes is CARI (Content area reading inventories), this can give teachers insight into how students read course material. It is great because it elicits the information you need to adjust instruction and meet student needs. Angelina - Authentic testing is very important. Through regular, informal assessment, much more information can be gained concerning the areas of deficiency that need to be addressed further with a student. To me it is much like taking someone's pulse during regular intervals throughout the course of the day over a period of time, verses taking a stress test to determine the true state of a patient's health. The truer reflection will come from more data over a period of time than it will from a one time evaluation. One evaluation method that I really identify with is a checklist. This is a great tool to keep evaluations consistent. It is also something that can be shared with students to define clear expectations, and it is much less complicated than a rubric. Likewise, students are not the only thing that should be evaluated. We should determine the readability of materials presented for students to learn from. If we are working from a textbook that has a particular chapter that reads like a technical manual that is over our heads, how are our students supposed to derive any meaning from that? In such cases, we need to provide an alternative means of communicating vital information. We need to comprise a meaningful text set through magazine articles, books from the library, or information that is found on the internet. It is not a true reflection of our students' abilities if they are given materials that are insufficient or too complicated to comprehend. ** 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?

Ashley – high stakes testing formal and developed by expert committees and test publishers. They compare performance of one group with students in other schools or classrooms. They determine funding. One plus is they ensure standards are met and students are achieving at appropriate levels. One minus is the narrowing of the school curriculum and how they take a significant amount of time. Authentic testing is informal and developed by teachers and students. One plus is it makes qualitative judgments about student’s strengths and instructional needs. one minus is, by using a checklist for example, you can restrict observation by limiting the breadth of information recorded. Angelina - High stakes testing evaluates a one time performance to determine the progress of a student. If their dog just died, or their brother was being too noisy for them to rest the night before, or any number of things that could affect their state of mind on the big test day, including the stress of it being a big test, it is not likely to give a true picture of the students' abilities. You can typically guess and get a 25% chance of getting the correct answer. That means that statistically speaking, a small child can randomly guess, without even knowing how to read and be likely to get one fourth of the questions right without knowing anything at all. It does offer a consistent test to all students, regardless of their specific needs that may be reflected on their IEP. No child is left behind. All students are tortured in a consistent manner. All students (95%) are expected to participate in this testing. When initially written, NCLB only permitted 1% to take an alternate test. Two years ago that standard was changed to 3%, but it still means that at least 75% of special education students will be taking the same state test as their typical peers. ([]) I honestly do not see the advantage of high stakes testing. It can compare how one student or group of students performed on test day. What does that prove? They are supposed to make sure that students are getting an adequate education, but I just don't really believe it gives a true representation of student abilities. If there was a pre and post test it might be able to measure progress. However, that just motivates teachers to teach to the test and forget about a true education. In contrast, informal testing can give a much more accurate picture of what students know, and what progress they are making because it is an ongoing process. It is based on daily feedback. The downside of this is that there is no standard and not really the same level of accountability. If a teacher is not engaged in assessment from the beginning and continuing on a regular basis, there is no way to tell if improvement is being achieved. If used properly, ongoing assessment is a fantastic way to help teachers modify lessons so that they really don't leave any child behind. They know what students have and haven't learned and can adjust lessons to meet the needs of the individual students.

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? Angelina - I think assessment is a fantastic tool. I would hate to be a teacher if I could not assess myself. In my opinion, when I test a student, I am really testing myself to see if I have done a good job teaching my students. If they fall short, somehow I have fallen short and I need to find another method to teach the information to them. As I learn what teaching methods work best for each of my students, it makes me a more effective teacher. I believe the best way to assess targeted information is to have students respond or report what they have learned from a particular activity. If they miss the mark that I was shooting for, I need to adjust the lesson so that they get what I am trying to convey. After adjusting, it is necessary to reassess to make sure that we are all on the same page. However, students that got it the first time around should not be muddled down in a relearning activity. They will be able to continue on so that they don't get bored and frustrated. That is just apathy and behavior problems waiting to happen. When I assess my students, I want to know that they understand concepts that can be applied in various situations. I want them to grasp ideas more than memorization of facts. It is helpful to know some facts, but in the real world, there is access to resources that they can refer to if they need information. It is more important to me that they are equipped to find answers, and understand methods rather than doing things because I say so.

//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.// Ashley – My mother is a 4th grade teacher and she thinks that high stakes testing has definitely affected her teaching. The district expects her to teach one thing and the test expects her to teach another. But she wants her students to do well on the test because if not, then their school gets punished. She said the test can take a lot of time to prepare for which can take time away from teaching. She also thinks they aren’t very student friendly. What if a student doesn’t feel well that day, or what if they panic when they take test? Maybe those students are very smart and know the answers but don’t do well on the test. Swanson: You are so right that the variables of the day affect the testing. I remember one time I was testing some mathematics and the fire engine came across the playground to a nearby house. You think I could get the principal to let me retest that section. NO!!! That was the time assigned to test that math section. Variables from the individual to the class to the school to the weather to the national issues.......each of these make a mark on the student and affects the testing.

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

** LEARNING LOG 6 ** Angelia, you almost made it. All you have to finish is the comment for the last section...the text set.

The first part of this is well thought out, full of information, and really very well constructed. Thank you. I appreciate your great ideas, summaries, and wonderments. 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? **

Angelina - I really liked the strategy awareness more than I liked the strategy demonstration and modeling. I think it is very good to have students think about their thought processes. I like that they make the effort initially, and think about the process before having a demonstration. This gives an opportunity for a kind of pre-assessment on strategy knowledge. Before, during and after reading activities are very helpful methods of teaching materials to students. However, my favorite is unit plans that include inquiry or research based activities. This is the way that I learn best, and it seems to be the least used method in classrooms I have participated in. I have always been lectured to death. One thing that really stood out to me is the jigsaw groups in cooperative learning opportunities. It offers a little more accountability to each group member.

Ashley – one point the author talks about is B-D-A instructional framework. This is great because it can help teachers incorporate instruction strategies and activities into lessons involving content literacy and learning. Another point the author talks about 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, it’s important to create awareness, model and demonstrate, practice, and apply. Another point the author makes is the components of a well-designed unit. You must have a title reflecting the theme, major concepts to be learned, text and information sources to be studied by students, unit’s instructional activities, and assessments for what students have learned.

** 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? Angelina - First of all, there must be a pre-reading activity, such as a class discussion to activate prior knowledge. This part is the hook. If it is done well, it should make the students want to read the material. For many, including myself, motivation to read instructional text in particular is the biggest obstacle to overcome. To motivate the students, the teacher must first find a way to get excited about the material. Enthusiasm is often contagious. The next component to consider is the during-reading activity. I really like the idea of students having a study buddy, and even coming up with their own vocabulary words from the text as they read. It is very hard to stay interested in something you don't understand. Dictating vocabulary words to students may be less effective, since the words I want to emphasize and the terms my students struggle with may be completely different. This is to be followed up with an after reading activity. It would be ideal if it is something that students can do to apply the information that they have been exposed to. Writing a reflection isn't a bad idea. I love to write, but not everyone does. For this reason, I think it is much better to take it to another level. Allow the students to express themselves creatively to convey what they learned. Perhaps they could do an interesting project, like building a volcano after they read about the nature of a volcano. The more they can touch and experience, the more real the information will be to them, and the more they will actually retain. Ashley - The instructional framework can help teachers incorporate instructions strategies and activities into lessons involving content literacy and learning. The lesson does not have to take place in a single class session; several meetings may be needed to achieve the objectives in a single class. In the before reading stage, the teacher wants to establish purpose, activate background knowledge, sustain motivation, and provide direction. Next is during the reading phase. During the reading phase of the lesson, the students explore the questions. The questions are used to tap into the students’ prior knowledge and their conceptions of probability. The teacher also wants to help guide an active search for meaning. The last phase of the instructional framework is after-reading. During the after reading phase, students extend and elaborate ideas from the text. The stage is used to clarify idea encountered before and during reading.

3. How can teachers modify lesson plans to be more student centered inquiry based to connect literacy learning?

4. How can content area teachers plan and design instruction for all students to actively engage and motivate participation for literacy-related activities? Angelina - Before reading the text, it is good for the teacher to get a bead on where students are in relation to knowledge of the material about to be covered. Having a class discussion of related concepts and treading into the new ideas that will be explored will help determine prior knowledge. I really like the idea of content area teachers, especially math teachers, making a point to emphasize reading the textbook, and defining terms related to the materials being studied. It is very important for teachers to help students sift through the materials to guide students to important portions of the text. I never had a math teacher spend time helping me find relevance in my textbook. They gave their own explanations that were hard to understand in my notes after I got home. If they helped me understand the explanations in the textbook, I would have a useful resource when I worked on homework on my own. Using before, during and after reading activities in content area classes could really turn on some light bulbs for students. The book says it acts as a roadmap for students to understand important concepts. After fully covering the materials, students need to apply the knowledge they have just gained. Particularly in math, this is typically the only portion of B-D-A instructional framework that I have seen performed; general instruction or explanation followed by lots of assigned practice problems to be completed. I also like the idea of finding more meaningful way of applying the information. At NSU, I had a class with Dr. Parrot. She had us find websites to practice the materials we learned. She also had us create a math calendar. She had many hands on tools for us to use to apply what she taught. I have never gotten more out of a math class than I did with this approach. Thank God NSU has a fantastic assortment of teachers. It is a real blessing that makes all the difference in the world for students like me that have always struggled to some extent.

5. Research states Bloom's Taxonomy or another questioning taxonomy benefits comprehension greatly. Why do you think this is so?

Ashley - I think it benefits comprehension greatly because each level of questioning gets progressively harder and this challenges the student’s mind. This allows them to expand their thinking, because they are not just remembering facts. Being able to think at that deeper level, would benefit your comprehension of the subject matter.

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?** Angelina...answer this question Angelina - I think the text set helps greatly with understanding. It helps me to see the people involved as real people instead of just a set of passionless historical facts. Also, the resources are captivating. It is so much easier to retain information that is presented in the form of a story, because it is able to hold my interest. Since I am such a visual learner, using picture books to share this information, even in high school and college, are so much more effective for learners like me.

Ashley - The electronic resources helped me understand the topic better because it was more engaging that sitting down and having to read a text book. Students don’t want to read from a boring textbook, so using these different sources will engage the students and help them learn the topic. 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 trade book stories about 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.

** LEARNING LOG 7 ** Thank you, Ashley, for always being here and thinking and evaluating the text to your prior knowledge, to the other new information and the world knowledge, and to reality. I know that you have your "Gears" in your brain always synchronously moving to acquire and use the best information to be the best teachers.


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

Ashley – one of the point the author suggest to improve the topic in my classroom is activating prior knowledge and interest. This is great because it creates an instructional context in which students will read with purpose and anticipation. Another point is arousing curiosity. This is a good point because it gives students the chance to consider what they already know about the material. Another point is generating questions. By providing opportunities for students to generate questions and seek answers to those questions, teachers can support students in becoming strategic readers.

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

2. How can this and other text sets activate knowledge and interest?

Ashley – text sets can activate knowledge and interest because it’s different from reading the text book. When students have to read from a text book they become bored and after their done they couldn’t even tell you what they just read. By using text sets, students have fun and don’t even realize they are learning. I loved the interactive view of Ellis Island. I think students would get to feel as if they were really there taking a tour. 3. Why do prereading strategies and activities help with prior knowledge and raise interest in the subject? Ashley - Prereading strategies and activities help with prior knowledge and raise interest in the subject because students are able to get an idea of what they are about to read. Curiosity arousal gives students the chance to consider what they know already about the material to be read. This then allows students to make connections, and to relate their knowledge to the reading. Prereading strategies give students a chance to relate the topics they are about to learn about to information they already know about that topic. Learning is rooted in what we already know. Prereading strategies and activities also helps students raise questions that they can answer only by giving thought to what they read.

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?

**WIKI TEXT SET RESPONSE: After reading the text set, how do these books and electronic resources help with the topic understanding?** Ashley - This text set helped with topic understanding because it is different than reading from a text book. When you read from a text book, it’s usually one persons view on a topic. But when you use text sets, you can see what the topic was really like from a person who actually lived it. You can hear many different personal stories. The text sets give the students a great visual connection as well.

LEARNING LOG 8 Ashley, you are super........

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? **

**Ashley – one point the author suggest to improve the topic in your classroom is using think-alouds to model comprehension strategies. Students will more clearly understand the strategies after a teacher uses think-alouds, because they can see how a mind actively responds to thinking through troubled spots and constructing meaning from the text. Another point is using KWL charts; this is a great way to engage students in active text learning. Another point is reading guides. Guides help students comprehend texts better than they would if left to their own resources.**  Angelina - Modeling comprehension strategies is a great way to improve topic in the classroom. One specific strategy that was explored was Questioning the Author. This helps students to think deeper than the superficial message that is spelled out for you in the text. It also engages students in a way that reflects their own interests. Instructional Strategies are another method the author focused on. One of the techniques mentioned was Discussion Webs. I like discussion webs, because I am a strongly visual learner. Information in a discussion web is laid out much like the way people think. Information tends to ofshoot into another direction that has other corresponding information. With a discussion web, students can organize their thoughts, and use all gathered data to develop conclusions. Reading Guides are another strategy that was highlighted in our text. I really liked the Three-Level Comprehension Guide, because it gives place to higher level thinking. You can see the information that comes directly from the text. However, you also examine the meaning behind what was spelled out for you. Then you allow students an opportunity to find their own voice by using critical thinking skills. ** CHOOSE TWO OF THE FOLLOWING TO ANSWER OR DO. ** 2. Engagement in the reading process is the key for great comprehension. What are additional ways teachers can stress to activate engagement?

Ashley – discussion webs encourage students to engage the text and each other in thoughtful discussion by creating framework for students to explore text and consider different sides of an issue in discussion. DRTA fosters critical awareness and thinking by engaging learners in a process that involves prediction, verification, interpretation, and judgment. Another way to get students engaged is by activating their prior knowledge. Angelina - I believe that Think Alouds are a great way to engage students. They are able to describe visual images that their minds have captured or created. Since pictures tend to prompt an emotional response, it draws students in to the rest of the exercise and the materials studied. KWL charts also help to engage students, because it focuses on the student. Students recall what they know, think about what interests them about the subject, and reveals what they learned as well as what is not yet satisfied. When students feel like what they think matters, they are more willing to engage in the thinking process.

3. Why do motivation and connectiveness help with engagement?

Angelina - If students are motivated by their own interest in the topic, you don't have to chase them with a cattle prod th get them moving. It is like the latest teen idol. You don't have to make kids find out when their birthday is, or where they grew up. They want to know. They are running with it. Typically, there is some relavence to them that connects them to a topic that interests them. They may not care about military vets until they realize their grandpa actually served in the Korean War. If we as teachers can build our lessons around issues that motivate and connect with them. If their teen idol is into going green, it is easy to engage students in issues involving the environment for your social studies project. If we can find a way to help students connect to a particular topic of study, through an interesting and likable guest speaker that experienced a particular thing, like the teacher that published a book written by her students, who had very little hope of escaping the cycle of poverty they experienced in the gang infested neighborhoods they grew up in, the students might be inspired to write their own story.

//4. Authentic question// // Observe a teacher in a content area classroom, observing the questioning strategies the teacher uses. // Ashley - I did my pre-1 internship in a second grade class and one question strategy she used was QtA (questioning the author). It was actually provided for her in a basil reader. After each page was read, there were a couple questions she would ask the students so they could comprehend the text better. I think it should the students the importance of asking questions while reading.

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

Ashley – I loved this text set because it had simulation and I think that really helps with topic understanding. I remember playing organ trail when I was in elementary school. I think it great to let children act as if they were in that time period and there having fun and don’t realize there even learning. I also loved the web quest were students could adventure with Lewis and Clark. I think fun simulation activities help students understand the topic but students are having fun while doing it. Angelina - This text set was fascinating. I love the Kansas history that the cowboys experienced. I also thought the actual photographs were amazing. I love the beautiful illustrations of the ABC book to connect with younger students. I also loved the beauty in the illustrations of, //I Heard of a Place.// The visual element of text sets reach out to me the most. I liked the journal, but it didn't pull me as strongly without the pictures. I do believe it makes things much more interesting for students to see how people lives rather than focusing on the specifics of historical facts.

LEARNING LOG 9 Thank you, Ashley

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? **

Ashley – one of the point the author suggest to improve topic in your classroom is using vocabulary self-collection strategy. This strategy is great because it invites students to use their text to determine how words are defined in their natural context. Another point is using graphic organizers. These are great because they can help activate prior knowledge of the vocabulary words in a text assignment or unit of study. Another point is using context-related activities. Readers who build and use contextual knowledge are able to recognize fine shades of the meaning in the way words are used.

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Angelina - In vocabulary development, it is more effective to activate existing knowledge. Some ways to do this are through word exploration, brainstorming, and list-group-label activities. These are good ways to get ideas onto paper, without inhibitions or formal activities. Another helpful point is to allow students to develop meaning through their context clues. One way to explore this idea is through definetion word maps. It helps to group information on paper, much like the brain's filing system. This is a great method for visual learners. Another vocabulary building strategy is morphemic analysis. This is much like etymology; or the study of word origins.

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

<span style="display: block; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt 9pt; text-indent: -9pt;">2. Why should students know the word structure (Greek and Latin roots and history)? <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Ashley - I think that students should know the word structure because it is very beneficial and will help them to understand the meaning of the word. By knowing the roots of the word, students will be able to think about what those roots mean, and how they contribute to the meaning of the entire word. By breaking down the word it can help students remember what the meaning of that word is without having to memorize a long definition.

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt; line-height: 115%;">Angelina - Understanding word origins help students with comprehension and spelling. Take for instance a word with Greek origins, like hypoglycemia. If you know that hypo means below or under, glyco means sweet, and (a)emia means blood, it is easy to gain an understanding of the word's meaning as well as insight into spelling. You will know that it means low blood sugar, and based on the spelling found in the word origins, you will know that there are y's where you hear i's and a c where you hear an s.

<span style="display: block; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt 9pt; text-indent: -9pt;">3. Why should the language of an academic discipline be taught within the context of concept development? <span style="display: block; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt 9pt; text-indent: -9pt;">Angelina - When you build a house on a solid foundation, it will stand. The same is true with developing concepts. If there is a foundation of pre-existing schemas to build onto, it is much easier for new information to adhere and build up existing concepts. This is especially true if the new information is introduced through direct student interaction; as you would experience through a hands on activity.

<span style="display: block; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt 9pt; text-indent: -9pt;">4. What activities for vocabulary concept development help student define words? Ashley – some activities for vocabulary concept development that will help student define words are: bookmarks, concepts circles, word mapping, word sort, VSS, STAR, and list-group-label.

//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?**

Ashley – I think this text set will help with topic understanding because students can feel like they were really there. There are so many great virtual activities that the students can do. I loved the internet field trip. Schools usually don’t have enough money to take their students on field trips so this would be a great “virtual” field trip. I also think they would love the journal because it is always more interesting to read from someone’s personal perspective than to read from a boring text book.

Angelina - I really couldn't take much of this. The text set broke my heart. This is a particular area of history that literelly makes me cry. Murdering Pink's mom. Hanging Pink. Children being sold and families being ripped apart. My favorite of the electronic sources was the webquest, but the images were strong enough to upset me. Seeing the child taken from the mom for the sake of slavery. I HATE IT! This raises a great question. How do you teach something that hurts so bad that it steals your composure?

LEARNING LOG 10 Thank you Ashley for being there for every lesson.

__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? **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Ashley – one point the author makes is to use POVGs. These are great because they are designed to trigger thoughtful reading and writing by having students “get inside the skin” of a character or subject under study. Another point is biopoems. These are great because they enable writers to synthesize what they have learned about a person, place, thing, concept, or even event under study. Another point is academic journals. These are great because they help students generate ideas, create a record of thoughts or feelings in response to what they are reading, and explore their own lives and concerns in relation to what they are reading and learning.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Angelina - When you are trying to incorporate writing throughout the curriculum, a strategy to use to get the ball rolling is the Integration of reading and writing. Since reading and writing are reciprocal processes, implimentation helps students process information, and own their new knowledge as they personalize it. One way to expand a student's knowledge base is by Writing to Learn. In a sense, it is much like journal writing crossed with brainstorming. It gets the ideas onto the paper without having to struggle with all the formality of writing. This allows students to process information without fear of judgement. Writing in disciplines is another strategy for writing across the curriculum. This is a more formal approach to writing where students can sharpen their writing skills.

** 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 ( <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Ashley – This format is the best way to organize writing instruction from kindergarten through college. 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. I think it is great that it has vocabulary (word choice) in it as well, because that is something students struggle with when writing.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Angelina - This method teaches students the 6-Traits of good writing, which include voice, ideas, word choice, organization, sentence fluency, and conventions, and the plus 1 is for presentation. I like the fact that it captures the major elements in one inclusive package, and does not neglect to publish or present the finished work. Nothing is more disappointing than completing something that you are proud of, that you worked hard on, and having no audience to share it with.

3. Why write for reader response? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Ashley – response journals create permanent records of what readers are feeling and thinking as they interact with texts. It allows students to records their thoughts about text and emotional reactions to it. This gives students the chance to practice writing and not have to be intimidated by it being graded. Plus, the teacher can get a chance to see how that student is interpreting the subject matter and relating it to prior knowledge.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Angelina - Reader response journals take a snap shot of the readers' emotions, thoughts, and reactions to literature. These can be used by the writer as a reference when they have an assignment to follow up on text that they have been exposed to. It also sparks their creativity and offers on oppertunity to see things from a point of view other than their own when they are prompted. It is also an opportunity to see if students are grasping key concepts, without all the pressures of a formal assessmsnt.

// 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. //

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? **

Ashley – one point the author makes is using graphic organizers. These are great because they are visual displays that help learners comprehend and retain important information. Another point is study guides. These are great because they help students perceive and use major text relationships that predominate in the reading material. Another point is the importance of text structure. Perceiving structure in text material improves learning and retention <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Angelina - When it comes to studying, external text structure is my best study buddy next to M & M's. It helps you get to the meat of the matter. My second best friend for studying is a quality study guide. I tend to follow the selective reading format depicted on page 348 in our book. Study strategies have always been my weakest area. However, this class has changed all that. I am so heavily armed with strategies, my biggest struggle will be deciding which one to use. My favorite would have to be graphic organizers. They give me a mental picture to refer back to when I am tested over material.

** 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?

Ashley - 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.

<span style="font-family: Calibri; font-size: 12pt; letter-spacing: 0.25pt; line-height: normal; margin: 0in 0in 12pt;">Angelina - Internal text structure includes anything found within the actual text. This is where the main story is told and the information is given in context. However, external structure is no less important. As a matter of fact, I am a get to the point kind of person. If I want to know something specific, I like to get direction as to where I will find my information, such as the table of contents or the index. The glossary can also be a very handy tool. Likewise, pictures, charts, and tables are what carry me from one page to the next. I am generally not a great fan of the text alone.

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?

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Ashley – there are many strategies with graphic organizers to use before, during, and after. For before: word sort, VSS, sticky notes, selective reading guide, and STAR. For during: B-D-A, bookmarks, concept mapping, double entry journal, and word map. For after: anticipation guide, concept circles, discussion web, frayer model, info boxes, and KWL.

Angelina - I absolutely love graphic organizers! I was fascinated by the application of graphic organizers in math. That was awesome! I used my handy, dandy strategy notebook to select three of my favorite strategies for each stage of the lesson. They are: the Frayer Model for pre-lesson activities, the Venn Diagram to compare and contrast as we read the text, and the Discussion Web to be utilized in post reading activities.

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?** <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Ashley - The electronic resources helped me understand the topic better because it was more engaging that sitting down and having to read a text book. Students don’t want to read from a boring textbook, so using these different sources will engage the students and help them learn the topic. I love things like the virtual field trip because students can feel like they’re really there. I would love to take my students to Plymouth Plantation, but since that’s not really possible, I’m glad there is a book about it written in a student’s point of view, I think the students would love reading about it.

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Angelina - This text set was outstanding! I especially loved the book //The Pilgrims and Me.// That was fantastic! I definately want to tour those places with my husband and children. Likewise, I loved the Jamestown Adventure game. I believe students could gain a great deal of understanding that would be sorely missed if you were solely depending on a history testbook.

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? **

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Ashley – one point the author makes is use trade books. They are rich in narrative and informational content and can provide a valuable complement to most text books. Another point is creating a classroom library. This will increase students’ access to books and help motivate them to learn. Another point is teacher read-alouds. This can provide important background information that enhances students understanding of assigned reading.

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Angelina - Textbooks have many drawbacks. Tradebooks can be used to motivate students and fill in the personal gaps. When students have access to a classroom library that is full of interesting books that reflect the issues that are being covered in the curriculum, comprehension of concepts greatly increase. When combined with reader response strategies, it completes the package. When students have an opportunity to respond to text, as they do in an idea circle, they become more connected to educational books that are available, as well as building connections and community within the classroom.

** 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?

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Ashley - They use them because of testing. Textbooks cover the content that the students will be tested on, and teachers are being pressured to make sure students are learning this particular content. Teachers are also dealing with time constraints, and they have to make a lot of information fit into a short span of time. Another reason is laziness. Teachers don’t want to put in the time to find materials for their students when they could easily use a textbook and say, “read pages 20-49, then write a paragraph about it”. Textbooks are a readymade material that fills this need. Teachers can eliminate this problem with textbooks by planning ahead. They can find much more interesting texts that are more appropriate for their students and substitute the new text for the textbook. It will require more work on the teacher’s part, but if the students are learning more than it should be worth it. Teachers can also provide material that goes more in-depth on topics that the teacher feels the textbook lacked information on.

<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Angelina - You can not completely eliminate standard textbooks, because of things like standardized testing. On those little bubble tests, they will never ask what the pilgrims used to stuff their mattresses or how young the boys were that participated in the Civil War. Textbooks include facts and data that is not always easily found in a trade book. However, you can eliminate many issues by blending the mediums. Allow students to be interested and enjoy learning with tradebooks. That is the hook. Then have students consider the information found in the text. In this format, the students will read the same boring information with new eyes, because we made it real to them.

3. How would a trade book and electronic sources text set on an historical event enhance the curriculum? Ashley - A trade book and electronic sources text on an historical event could enhance the curriculum because they can extend and enrich the information provided to children. They would allow students to activate their background knowledge by making connections, and help students better comprehend the historical event. The electronic source we viewed in class for the //<span style="font-family: 'Calibri','sans-serif';">Shot Heard Round the World //, provided me with more information in those few short minutes, than any textbook could provide. A trade book and electronic source will provide students with a much more interesting and exciting view on the historical event that a textbook would.

==== Angelina - Trade books and electronic resourses breathe life into historical events. They make it personl and real. All of a sudden, the events cease to be a pile of historical facts, and become events that I can get excited about. They point out nuances that textbooks exclude that make things more interesting. ====

4. 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.

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