RICA DOMAIN 5

TC NAME: Melissa Pitcher

RICA DOMAIN: Comprehension

RICA COMPETENCY: Comprehension

Grade Level: Kindergarten

Any Additional: Descriptors: SEI class

 

INSTRUCTION:

I observed Ms.F teaching Comprehension. She started the lesson by asking what they thought about when they heard the word “gingerbread”. Ms.F asked the students to raise a thumb if they thought of something they wanted to share with the class. She then showed a picture of a gingerbread cookies and had the students to talk to their “elbow partner” about what they knew. She asked them to raise their hand and share with the class. She then showed a picture of a Gingerbread man and ask if anyone has ever seen one. (Only two students had ever heard of it). Ms.F then started her picture-walk . She held up “The Gingerbread Man book” for the class to see and asked what they thought was happening  on the front cover. She went through every page and asked the students to tell her what they thought was happening and to predict what might happen next. Last she stated the reason why they were going to read the story, ”Class today we are going to read a story about a Gingerbread man and follow him on his adventure, let’s see what happens next!”

Ms. F starts to read the book and on each page she asked a question about what they just read. (The answer to her question was on the page they just read). Ms.F asked the class if they know the answer and to point to the top of their head if they do. If they answered wrong she would immediately pick the student next to them, let them discuss it for a few seconds and they would give her the answer. When the teacher would come to a new vocabulary word, she stopped, asked them to think “ in their brains”(lean forward, eyes closed and touch their temples and concentrate) if they had heard it before, she then would give a brief definition, tell them to think” in their brains” about the new definition and then move on with the story.

INSTRUCTIONAL SETTING

When the story was done, she asked the students to turn their elbow partners and have them tell each other about the story they just read(summarize). She asked the students what their favorite part of the story was and why(sharing personal perspective). She called on a few student for their answers,  then asked other open ended questions for the student to relate (connect) with.She also asked if they knew about any other stories, books or video that might be similar(text-to-text, text-to-text and text-to-world connection) The teacher then summarized the story and passed out a picture of an outline of a gingerbread man to each student. The students then colored the outlined gingerbread man (visual/graphic representations of what was read)and wrote what they liked most about the book on the back(one sentence).

I got to observe the beginning, during and after reading strategies, she was also constantly checking for understanding. Not only did she assess them for understanding, the other student got to assess each other.( young students are quick to correct each other and like to talk)

This lesson went on for a few weeks and they would read different versions of the gingerbread man and discuss how they were different or the same.

 

                 

RICA DOMAIN 1

TC NAME: Melissa Pitcher

RICA Domain: “Planning Reading Instruction based on Assessment”

RICA Competency: Planning Reading Instruction

Grade Level: Kindergarten

Any Additional Descriptors : SEI class

INSTRUCTION:

I observed Ms. F during her Planning Reading Instruction. She does a math lesson first thing in the morning. First she reviews the numbers that they have already learned, in this case 1-3, to get them oriented  and ready to for the lesson. She does a “book walk” on the same book that they have been reading before they move on to the next number. They talk about what numbers they know and the different ways they can write it (with dots, addition problem, symbols, tallys, number itself, what it looks like on a die and  fun drawings). Ms. F then began her presentation on the number four. She puts up a piece of big poster paper on the board so everyone can see it and they talk about the number four. Ms. F  slowly writes the number four as she talks her way through it “start at the top line, go down to the dotted go right , stop. Start at the top line again then draw straight line all the way to the bottom line”, she makes four dots on the number she just wrote  and has the class counts them all together. She asked them to show her how many fingers four is, how they can write it (dots, addition problem, numbers, tallys, pictures and what it looks like on a  die)and they have to explain to her how they came up with their idea on how to write the number. For structured practice, the students are grouped at tables so they can talk about what they just learned with the other students, then she gives each student a work sheet that has four pictures at the top to color, two lines that have the number 4 dotted on it to trace and the last line is blank for them to write their own number four, to me this reminded me of a small version of scaffolding. For guided practice, Ms. F walks around the class and looks at every students work as they work and re-models if necessary, asks questions and gives feedback “make sure you don’t have any  ghost numbers”(meaning  the number didn’t touch the top and/or bottom line).  When they are done writing out their numbers, for independent practice she has them flip over their paper and make groups of four  with any symbol, shape or number they want and circle it so she can come back around and count with them.

INSTRUCTIONAL SETTING:

I learned that Ms. F uses many different types of strategies and supports to teach her lesson: a review in their heads, a book, poster-the many different ways to write the number, addition problem, coloring, writing the number and making groups of four on the back of their paper. This lesson will affect ALL students learning styles.

It is not televison anymore!Designing digital video for learning and assessment

In this article the Authors tell us that using videos and other technology in the classrooms are very beneficial to our students. It will help them learn, see things in a new way and even get to see themselves. This is a great idea for visual learners like me. If I can see it done, then I can do it. Kids already relate to videos, tv, computer and other technology device outside of school, so lets bring them into the classroom and make it fun from them to learn. One of the authors states that we model what we see on the screen.If we can see someone else doing the right thing then we will simulate them and do the right thing. This is even true with watching ourselves on video. We can see what we are doing wrong and fix it. This for every student, even special needs. Video helps improve skills. I also like how we, as teachers can use video or computers to introduce new material. It takes away from the teacher talking and can be animated, funny or even the students teaching something. The authors say that there are 4 key ingredients to  great and informative video: seeing-if they miss what you told them, then they can see it, engaging- and interesting idea or topic that will keep their attention, doing-having a good attitude toward learning and taking the effort to do it, and saying-different ways to present your information. I feel that it is a great tool for the students/teachers and parents to learn!It gives the students an opportunity to be creative and that is what we as teachers are looking for.

Rubric

Understanding Rubrics

In the article Understanding Rubric by Heidi Goodrich ,she defines what rubric is and how and why you can use it.  A rubric is a list of criteria that is expected in a piece of work.  It is use to support and assess students learning.  A rubric tells the students exactly what the teacher is looking for.  The question is: do we as teachers and students like it?

A rubric is described as a list that is divided into columns labeled from excellent to poor.  The columns are divided into a grid.  Each box has an explanation of what is expected in each column.  It can be looking for: purpose, organization, details, voice and mechanics.  Each of these examples should be specific on what is considered a good  work.

The author gives five reasons of why teachers should use a rubric.  First, it can improve student performance as well as monitor it by making teacher’s expectations clear.  Second, they help students become more thoughtful in judging of quality of their own and other students work.  Third, teachers  can spend less time grading students’ work.   Fourth, it promotes flexibility in learning styles.  It is for every student and their individual learning styles.  Fifth, they are self-explanatory. 

Creating a rubric should be modified to each instructors teaching style.  Here are the author’s seven steps to creating a quality rubric:

1.  Look at models: provide students with a good paper and a bad paper.

 2.  List criteria: what is important in a project.

 3. Articulate gradations of quality: Describe excellent and poor levels of quality.

 4. Practice on models: Practice on example papers. 

5. Use self- and peer- assessment: Have the students get started and observe their assessments. 

6. Revise:  After feedback, let students revise their work. 

7. Use teacher assessment: Use same rubric as students to assess their work.

The NETS for students would fall under Critical Thinking, Problem Solving and Decision Making.   It is this standard because it teaches to students to find out what is expected of them for each project.  

A rubric is beneficial to teachers and students because it is an important tool to support and evaluate learning. It is for all students’ learning styles and with the students and teachers working together to create it there is a greater understanding of what is exactly is expected of them.

3 Method to Create a Site

The Author, Elizabeth A. Baker wrote an article talking about that there are 3 Methods to make your own Web Site as a teacher. Method 1, for those of us that don’t know much about computers or how to make a web site, there are free web sites that have everything all set up for teachers. These sites, help the teachers with step by step ideas for their web sites, they are simple, may not have that many options for design or content but will get the job done.

The second Method is for those that know a little more about computer and are brave enough to go a little further in the "computer world"…These sites have templates that are ready to use. They also provide more flexibility and multiple users can use that same site. The students can add, remove and edit their work. There is also room for online discussion. This is a good method for the students because there are many employers that will expect the students to know how to make a web site when they get into the “job world”. If the students know a little more or feel comfortable to move forward they can link their work to Method 3. In Method 2, the teachers can give permission to the students to change their sites. The students can post their own work and have online discussions. Parents can also get a password to go on the sites to see their children’s’ work.  

Now, for Method 3…this is for the computer savvy. Anyone can get to this point, it will take a little more time. A down side is that software is involved and the student or teacher will have to take more time to learn the software to make the site. There are already some sites that come with some computers so you may not have to download…which may save you moneyJ. As a teacher, you may have to check with the computer specialist to upload the software at the school. All these are great ideas and suggestions for the different computer levels of teachers and students.

I really like how the author broke down the three methods to make a web site and also listed the websites to help the development of a site. It is important to pass information like this to other teachers to make creating websites easier. There are teachers and students that know little or a lot about computers and these sites are for every level.

NETS: Technology Operations and Concepts: select and use applications effectively and productively. The students have to learn to make a web site, collaborate and have online discussions. The teachers and parents can go onto the site (with permission and a password) and add to the discussions. This is a great communication tool for teachers, students and parents!

EVERY book...In The Palm of Your Hand!

Growing up, I used computers to write papers, make clip art and play games, now (for a while) you can get and read books (and now text books) on computers…Well, we are talking about the smaller versions:  Kindle, ipad and other mobile reading devices.  So, you’re  telling me kids these days don’t have try to keep their balance all day long  lugging  around those heavy books like we used to do?!

Although the “Digital Libraries: Shifting the Landscape” article is from 2009, a lot has changed. Some of the authors predictions have come true…schools have gotten rid of physical text books and more and more people are getting, have or will borrow a mobile reading device. I know that not ALL schools and students have these devices now but some day they will (they will HAVE to if they get rid of the physical books). The University of Virginia (as of 2009) paired together with Google and made their text books digital. In the past two years, I wonder how many other schools have gone digital? And when they went digital who paid for the portable reading devices-parents or school? Better yet: what are we going to do with our libraries that have no books in them?...but, that’s another question for another day!

I haven’t read a book on a portable reading device yet but those that I know have really liked it. You can enlarge the type, use the built-in text -to-speech option and if you don’t know a word you can touch the word and it will define it for you…No more hearing: GO LOOK IT UP IN THE DICTIONARY!! These features are great for every student especially those that need bigger type, to be able to hear what they are reading and looking up words. In the article, the author didn’t know of too many programs that the portaable reading devices would be good for in the class but in the last two years, they have made programs for every type of student, for every subject and grade level.

Another great point the author makes is that digital reading devices can synchronize with other brands of reading devices. They can also be used for collaborative knowledge…the books can be simultaneously displayed at different sites and worked on at the same time. Also, if you want to read something the “old school” way, you can print it out and read it.

 I am for the use of Digital Learning Devices in the classroom, there are so many opportunities to learn on them and they will be forever moving forward with information. In the future I would to have the portable reading devices for each student.

NETS: Communication and Collaboration. The students can find any text book, article, journal or essays on the portable reading devices, share the information and even collaborate.

Computing in the Clouds.....No Flash Drive needed (maybe)

While reading the Article: "Computing in the Clouds" I was unsure what cloud computing meant. It means that you can do the same work on a computer offline then with a computer that can go online.

The author was talking about having a cheap computer that was off line that was just as good a fancy computer that could do it all online. He weighed that pros and cons about both computers and even traded in his fancy computer for a cheap one that was only offline and showed us that it can do virtually the same thing but much cheaper. He went to free websites or went to word docs and did his work. He showed us how school could save money by getting the cheap computers and staying off line, not having to buy the most updated and expensive software and we would not even have to buy a flash drive to save it.(I would, got to make sure there is a back-up)At the end he stated that it was a great idea, but we have to decide.

I really like the idea of the cheap computers that stay off line and pretty much do the same thing as those that can go online.Doug, the author, showed us that we could save money by going to free websites instead of paying to use the sites.Another good thing about the cheap computer is that if they forget their computer, they can access their work from any computer. Also, if there is no internet access, they can work offline and it will sync up when it comes back online and everything will be saved. And since it does not save it on the hard drive, that means the computer can work a little fast(We all hate slow computers).

The author does bring up a great point about  saving data, is it going to be saved? Will it be shared? Can I erase it? How long will it be saved? That is something that all websites work on...(at this point I deffinatly would save it on a flash drive).

One thing I didn't like about the cheap computers, is that you can't use CD's or DVD's. I guess we will have to rely on the fancy computers and internet for some things:)

Schools are now doing everything on computers but unfortunatly they can't afford them and neither can the parents.The cheap computers that are offline are a fantastic alternative. Yes, they are very basic and may be a little different from the computers and software that are most popular, but they pretty much do the same thing and every student could have one. The parents may be able to afford it and the school could have some computers that the students could borrow.In the next few years when I become a teacher I hope that every child has acess to a computer. If we can save the schools money now by gettingthe cheap computers, then maybe, later we can get the upgraded ones....I said maybe.

I think this idea fits in the NETS for students is: Creativity and Innovation, apply existing knowledge to generate new ideas, products and processes. Most students have some knowledge of computers and with cloud computing they will have to learn another way to use this computer system. It is a good idea to know how different computer systems work because all computers are not the same,especially when offline.