Cadet Teaching Journal/Reflective Blog Week of 3/20-23/12

This week in cadet teaching I helped students get caught up on work, and homework. I also graded papers. This week was fun and showed me what it would be like to be a teacher and how different kids act and when and why. I helped with spelling, math, reading, history, and language.

Conclusion: Continuing the Journey

In the conclusion it sums up the chapters over word study, fluency, vocabulary, and comprehension. Talks about how it is important to teach kids this and stay up-to-date on concepts on teaching and what to teach with it. How important it is for kids to have this. Also to keep the least amount of work of it and get what needs to be taught taught and to look for improvements in the kids and encourage them.
This will help with working the students on reading, reading homework, reading groups, and during reading class if I am in there.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassaman.

Blog/Reflective Journal week of March 11-14

This week in cadet teaching I have helped take down & get the new bultten board ready. I have also graded papers & helped kids with their or study for test. This week was fun in her class.

Chapter 5: Comprehension

Comprehension is the understanding of what you read and being able to apply it to what you know or have experienced. This is a very important aspect learning and teaching reading. Every aspect of the reading process contributes to comprehension. Reading is a social-constructivist process. Constructvism is based on three core assumpions: 1) what is learned cannot be spearated from the context in which it is learned, 2) The reader's purposes or goals are central to what is being learned, 3)knowledge and meaning are socially constructed  through the processes of negotiation, evalutation, and transformation. Good readers can use comprehension strategies, know and montior their goals, generate questions, construct and revise meaning as they read of the text, know the author's style and purpose, and read widely. They give six lessons on the same theme: mystery, survival, biography, fantasy, holocaust, and poetry. The lessons go in three stages. In the first stage the teachers explains, demonstrates, guide the students, give the students pratice, and reflect as a class. In stage two they review and guide the class the class. Then give practice and afterewards they reflect. They also do student facilitated comprehension centers including mystery center, art center, and listening center. Also student facilitated comprehension routines including literature circles and cross age reading experiences. In stage three they share togeather, reflect togeather, and set new goals for the futuer. These stages stay the same for all six lessons except the student facilitated comprehension centers that might change to writing center, theme center, etc, for the difference of each lesson. The teachers in this use bookmarks, bio-pyramid, we can make connections sheets, story impressions, and draw and lable visulaitons worksheets to help teach the class.
This can help by helping kids with their reading homework or worksheets, when I'm helping with reading groups, or during reading class.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassman.

Cadet Teaching Reflection/Journal Blog for week of March 5-9 2012

This week in Cadet teaching I helped students get caught up on their work, including science, math, spelling, and reading. I helped some complete work. I also sat with a group and help that group if they did group work. I also help grade papers. This wasn't to bad and had fun this past week.

Chapter 4: Vocabulary

In this chapter it discusses what teaching vocabulary is, which is kids need to know the meanings of words to be able to comprehend what they read. Also, having vocabulary knowledge is one of the predictors of reading success. Kids need to do more than write definitions in order to know the meaning of words. Kids need to use the words through reading them, hearing them spoken, writing them and speaking them. This then gives six lessons just like in the other chapters over the same lessons and types of books. They use stuff like probable passage reading, graphone concept, context clues concept, semantic question map, semantic map, then do summaries, definition map concept, and a vocabulary bookmark to teach students vocabulary different ways with different reads. With these types of teaching it will help the students stay focus, since it is a tough concept and hard to concentrate on. The book also advises to do things with drawing, and doing self-selection. Self-selection will help them believe that they know the word better and have confidence.
This will help me from being in the class room during reading class some days and helping the students learn the way Mrs. Wilbers teaches. Also it helps when I help the kids with reading homework or in reading groups.
Research-Based Reading Lessons Grades 4-6 by Maureen McLaughlin, Amy Homeyer, and Jennifer Sassaman

Reflection/Blog for Cadet Teaching week of Febuary 27-March 2, 2012

This week I helped grade papers, which wasn't too bad. I helped with Dr. Seuss day Friday. The kids were doing a M&M worksheet, which was fun to the kids with and showed how kids grasp things differently and need to be taught differently. I also helped with getting kids caught on their work and help kids with their class work and understanding of what was being taught. This can be a  challenge trying to get kids to pay attention sometimes, other than that it's not too bad.

Chapter 3: Fluency

In this chapter it discusses fluency and how to teach the concept. Fluency is the efficient, effective word-recognition skills that allows readers to construct the ideal of the text. Fluency is the ability to accurately, rapidly, expressive oral reading and makes silent reading comprehension possible. Accuracy occurs in word decoding, automatic processing, and prosodic reading. Being a fluent reader is hard by components of reading (word recognition, determining the meaning of words, grouping words into grammatical units, generating inferences, and constructing meaning. It is also related to motivation. They showed six lessons in teaching this concept with the Reader's Theater. The six themes are mystery, survival, poetry, fantasy, biography, and the Holocaust. Each lesson is done in three stages: teacher-directed whole-group instruction, teacher-guided small-group instruction, and teacher-facilitated whole-group reflection and goal setting. In stage one the ideal of fluency and the project is explained, the teachers demonstrate how this is done, the teachers then guide the students into doing this themselves, then the students practice together, and, finally, the class reflects on what was done. The same process is done in stages two along with student-facilitated comprehension centers and student-facilitated comprehension routines. In stage three the students share what they have done so far whether it's performing or a recording and then they reflect on what was done and set new goals.
This will help me by working with kids with their reading homework or reading in groups or reading class. I will understand how Mrs. Wilbers is teaching and how I can do it the same way not to confuse the kids.
Research-Based Reading Lessons Grades 4-6 by Mauren McLaughlin, Amy Homeyer, and Jennifer Sassman