Teaching_Literacy

    Closing the reading gap Amber Major Capella University ED5555--Foundational Theories in Reading Instruction   5583 SW 129th Pl Rd Ocala, FL 34473 (813)957-3090 major447@ufl.edu Instructor: Donna Hauger Table of Contents Component 1 – Support for Diversity of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Demographics of student population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 School or district academic situation and position. . . . . .. . . . . . . . . . . . . . . . . . . 4 FCAT reading: Student performance by ethnicity graph. . . . . . . . . . . . . . . . . . . . 6 Component 2 – Theory and Research Base of Balanced Reading Program . . . . . . . . . . . .9 Introduction . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Analysis table: Application of theory across the . . . . . . . . . . . . . . . . . . . . . . . . . 11 Research base for a balanced reading program. . . . . .. . . . . . . . . . . . . . . . . . . . . 13 Component 3 – Curriculum Mapping . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Middle School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Component 4 – Summary and Professional Development Plan…………………………33 A one-page summary of the case study. . . . .. . . . . . . . . . . .. . . . . . . . . .. . . . . . . 33 Narrative Autobiography of Professional Growth as a Reading Teacher. . . . . . . 34 Professional Development Plan. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . 36 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Introduction Sunrise Elementary School is located in North Central Florida on the outskirts of Ocala in Marion County. This area is the heart of a tight knit, Hispanic community. It is considered a large school (over 800 students for K-4th grade). Enrollment by Race/Ethnicity consists of Black 222 Hispanic 350 White 280, enrollment by Gender is 466 male students and 408 female. 589 of these students are free lunch eligible and 103 reduced-price lunch eligible. At our school we joking consider ourselves the "red-headed step-child" of the county. Because we are further away from the district offices and the heart of the county, we receive less services and attention. The entire county's Hispanic population is concentrated in Marion Oaks, the community that Sunrise Elementary school serves. So, it seems that our school is always the last to receive technology, funding, and county resources. In Florida, schools receive a report card grade, just as we give our students: A, B, C, D, or F. Sunrise has in the past earned an "A," but that was several years ago and we still trying to get back the ground that was lost when our grade slipped to a "D" in 2008. For the past few years, we have been holding a steady "C" average. As far as diverse learners are concerned, I am very sensitive to the different ways that students learn--auditory, visual and kinesthetic. We use magnetic letters to feel what the letter "a" is all about. Same for numbers. In the classroom sand table, students use forceps to "uncover buried treasure"--2D shapes, and they tell their archeological partner (another student) the name of the shape, then they put the shape in a row in a pattern. Currently, several of my 2nd graders are working on these kindergarten stradegies to learn/relearn the basics of letter/sound coordination. At all ages and stages of reading development, students are utilizing visual and auditory learning while working on fine motor skills and becoming comfortable with technology on the computer. Guided repeated oral reading is an instructional strategy that can help students improve a variety of reading skills, including fluency. An adult or peer reads with the student by modeling fluent reading and then asking the student to read the same passage aloud with encouragement and feedback by the adult or peer. People in general, but especially students, learn very little performing tasks that they can do independently. My goal for instruction is to ensure that I am student centered, by keeping individuals in their zone of proximal development. Tompkins defines the zone of proximal development as “the range of tasks between students’ actual developmental level and their potential development.” (Tompkins, 8) This zone is of course what I shoot for in our everyday learning; however, it is impossible for the teacher to sit one-on-one with students every day to challenge them. This is where literary centers come in handy. Literacy Centers are appropriate and beneficial for students at all grade levels. A fun way to encourage reading is Readers' theater which can be a motivating way to improve fluency. Students read scripts and rehearse a play to prepare for a performance. The practice in reading and rereading the scripts provides an excellent opportunity to improve fluency skills. Marion County provides many optional Professional Development opportunities throughout the school year and over the summer. Some of these can even be accessed online. To encourage teachers to continue with professional development, the county offers incentives and monetary compensation. If my school were able to successfully implement a system of screening students before they step into the classroom, and then provide teachers and parents with the data, specialized teaching by the educator and focused learning (possibly with accommodations) by the student could happen on the first day of school. Currently, there is a two month "getting to know you" period, before the student can receive accommodations. The school contacts the parent letting them know there is a knowledge deficiency and that we will be taking steps to correct the problem in late October. Through my research and careful examination of ethnographic and academic data collected by my school, I have learned that I can most closely associate the achievement gap present in Sunrise community, as a mixture of poverty's affect on parenting and the language barrier that exists in the majority of students. By sharing this information with other teachers, we can begin a school wide initiative to concentrate on closing our particular achievement gap through ELL and ESOL strategies. There are many trainings, workshops, and specialize computer programs directed at bringing our "low" kids up to par with the rest of our students. By knowing what factors are causing the gap at our school, money, time and resources can be pooled to converge our efforts on the language barrier and effects of poverty. Please see figure 1.1 depicting Marion County's 3rd grade reading FCAT score by ethnicity. As compared to the entire state, Marion County 3rd graders fell somewhere in the middle, earning 309 overall points while the Florida average loomed closely at 314 (figure 1.2). From the Marion County 3rd grade reading FCAT average, I was able find that Sunrise 3rd graders were in the bottom percentile of the counties earners. [pic] Figure 1.1 |State Report of District Results | |Grade 03 | |READING | | | | | | | | | |  | |  |% in each Achievement Level | |Grade |District Name | |Mean | Mean |1 |2 | | | |Number|Develo|Scale | | | | | |of |pmenta|Score | | | | | |Studen|l |(100-5| | | | | |ts |Scale |00) | | | | | | |Score | | | | |03 | |Orientation (Teacher or |Theory |Elementary School |Middle School |High School Application | |Student Centered) | |Application |Application | | |Teacher Centered |Behaviorism |Explicit instruction of |Students work |Memorization of | | | |corresponding letters |individually practice |notes and | | | |and letter sounds |skills they are learning|lectures during | | | | | |direct instruction | |Student Centered |Constructivism |Students create a K-W-L |Students keep reading |Teacher conducts | | | |chart as they begin a |logs for To Kill a |a lesson in the Periodic| | | |thematic unit about |Mockingbird |Chart based on student | | | |sharks | |generated | | | | | |“inquiry”. | |Student Centered |Sociolinguistics |Buddy Reading |In small groups, |Students use inquiry to | | | | |students researching |challenge injustice and | | | | |topics such as black |inequities | | | | |history or Cinco de Mayo| | | | | |and collaboratively | | | | | |writing essays | | |Student Centered |Cognitive/Information |Students reading |Students use a graphic |Students holding a grand| | |Processing |aesthetically in order |organizer to develop a |conversation of their | | | |to develop a love of |story map as part of the|different | | | |reading |writing process |interpretations of The | | | | | |Scarlett Letter | From my past experience at the high school level, memorization of notes and lectures during direct instruction is the norm across academic subject areas. This is a critical stage for students as they come into their own, deciding who they are and what they support. At this age learners are no longer looking for a teacher to tell them what to believe. Hopefully, students have been taught all along how to think--not just brainwashed with information. This time should be the students chance to question the ideals in literature, survey peers and adults for their opinions, and be active in the construction of their knowledge. In middle school I remember being just one of many students working individually to practice skills we were learning. I believe there is beginning to be a shift from the behaviorist theory to the more sociolinguistic learning environment with a buddy system and collaboration in place. In my humble opinion, elementary school teachers have always been more flexible in their teaching techniques and more cognizant of the different needs of their students in order to learn and be engaged. Elementary school classrooms utilize whole group, small group centers, and individual learning and many modes and media to encourage learning. What the elementary level classroom teacher needs to be more aware of is the articulation and coherence of their lessons. "A coherent program is one in which ideas and skills connect and build on one another over time." (Krueger, A. & Sutton, J. 2001). This quote forms a picture of building blocks in my mind. At the earliest elementary level, teachers need to lay a foundation that includes knowing a little bit about a lot. Once students have a shallow, but broad understanding of science overall, upper grade teachers can build on this foundation by offering more in depth study and analysis on the same topics (or standards) that the students are already aware of. "Articulation describes the relationship among various elements in a curriculum." (Krueger, A. & Sutton, J. 2001). While a coherent program builds up, I picture articulation as a bridge, connecting the science concepts with the reading lesson or using our writing time to observe and take notes on the Native American culture. Research base for a balanced reading program: It is foundational knowledge that poverty has an effect on reading abilities in children starting in early childhood education. But why' We assume that economically struggling families are so busy working, they do not have the time to read to their children because they are working. Those families can not afford the best daycares/early childhood learning centers. And maybe, Americans have neglected the area where disadvantaged people live. Overpopulated and underfunded libraries, schools, recreation areas, etc. An article in Reading Research Quarterly, followed the progress of a five year movement in Philadelphia to improve libraries in urban areas in several ways. The renovations were to include cutting-edge library services and technology, along with what was defined as a “wow” factor to encourage nontraditional patrons to come to the library. Integral to the plan were strategies to highlight the importance of reading and technology resources for enhancing educational and job-related opportunities in community life. As a surprise result, researchers found that libraries in urban areas were not underutilized as originally assumed and all ethnicities and age groups were well represented (Neuman and Celano). The problem changed, and then became the quality of the time students were spending at the library. Tallies of behaviors and activities were computed, and summaries of behaviors were recorded. As I analyze this study, it is telling me that at all learning levels, there must be a love of reading first, in order to internally motivate students to focus and take responsibility and accountability for their own learning. Mostly overlooked and underappreciated, Cognitive/Information Processing surprised even me as it made its very importance presence known in this study. Component 3 Curriculum Map for Elementary School Webster's Dictionary proclaims inquiry to be the "act of asking." Inquiry is much more than that. It is a technique for teaching science, but it is also the "nature of science itself" (Llewellyn, 25) According to Flick and Lederman, "inquiry is [...] the ability to do scientific processes," as well as, "the knowledge about the processes." In other words, Inquiry is NOT the teacher standing in front of the class spouting off scientific facts, as we have all had the misfortune to experience in a traditional classroom. Instead, teachers need to create an inquiry-based classroom environment to facilitate a love of science in their students by helping students to view themselves as scientists. This will allow students to show an interest in science, be confident in their own skills, and take risks, leading them to use critical thinking skills. I am a big believer in the students doing more of the "work" in the classroom than me. When the students are able to reflect on the world around them, search for and construct meaning from their everyday experiences, they will have a better understanding then if they spent the day passively listening to me lecture. This constructivist learning model compliments the use of inquiry-based teaching strategies because it is student centered, making the student an active participant in their own education. By "choosing topics to study on the basis of national standards, limiting the use of lecture and direct instruction [...], and making learning meaningful by exploring student interests" (Llewellyn, 91) lessons can be inquiry-based but still provide time for students to learn the content prescribed by the curriculum and serve the diverse needs of the learners in the classroom. Curriculum Mapping Subject/Course: Month: 2nd Grade Earth Space Science (Weather) - November-December Essential Questions: -What are some reasons why it would be important for us to know the temperature' -What tools can be used to predict the weather' -What patterns are observed from season to season' -What are some weather related events that we need to prepare for' -Why is the sun’s energy so important' -Where does water go' -What is the effect wind has on the Earth' -How do people use electricity in everyday life' Content: Weather: 2.E.7.1 – Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. (Cognitive Complexity: Moderate) 2.E.7.2 – Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. (Cognitive Complexity: High) 2.E.7.3 – Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). (Cognitive Complexity: High) 2.E.7.4 – Investigate that air is all around us and that moving air is wind.(Cognitive Complexity: High) 2.E.7.5 – State the importance of preparing for severe weather, lightning, and other weather related events. (Cognitive Complexity: Low) 2.P.8.5 – Measure and compare temperatures taken every day at the same time. (Cognitive Complexity: Moderate) 2.P.10.1 – Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes and power their cars. (Cognitive Complexity: Low) 2.N.1.3 – Ask “how do you know'” in appropriate situations and attempt reasonable answers when asked the same question by others. (Cognitive Complexity: High) 2.N.1.4 – Explain how particular scientific investigations should yield similar conclusions when repeated (Cognitive Complexity: High) Language Arts: LA.2.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.2.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.2.1.6.5 The student will relate new vocabulary to familiar words. LA.2.1.6.9 The student will determine meanings of unfamiliar words by using a dictionary and digital tools. Skills: Dictionary skills Reading and following direction to perform a task Creating a chart and a list Measurement skills Investigate that air is all around us and that moving air is wind Identify and compare weather changes from day to day, including temperature, cloud cover, precipitation, and wind Compare and describe weather patterns that repeat themselves Observe, measure, and record weather data using rain gauges, weather vane, thermometers, and anemometers Identifying cause and effect Working in groups Research skills using resources available in the library and online Assessments: Final KWL chart Students will work in groups. Students will learn new vocabulary Write in Science Journal Students will brainstorm what weather information people need and why. Then create a weather station and record observations daily. Students will write the questions and research answers for the test. Activities: KWL chart about weather Students will read and follow directions to make a kite, chart kite observations and participate in class discussion. Students will learn new vocabulary and create posters depicting the meaning of the vocabulary word and be held accountable for knowledge learned on a county assessment. Students will write a narrative story about weather patterns They will be required to use the new vocabulary and correct weather attributes and cycles that we have learned to show understanding. Students will brainstorm what weather information people need and why. Then create a weather station and record observations daily. Summary The articles in the NSTA text focus on the integration of science with other content areas including language arts (literature, poetry, etc.) and math. Many of the activities mentioned in these articles are aligned with the NSES and its vision that all individuals will be scientifically literate. The use of "authentic science" lessons that teachers can implement in areas other than science makes this excellent resource. Each of the activities in the text provide readers with alignment of the activity to the NSES. By examining each activity, one is able to gain a greater understanding of what the standard means and various methods of implementing the standards in the classroom. SciLinks is a website that has partnered with textbook companies to provide annotated lists of websites related to topics teachers and students may be studying. Rather than searching the internet for sites that may or may not relate to the topic, SciLinks provides previously reviewed websites that are appropriate for students. The section of the text (section 1B) which is called Explaining and Elaborating: Language and Arts is an important resource to classroom teachers. It has a huge focus on progress in reading abilities, integrating science with writing, poetry, analogies, and other great ways to integrate the two. Scientific literacy is the ability to formulate questions about everyday life, and develop a way to investigate the answer(s) to those questions. A scientifically literate person is able to read and understand information, as well as determine the reliability of that information. Scientific literacy involves communicating and justifying scientific findings. The NSES standard of Unifying Concepts requires that students understand that outcomes from all content areas relate to one another. Students see that math, science, language, etc. are all interconnected to form ideas that envelope our world. The Science in Personal and Social Perspectives standard helps students to develop the skills to make decisions about solving problems that have an impact on themselves and society. The History and Nature of Science standard allows students to understand that science is an ever-changing human endeavor—developments in science are constant and build upon concepts discovered prior. The Science as Inquiry standard requires that students know and understand that science is an endeavor based completely on inquiry and human curiosity. Addressing these standards (Unifying Concepts, Sci. in Personal/Social Perspectives, History/Nature of Sci., and Sci. as Inquiry) supports scientific literacy because each of them allows students to know and understand that science is everywhere. That science is learned and discovered through questions that humans form about the world in which they live, and that all content areas contribute to the development of scientific concepts. Not only does integrating science and reading provide additional opportunity to develop skills in each, but with a focus on comprehension, students are able to use the skills built in one content area to strengthen skills in the other. Curriculum Map for Middle School There are more than ample resources supporting the notion that integration of science with other content such as math, technology, reading, and language, is beneficial to student learning. Moore (1996) provides us with a literature review full of scholarly publications that can vouch for science integration. The review asserts that exposure to and understanding of scientific content and skills increases reading readiness, comprehension, and language development. To support this statement, Moore explains the similarities between reading and science skills including observation, describing, classifying, communicating, comparing, inferring, predicting, interpreting, and forming conclusions (p. 30). Kumar and Bristor (1998) also identify the similarities that exist between reading strategies and acquisition of science content. However, they also identify the benefits of incorporating technology into lessons that integrate science and language arts. These benefits include alternative assessments, student engagement and motivation, and incorporation of constructive learning practices. The article suggests several technological resources teachers can utilize to help unify content. For example, they suggest a video made by Reading Rainbow about volcanoes. To elaborate on the video, students can write a news report about a volcano eruption. They can use vocabulary words and facts from the video, or could research further using almanacs and other resources. Students could identify volcano locations on a world map using push-pins, and build a volcano using baking soda and vinegar. While other suggestions are given in the article, this example covers several content areas including technology, reading, word study, writing, science, and social studies. In completing these activities, students are constructing their own knowledge about volcanoes using their own inquiry and motivation to learn. Curriculum Mapping Subject/Course: Month: 6th Grade Earth Space Science (Weather Systems and Ocean Waves) - 7 week pacing Essential Questions: What is the impact of the water cycle on the Earth’s atmosphere and weather' What role does the Sun play in affecting Earth’s weather patterns' What is the relationship between weather and climate' What are preparations and actions needed for severe weather events' What role does the ocean play in influencing local weather' Describe the relationships among the 5 spheres Content: Weather: SC.6.E.7.1 – Differentiate between radiation, conduction, and convection SC.6.E.7.2 – Investigate how the cycling of water between the hydrosphere and atmosphere affects weather patterns and climate SC.6.E.7.3 – Describe how global patterns influence temperature, air pressure, wind direction and speed, and humidity and precipitation SC.6.E.7.4 – Differentiate and show interactions among the spheres SC.6.E.7.5 - Explain how energy from the sun influences atmospheric movement and temperature differences between air, water, and land SC.6.E.7.6 – Differentiate between weather and climate SC.6.E.7.7 – Investigate how natural disasters have affected human life in Florida (not assessed on FCAT) SC.6.E.7.8 - Describe ways human beings protect themselves from hazardous weather and sun exposure (not assessed on FCAT) Language Arts: LA.6.2.2.3 – Organize information to show understanding LA.6.4.2.2 – Record information related to a topic Skills: Dictionary skills Reading charts and graphs Measurement skills Describe how a deep/density current forms Explain how conduction, convection and radiation affect Earth’s weather Compare and contrast weather and climate Interpret a weather system model and map Identifying cause and effect Working in groups Research skills using resources available in the library and online Assessments: Final KWL chart Students will work in groups. Students will learn new vocabulary Write in Science Journal Students will brainstorm what weather information people need and why. Then create a weather station and record observations daily. Students will write the questions and research answers for the test. Activities: KWL chart about weather District Writing Prompt(s) That Support Common Core Literacy Standards 1. Explain the difference between weather and climate. 2. Explain how salinity and temperature affect water density. Students will learn new vocabulary and create posters depicting the meaning of the vocabulary word and be held accountable for knowledge learned on a county assessment. Students will brainstorm what weather information people need and why. Then create a weather station and record observations daily. Explain how humans have been impacted by Florida’s natural disasters. List the precautionary steps people should take to protect themselves from hazardous weather and sun exposure Describe the composition and structure of the atmosphere and how these protect life and insulate the planet (include ozone layer) Compare and contrast geosphere, hydrosphere, cryosphere, atmosphere and biosphere Identify jet stream, gulf-stream and other winds and/or currents and describe their influence on weather patterns (include affect of Earth’s rotation on wind patterns) Summary Moore (1996) explains the similarities between reading and science skills which include such skills as observation, classifying, describing, inferring, communicating, comparing and contrasting, predicting, interpreting, and forming conclusions (p. 30). As I think about my own classroom and these related skills I feel confident that I am able to integrate these skills daily and connect the subjects in a manner that is meaningful for student learning. I have learned that students are likely to retain more when they see the natural connection between the subjects. I think it was just last week that we had an administrator tell us to integrate to get more content taught. My reply to the other teachers who looked like she had lost her mind was, in life we do not do each subject in isolation, we do them using an integrated approach. Similarly, Kumar and Bristor (1998) compare how reading strategies mimic science strategies and skills. The significant difference between the two authors is that Kumar and Bristor discuss how technology is an important component to integrate as well. The concept of technology integration was not foreign to me nor was this article because I read it during my eMINTS implementation after receiving a grant. Activities they mentioned were used and still are used in my classroom. One of the major ones listed was alternative assessment, which implementing technology is critical to state assessments coming online. The one major plus on implementing technology is that it is a motivator for most students. Technology, however, is not limited to just online resources. There are great technology tools such as science probes where students can use tools to measure and graph experiments. Classroom Assessment is essential for diagnosing students' strengths and weaknesses. It is even more advantageous when the student can pinpoint their own reading strengths and weaknesses, as in the case of a scoring rubric. Assessment always (a) is representational and interpretive; (b) is a dynamic part of ongoing, goal directed social activities and societal discourses; (c) reflects and imposes particular values, beliefs, relationships, and ways of being literate; and thus (d) has consequences for individuals' and communities' understandings of themselves and one another, as well as for the kinds of individuals and communities they will become. (Johnson, 2005). One assessment activity that I experienced in high school to have the students write the questions for the test. After completing a unit, each student would make up three questions (which they must answer) on an index card. Our teacher told us that we for accountability's sake we were responsible to additional research in the appropriateness and validity of the questions and answers. Curriculum Map for High School Due to lack of individualized attention and teacher directed learning and lecturing at the high school level, an important follow-up activity to this lesson would be reading and writing workshop. Students will have the opportunity to choose books to read and respond to through writing. Assessment would be made by teacher conference where the occasional minilesson could be inserted when necessary. Is it even important to practice reading out loud' One hypothesized explanation for the connection between fluency and comprehension comes from LaBerge and Samuels’s (1974) theory of automaticity in reading. According to this theory, readers who have not yet achieved automaticity in word recognition (fluency) must apply a significant amount of their finite cognitive energies to consciously decode the words they encounter while reading. Cognitive attention or energy that must be applied to the low-level decoding task of reading is cognitive energy that is taken away from the more important task of comprehending the text. Hence, comprehension is negatively affected by a reader’s lack of fluency. Reading fluency has generally been thought of as within the domain of the elementary grades, it is unlikely that fluency is taught directly or systematically in the middle and secondary grades. Students who lack sufficient fluency entering into the middle grades are not likely to find much instructional support for their difficulties. If fluency is a concern among middle and high school students, it needs to be taught. (Radinski, 2005) Curriculum Mapping Subject/Course: Month: High School Earth Space Science (Meteorology) - 6 week pacing Essential Questions: What factors determine the climate of Marion County and/or Florida' How can increased volcanic activity relate to global warming' How can it also relate to cooling the Earth' Content: Weather: SC.912.E.6.6 – Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. SC.912.E.7.3 – Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.E.7.4 – Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans. SC.912.E.7.5 – Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. SC.912.E.7.6 – Relate the formation of severe weather to the various physical factors. SC.912.E.7.7 – Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change. SC.912.E.7.8 – Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. SC.912.P.10.4 – Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. Language Arts: LA910 1.7.7 Compare/Contrast LA910 2.2.1 Analyze Text Features LA910 6.2.2 Synthesize/Analyze/Evaluate/Determine Validity & Reliability of Information LA910 1.6.3 Context Clues LA910 1.6.8 Word Relationships Skills: Dictionary skills Reading charts and graphs Measurement skills Compare and contrast low, middle, high, and vertical development clouds Interpret a weather system model and map Identifying cause and effect Working in groups Research skills using resources available in the library and online Assessments: Final KWL chart Students will work in groups. Students will learn new vocabulary Write in Science Journal Students will brainstorm what weather information people need and why. Then create a weather station and record observations daily. Students will write the questions and research answers for the test. Activities: KWL chart about weather District Writing Prompt(s) That Support Common Core Literacy Standards 1. Explain the difference between weather and climate. 2. Explain how salinity and temperature affect water density. Students will learn new vocabulary and create posters depicting the meaning of the vocabulary word and be held accountable for knowledge learned on a county assessment. Students will brainstorm what weather information people need and why. Then create a weather station and record observations daily. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans. Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. Compare and contrast low, middle, high, and vertical development clouds Summary Opportunities for students to read and write in genuine, meaningful activities will enhance the learning community’s comprehension of the story by analyzing aspects of the literature and doing activities that will allow the setting to come alive for them. It is important that as educators, and parents, we teach our kids how to assume responsibility. This will aid in good problem solving skills and how to balance things in their life (e.g., should I stay home and write my paper or go have coffee with a friend). By slowly handing responsibility over to the student there will also be less work on the teachers end. Assessment for literacy development can and should be used for the middle and high school level as well. As texts become increasingly more demanding due to vocabulary it is imperative that teachers determine if student’s comprehension is high through the use of the students self guided strategies. An assessment tool that could be implemented is for the student to self assesses their own knowledge based on criteria given by the teacher. Component 4 Summary Component 1 allowed me the opportunity to look closely at my school’s diversity in population. I also studied my school’s test scored by grade level and how they compare with the state and national averages. Now, armed with this information I was able to analyze the theories that contribute to a balanced reading program. Not coming from an educational background, I have not had the time to formulate a professional theoretical basis for a balanced reading program, but with so much data at finger tips, this is as good a time as any. In Component 2 the focus was to analyze current knowledge and research-based best practices in reading education at elementary, middle, and high school levels and explains how practices accommodate different levels. Through writing, I was able to articulate how reading research studies impact reading instruction at the elementary, middle, and high school levels and give examples. Most importantly, Component 2 supports a philosophy of literacy instruction with theory and research. Component 3 integrates foundational knowledge and practice and promotes the vision that all students can learn literacy. Having little to no experience with Middle and High School grades, this component really pushed me to explore higher learning. While component 3 had me looking to the future of my students, Component 4 encourages me to look at my own future, career, and professional development. This project has opened my eyes to the academic needs that need to be met at my own school as well as raised the question of “how can I prepare my elementary students for secondary school'” By looking into the curriculum requirements across grade levels, it got me thinking of ways to make not only cross-curricular connections but also show my students how their reading knowledge and hard work will help them in the future. I am certainly no expert and have relied on the knowledge, experience and best practices of others. The most efficient and diverse way that I found to accomplish this is through the journals and blogs offered from professional organizations. Autobiography of Professional Growth When I was hired for my first full time teaching position, I was a recent college graduate with a Bachelor's degree in Criminal Justice. Although I had never any formal training in elementary education, and I had never interned in a classroom, or even volunteered, I thought it would be easy. I am a smart person, and I like kids, and I had "classroom management" training as a mommy of three kids. I was highly mistaken and so very unprepared for life as a teacher, that I had no idea that I even was unprepared. At this point, I had zero declarative knowledge, or information obtained from books, text analysis, instructional approaches, lectures on child development, and so forth. (Wiley, 2011). Most teachers that I know, at least had an internship in a classroom where they were able to gain Situated Procedural Knowledge by functioning effectively in a simple situation, such as in teaching a small group. (Wiley, 2011). I would not have survived that first year in the classroom without my mentor. From classroom management to time management to complex paperwork to simple school processes and procedures, she was there for questions little and great. I still utilizer my mentor as a resource. I do not think that first year I was able to focus on student learning at all, although the goal stated by The National Commission on Teaching and America’s Future includes assisting new teachers to beyond classroom management to focus on student learning. Last year, as a first year teacher, I was in for the ride of my life. Hired on as a 1st grade teacher, I was moved to kindergarten after 10 student contact days due to population and funding. Luckily, I had an awesome kindergarten team that helped me survive the first few months, and then helped me learn "teacher terms," best practices for classroom management and instruction. By the end of the year, I was feeling comfortable, even loving my job and looking forward gaining stable knowledge by staying in the same grade level. This year, still being at the bottom "hire-date" totem pole, I was moved again at the 10-day count to 2nd grade. The students are great and so much more independent. Unfortunately, my 2nd grade team is not as open to collaboration as were the Kindergarten teachers. The 6 other 2nd grade teachers, are veterans, set in their ways, and although not unfriendly, not willing to "share." I like my 2nd grade class, but I have been feeling remorse at the loss of the opportunity to reflect, become an expert and learn to deal with instructional challenges. (Wiley, 2011). I feel like I am back in "survival mode." Over the summer, I went to a Kagan Workshop. I loved it, it was professionally conducted, I got free stuff for my classroom, but most importantly, I learned effective techniques to keep 95% of my students engaged in class discussion instead of the 6% that occurs when the teacher calls on one student to answer a question. The workshop also focuses on team building activities, and forming a sense of dependency on each other that cuts down on tattling, bullying, and misbehaviors in the classroom. I have made many small changes to the way that I teach, group students pose questions, and have class discussion. I would like to revisit that same workshop and see what else I can get out of it now that I have made little changes. I sadly believe that no matter how hard one tries to educate, there will be some students how will not “get it” and sadder still, some of those who do not want an education. I do think that what I have studied and what I will continue to learn through my entire career will help me to be a better teacher to reach a broader range of students. Pre-Service figure 4.1 [pic] Novice figure 4.1 [pic] Professional Development Plan References  Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA: Corwin Press. Devaney, L. (2011). Bring your own device’ catching on in schools. eSchool News, Retrieved from http://www.eschoolnews.com/2011/04/29/bring-your-own-device- catching-on-in-schools/  Frey, N., & Fisher, D. (2010). Identifying Instructional Moves During Guided Learning. Reading Teacher, 64(2), 84-95. doi:10.1598/RT.64.2.1. Kumar, D., & Bristor, V.J. (1998). Proceedings of SITE ‘98: Society for information technology & teacher education international conference. Washington, D.C. Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Neuman, S. B., & Celano, D. (2006). The knowledge gap: Implications of leveling the playing field for low-income and middle-income children. Reading Research Quarterly, 41(2), 176-176-201. Retrieved from http://search.proquest.com/docview/212134229'accountid=27965 Tompkins, G., E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Pearson. Wiley, J. (2011). ED 5555 Foundational theories in reading instruction, Capella University. Printed in the United States of America: Wiley Custom Learning Solutions.  Wilson, G. (2004). Using Videotherapy to Access Curriculum and Enhance Growth. Teaching Exceptional Children, 36(6), 32-37. Retrieved from Academic Search Premier database.