Here is a Running Record for my focus student Chelsea (pseudonym). This was performed on March 4th, 2015. I hope to move progressively towards more focus demanding passages in the upcoming weeks with Chelsea (Q and beyond) and do Running Records for the rest of my focus students. (#FEAP1c)
I interviewed Ms. Bernard after lunch today about my action plan with my students and I asked her what kind of thoughts she had on my overall plan. She is the school's official ESE coach, and circulates around to every grade level and works in small groups normally with the students who are struggling the most with Tier 1 instruction. I wanted to see what she thought on the matter, because she has had much experience working with students who need action plans in order to progress through school. Proper scaffolding is one of the keys to student success, and certified/pre-certified teachers alongside certified specialists have to step up and construct these academic plans of action. I asked her if she thought my wondering question was okay, and how I could take the data I gathered and put it towards future lessons. She said that the reading comprehension wondering about Rodger was a little too vague, and that I should perform a running record at an academically challenging level for Rodger, and to work from there as far as comprehension inquiry. I learned that an apology to students who are "low achieving" can go a tremendously long way because they are used to being told they are incorrect all the time. She said that showing that you care means the world to students who come from migrant families, as many emergent ELL students are. Natural behavior issues will arise, and its responsible to work with them instead of against them. Ms. Bernard is a nice lady, and she said keep plugging at it and I would have some data to help my students get back on track in no time.
The one on one help that Ms. Doyle observed today was regarding an ELL student who joined the classroom in December. This student (Omar), comes from a migrant family situation, and knows very few words in English. In fact, he reads at a Kindergarten/1st grade level. I know his reading level because of the levels marked on the AR books he takes tests on weekly. I happened to help Omar re-read the story "I'm having a great time!" five times over so that he would gain the most comprehension out of the lesson and have the most practice. I started out the lesson by telling him in clear English that we were going to read the book together and he was going to take a test on it, a process he was already familiar with based on his online AR records. I read it through first, pointing at the words. Ms. Doyle pointed out in her observation that Omar did a great job staying focused on reading despite all of the auditory distractions happening in the room. His level of focus and caring for what he was doing led him to cooperate through the lesson, and take his AR test solo, scoring a 100%.
Ms. Chu observed a different lesson earlier in the day that dealt with phonics instruction tailored from Words Their way. A custom spin on a classic educational game Roll-Spell-Cover was what students participated in. My collaborating teacher asked that I could do a fun activity based on a group that I could target analyzed and compared through Spelling Inventory Data. I liked what Ms. Chu said about her hope for spelling in 5th grade being restored. She also mentioned how she enjoyed seeing the need for phonics instruction be fulfilled for students in 5th grade. I planned on going through the lesson with my focus students, but out of the four who participated, only one was able to do the activity with me due to testing season. #1.) To what extent, if at all, was Mr. Ortiz's suggestion for Nikhil to wear the charm at home a fair consequence?
I don't believe that it was a fair compromise because the history of the Hindu symbol is spread across many countries in the Asian continent. Just because students re indoctrinated into believing American ways of life are best, it doesn't make it okay to discriminate someone's religion based on misconceptions. Nikhil's grandmother would be ashamed if she knew how these kids were reacting to her heritage, and getting their way solely based on their little childish feelings. It is a teachable moment if anything about what Madelyn said regarding the research in Nikhil's favor. #2.) Nikhil believes it is unjust to allow other students to display their religion symbols while he is not allowed to do the same. Do you agree? Why or why not? I agree with Nikhil, because he is very adamant about his belief, and must be allowed to express himself religiously according to the county school board's policies about religious expression. Other students are allowed to wear Sashes around their heads and Jesus cross necklaces. Why should he not be allowed to do the same solely based on the reason of ignorance. He can and should go around and educating everyone on the proper meaning/symbolism of his necklace. #1.) What factors should Ms. Lee have taken into consideration when choosing a mentor for Abiola?
I think that Ms. Lee could have chosen a more diverse partner in terms of geographical origins. Perhaps a girl would be a good partner for showing a new student around the school, because Abiola needs a welcoming face, not a hostile one who is judging for the sake of skin color. African Americans have their roots in African society, including such nations as Nigeria. The difference is culture, and the way that African American students communicate compared to the way that foreign students do. There is always a spark for conflict when students notice the differences between each other. The factors that Ms. Lee should have taken more consideration with are the tensions between students from overseas and the local population of English students of color. #3.) Mr. Werth expressed a color-blind mentality when he said that he tries to see only the commonalities among his students. How might a color-blind approach affect his ability to understand and address the situation at hand? Mr. Werth approached the situation with a color-blind attitude, saying that he chooses to notice only the commonalities among his students. There is a major problem with this, because then the teacher will not know about the student's culture, For example, if Nigerian students actually think that they are better than other students with dark skin, or if that is just a misconception that should be snuffed out with lively conversation about what life is really like for Nigerians in Nigeria compared to American education. You must know where people come from and why they left for America. It is a good thing to do.
Here is Chelsea's fully graded Feature Guide for her spelling inventory.
Chelsea (pseudonym) has been enrolled in our co-taught classroom the whole year, showing her academic strengths and weaknesses along the way. Mrs. Moore has done a great job facilitating instruction and keeping students on task as much as possible, however, some students continue to show signs of struggle in areas such as literacy and mastery of the English language. Common spelling errors are the gap between full comprehension of a text, and self-created attempts to understand hot reads. Chelsea is shy, quiet, and timid. When you ask her to answer any type of problem, she retreats her literacy confidence and seems to be asking you questions in her tone, rather than telling you her ideas. My wondering is how can I help Chelsea become a better speller of high frequency words. If and when I accomplish the goal of this wondering, then perhaps her verbalization of words will be effected positively as well. This late in the year it may be a little difficult to start a word study program, however, I may still find fun activities with word boggle generators, enticing her to learn proper spelling through non-intimidating games. (#FEAP1f)
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March 2015
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