Common Core Workbooks

 

These Common Core Workbooks and Assessments are the largest collections of worksheets, activity centers, posters, and assessments for teaching and assessing the Common Core State Standards.  They are ready for immediate use–no prep for you!  You could use in a variety of ways–for morning work, center work, homework, etc.  LOVE!  You can choose from either Assessments or Workbooks.  I know I’d love to have BOTH in my collection! 

To check these out for yourself, visit  “Common Core Workbooks” If the link doesn’t work for you, visit http://www.corecommonstandards.com/ to see what all they have available!  

Philosophy of Teaching

Philosophy of Teaching

Personally, learning to read and write was an overwhelmingly positive experience due primarily to the support I received from the people in my environment.  I recall spending ample time in literacy-rich environments surrounded by positive support from parents and teachers; this led to me learning to read at a very young age and instantaneously enjoy literature.

I believe no child can learn to read and write on his or her own and is dependent on aid from a multitude of people in his or her life.  I am a firm believer of the Sociolinguistic Theory and Lev Vygotsky’s thoughts that “language helps to organize thought and that students use language to learn as well as to communicate and share experiences with others” (Tompkins, 2010, p. 8).  We first become literate to communicate our ideas and needs with one another.  The Socioloinguistic Theory supports the idea that “oral language is the foundation upon which children’s reading and writing achievement is built” (Tracey & Morrow, 2006, p. 101).  Children begin learning literacy almost immediately after birth and that is why I believe it is vital for parents to provide support through a running dialogue and reading to his or her child.  Heath (1983) notes, “the more parents talk to their children the more likely children are to succeed in school” (p. 1005).  Just as vital as communication is providing children with resources in a literacy-rich environment.  This supports the idea that Otto (2010) suggests, stating “children who are in environments where oral language and written language are used in meaningful ways will gradually acquire competencies in using language to communicate” (p. 24).  I also believe in the Family Literacy Theory, which notes that homes that are “rich in the supportive and interactive behaviors [are] conducive to learning to read” (Tracey & Morrow, 2006, p. 88).

For students who unfortunately lack the parental involvement or literacy rich environment I so adamantly promote, I will aim to provide that support for them through my behaviors and materials available to them in my classroom.  I think it is vital for all students to have access to a plethora of literature and I will encourage each student to take home books as well as recordings of books home so they can enjoy a comforting experience with literature while being exposed to model fluency.  There are ample resources and support I plan to utilize to ensure all students feel a sense of support from their home environments.  Family Literacy Bags, a concept developed by Reading Rockets, are an excellent free resource available to teachers to share with students and their families.  Each bag is sent home in a two-gallon Ziploc bag and contains a “parent information sheet with an introductory note that you can personalize, instructions about how to use the packet, and tips for sharing fiction and nonfiction books with children” (WETA, 2012).  If parents feel they cannot support their children’s literacy because they struggle with literacy themselves, I aim to encourage parents to offer support in other ways for their children.  They can “support their children’s literacy by telling stories, discussing current events, sharing cultural information and practices, and encouraging children to talk about what they’re learning at school” (Tompkins, 2010, p. 33).  This behavior still fosters the social interaction and running dialogue I feel children require.

In my future classroom, I will adhere to my personal beliefs on how children learn to ensure I am providing the most conducive atmosphere that will promote literacy learning.  I believe it is important to understand that every student has a different background and home environment.  That is why I support the Family Literacy Theory, which advocates for teachers to “strive to create partnerships with parents that are built on mutual respect and two-way communication” (Tracey & Morrow, 2006, p. 95).  I want my involvement in a student’s life to be viewed as a team effort, as I know I cannot foster literacy development alone.  I will aim to create a positive relationship with all parents where they feel welcomed and involved in his or her child’s education.  This can be established through inviting parents in for volunteering or conducting read-alouds with students, holding parent-only conferences where we will collaborate together on how to ensure his or her child’s success, setting up workshops to teach parents how to model fluency in reading, and provide examples on how they can be a strong support system for homework, and creating a warm, respectful, and welcoming environment where parents feel comfortable talking with me about any concerns they may have.  I plan to “expand parent-teacher partnerships by showing parents how to talk with their children about books they’re reading, respond to their writing, and monitor their completion of homework assignments” (Tompkins, 2010, p. 31).  Open communication is vital to ensuring this is successful.  I want to instill a level of empowerment in all my parents and let them know that I need their support to aid in their child’s development, which can be done by providing the parents with proper resources that will help make them more supportive parents.  This effective communication with my parents is vital, and this begins in early August, continuing all year long.  I want to demonstrate to parents I value their voice, giving them opportunities to share insights about their children, ask me questions about how they will learn in my classroom, and ultimately causing parents to become more willing to give their time to work with me to support their child’s learning (Tompkins, 2010).

One year in the life of a child seems so short; however, especially at the elementary age, I know I have the power to significantly impact his or her literacy development.  I know in the early elementary school years attitudes toward reading and writing develop that carry on throughout a student’s life. I believe my role as a teacher is to provide a positive example for my students; I want to model high motivation and a love of learning that will in turn inspire them to develop strong work ethics and an eagerness to learn.  I believe in providing the scaffolding Vygotsky supports in his ideas of Social Constructivism, referring to the assistance that others provide during learning episodes (Tracey & Morrow, 2006).  Children cannot develop literacy alone and are dependent on those in their environment to aid in success.  Understanding a child’s zone of proximal development is another concept Vygotsky argues, defining this as “the ideal level of task difficulty to facilitate learning….[It is] the level at which a child can be successful with appropriate support” (Tracey & Morrow, 2006, p. 109).  In order to fully understand a student’s zone of proximal development, I will actively observe the student and keep running records that will help me understand his or her unique learning styles.  Also through questioning, I can understand what the student is capable of without my support.  Through understanding the student’s prior knowledge and identifying where his or her zone of proximal development lies, I can provide the correct amount of scaffolding necessary to ultimately have the child grasp a concept independently.

Fostering Inquiry and Providing Appropriate Scaffolding

As a teacher, I want to challenge my students to a level of excitement, but cease before frustration occurs.  The student should feel accomplishment, but also know how much more rewarding success is when earned.  Teachers must recognize that student learning occurs at different paces and at various rates.  It is vital for “teachers…to understand the ways in which children think at different stages of development in order to create developmentally appropriate lessons and activities for them” (Tracey & Morrow, 2006, p. 78).  In order for students to be successful, I must ensure my curriculum is aligned with their individual needs.  The need for differentiating in the classroom is something I recognize and plan to implement accordingly.  I believe in a student-centered classroom where the needs of my individual students dictate the agenda and curriculum.  As a teacher, I am their coach and role model.

I aim to instill a high level of motivation in my students, as it is argued that “engaged students have self-efficacy, the belief in their capability to succeed and reach their goals (Tompkins, 2010, p. 8).  Finding what interests my students is important, as well as providing a flexible environment that is easily receptive to change and adaptability.  It is important to keep our students engaged in learning.  The Engagement Theory defines engaged readers as “those who are intrinsically motivated to read and who therefore read frequently….[and] are mentally active” (Tracey & Morrow, 2006, p. 65).  As a teacher, it is my responsibility to ensure I am keeping students highly motivated and engaged.  I support Holdaway’s recommendation of using big books as a technique to foster natural literacy development, creating a feeling in every child that he or she is sitting in the lap of a parent listening to a story (Tracey & Morrow, 2006).  Integrating big books into shared reading is also a useful tactic that provides students with greater exposure to a variety of texts and provides opportunities for students to discover what they personally find engaging.  Also providing students with a choice in my classroom promotes the Engagement Theory.  It has been argued that “providing students with the opportunity to choose their own books to read empowers and encourages them” (Miller, 2009, p.23).  When students feel a sense of ownership in their reading and writing choices, they are more excited and motivated.

Learning occurs when children feel safe, confident, and motivated.  I know my role as the teacher is to ensure these needs are being met.  A key step in creating a classroom community is implementing the idea of morning meetings, which is supported by the Sociolinguistic Theory.  It is thought that these meetings where students and teacher collaborate to write a message about the day’s activities promote the idea that “learning is enhanced through social language interactions” (Tracey & Morrow, 2006, p. 116).  I also value the use of literature circles, which is mentioned in the Socio-Cultural Theory.  Students are able to talk with peers about books and naturally integrate knowledge from their own lives and culture into the discussion (Tracey & Morrow, 2006).

Overall, it is important for me as a future classroom teacher to have an open mind about the type of environment I aim to create for my students.  I hold my personal philosophies about what I feel is most beneficial, but I recognize I must be flexible with my teaching strategies.  What may promote success for one student may not be effective for another.  I know that I will have to tailor my specific instruction to the individualized needs of my students.  Through my education I feel confident I can implement a variety of curriculum choices that will ensure success for all types of learners.

Classroom Layout & Materials with Rationale

Classroom Layout: Click here to view my ideal classroom layout for 3rd grade.

My classroom is designed with the student in mind as I aim to create the most conducive environment for learning that I can with the space provided.  In a model classroom, this is how I feel my students would best learn.

I like the use of student tables versus student desks in a classroom.  I feel the tables promote a more social classroom that thrives on cooperative learning.  This is a direct reflection of my strong beliefs in the sociolinguistic theory of how students learn best.  I feel having six students sit at each table allows each student the opportunity to converse with a different classmate throughout the year and be exposed to team building and create a sense of classroom community.  I want my students to feel as though they have joined a “community of learners in the classroom and become readers and writers through social interaction with classmates” (Tompkins, 2010, p. 9).  These tables will be rotated as often as deemed necessary.  With the placement of the tables, it is relatively easy for the teacher to group students as she sees fit.  I may choose to place students of varying levels at tables together to create a fostering, supportive environment, or place students of similar academic level together so they can work together at a similar pace.  However, the student will not be at this one seat the entire day.  Throughout the students’ day, he or she will be up and moving around the classroom to various places depending on the activity.  These tables will also serve as the center tables for literacy centers and reading workshops.  A student may or may not be at his or her ‘assigned seat’, but these tables serve as the meeting spots for centers and writing workshop.  All the activities that involve students moving around the classroom promote my ideas of the social nature of learning where students learn best from those in their environment (Tracey & Morrow, 2006).

An example of tables I would like to implement into my classroom design.

During independent reading,book club meetings, and writing workshops, students may choose to meet wherever they like inside the classroom.  The purpose of the two rugs in my layout is for students’ enjoyment.  I provide a multitude of options for students’ enjoyment because I feel that a student learns best when they are most comfortable.  I will have a couch in my room, as well as three bean bag chairs that students may choose to sit when appropriate for various activities.  The main purpose is to “provide students with comfortable conditions” (Miller, 2009, p. 65).

Not my ideal color selections, but I like this couch/bean bag/carpet reading area seen in this classroom

The kidney table is in the corner of the room with students facing the wall and will be utilized during guided reading time.  I feel the students should have limited distraction during this time because it is the best opportunity for me to provide coaching and scaffolding as necessary for reading instruction.  During guided reading, teachers provide support to students with decoding and reading strategies and therefore there needs to be minimal distractions (Tompkins, 2010).  I also need to be able to see the student tables and computers where other center work will be going on simultaneously.

An example of me reading from the kidney table to a small group of students

Underneath the interactive white board will be our word wall.  While it is below eye level for the students, the words will have Velcro so the students may take them off and use them wherever they are independently writing.  They are at eye level if students choose to sit on the half-moon rug that is directly in front of the white board.  Our word wall will feature “important words from books students are reading or thematic units” Tompkins, 2010, p. 175).  This rug is also used for any student who wishes to be closer to the board during teacher-led instruction, such as minilessons or word study.

An example of a word wall that is below the white board. Words would be attached to each category with Velcro so students can easily remove words to utilize during writing. Words would change as unit focus changes.

There are hangers and cubbies in the back of the classroom where students will keep their personal belongings on hangers, and cubbies above to hold all text books.  They will only have at their desks what text book is currently needed.  All materials they may need (pencils, pens, markers, glue, etc.) are located in buckets placed at the center of each table.  This aids in a clutter-free classroom and minimizes distractions.  I support the idea that a clear workspace promotes effective learning.

An example of cubbies used for text-book storage with hangers below for book bags/coats. This aims to keep the classroom clutter-free and organized.

An example of table organizers that house all materials necessary for instruction.

At the front of the classroom, the teacher has a podium, but no seat.  I feel that when I am instructing the entire class as a large group, I should not be seated.  The podium is there to offer support or hold my basal reader textbook.  My desk in the corner of my room has my seat strategically angled so I can see the rest of the classroom, and has another chair placed for one-on-one conferencing I conduct with my students.  One-on-one conferencing also may be conducted at the kidney table if a student prefers to be more private.  Storage in the room is necessary, but that space is utilized to showcase student work, which I feel is very important.  This instills a level of pride and motivation in the students.  I will have another bulletin board in the front of the classroom that will rotate content depending on the theme of the unit we are currently studying.  I make a point to leave this space blank until my students arrive.  I agree with Donalyn Miller’s argument, suggesting “it is important for…students to see their ideas and their words—not someone else’s—hanging on our walls” (2010, p. 75).  Together, we will determine to showcase what we feel is important.  The spotlight of the week will feature a different student each week with a survey that is filled out noting interests and favorite books.  This helps create a sense of community and gives each student a moment to ‘shine’ to their peers.  The bulletin board in the back of the classroom by the entrance notes school lunch menus, schedules for specials, and any other important information of school happenings.  My classroom is not an oasis, but is part of a school-wide community, and it is important in my classroom we know what is going on around us.

An example of the bulletin board designed for “Celebrity Student of the Week”, where each student has an opportunity to shine in the classroom.

The library in my classroom will be organized according to genres so students can easily access a book of his or her choice.  They are free to check out up to three books at a time from the classroom library and we have a sign in/out sheet to monitor this.  I want the library to be a warm and welcoming place.  “Students need to be surrounded with books” (Miller, 2010, p. 34) and I aim to provide a variety of texts in multiple genres that will appeal to a vast array of interests.

Classroom library where texts are organized according to genres in bins

I aim for my classroom to be a literary-rich environment that promotes a feeling of security and comfort for my students.  If I have the option, I would love to paint my room a soft blue or sea foam green color to promote a feeling of serenity.  I would like my rugs to be a neutral color that do not distract the students.  Overall, my classroom is a direct reflection of my philosophy of literacy, where I feel students work best when they are in a comforting, supportive environment that is conducive to cooperative learning.  My classroom provides space for movement and relaxation, as well as the necessary materials for instruction.

An example of color tones I would like to use in my classroom, creating a serenity feeling of comfort and relaxation

 

 

Detailed Literacy Schedule & Rationale

Detailed Literacy Schedule: 3^rd Grade

Mondays, Wednesdays & Fridays

7:50-8:20: Student Arrival: Independent Reading or Writing

–       During this time, students arrive to the classroom and engage in either independent reading or writing.  Writing can either be in their reading logs in response to books read, free writing similar to that of a journal entry, or a piece they are working on for Writing Workshop.  Reading is either a classroom text they are reading for Book Club, or a novel of their free choice that has been approved by me to be on their reading level.  I think it is important to allow students to choose whatever they would like to read during this time, giving them a sense of empowerment and encouragement.  It is argued that “readers without power to make their own choices are unmotivated” (Miller, 2010, p. 23).  I give students a choice in the morning to start the day off on a positive note, not one where they immediately walk in and are given a task that must be completed.  I believe this starts the day off on a student-centered, positive note.  They feel more in control and enjoy the bit of freedom provided.

–       The teacher will take attendance during this time, do lunch count, and conduct one-on-one conferences with students about independent books they are reading, or problems he or she noticed during guided reading instruction.  Conferences are important to help “teachers talk with students to monitor their progress in reading and writing as well as to set goals and help them solve problems” (Tompkins, 2010, p. 83).

8:20-9:40: Math

9:40-10:00: Snack & Bathroom Break

–       After an intense morning of math, I like to provide my students with break immediately following.  During this time, they may socialize with friends, go to the quiet area in the classroom with their snack and read a book independently, or finish any homework or in class assignments that have not been completed.  What they choose to do with their break is left up to their discretion.

–       The teacher uses this time to finish any one-on-one conferences with students that were not completed in the morning.

10:00-10:20: Minilesson on Various Literacy Topics

–       Each literacy block on Mondays, Wednesdays, and Fridays begins with a minilesson on a topic of choice chosen by the teacher.  This primarily focuses on an area that will be independently practiced during literacy centers and will be either focused on a reading or writing strategy.  During the minilesson, the teacher “will introduce a topic and connect it to the reading or writing students are involved in, provide information, and supervise as students practice the topic” (Tompkins, 2010, p. 448).  Minilesson topics are mostly teacher-centered and involve the teacher modeling a particular strategy and showcasing ‘think-alouds’.  Suggested topics may cover comprehension strategies such as activating prior knowledge, how the teacher makes connections to the text, how to draw inferences, how to summarize what has been read, or how to predict what may happen next in the text, or how to decode an unfamiliar word (Tompkins, 2010).  The focus may also be dependent on what the teacher sees as his or her students’ areas of weakness, and a particular area that needs additional practice.

–       The students are actively participating and responding to prompts from the teacher and are writing down in their ‘Strategies’ journal about what the teacher is sharing.  As time permits, the teacher conducts a grand conversation about how the students plan to use this strategy in their everyday reading and writing.  Grand conversations are more student-centered, where students “do most of the talking as they voice their opinions and support their views” (Tompkins, 2010, p. 436).

10:20-10:50: Literacy Centers

–       On Mondays and Wednesdays students will spend 15 minutes each in two of four centers.  Whichever two centers they do not go to on Monday, they will visit on Wednesday.  Each center will have no more than 6 students working at one time. The four centers focus on:

• Word Work: This center focuses on vocabulary and spelling, where students focus on a phonics skill the teacher determines at the beginning of the week.  They are exposed to a multitude of manipulatives in order to make Word Work come to life.  These include doing word sorts, using play dough to create words or word letters, playing with magnetic letters, use of wikki stix, etc.  The focus of the phonics skill changes every week. Word Work is done collaboratively with everyone in the group, but each student will have his or her own manipulatives and corresponding worksheets.

 Examples of manipulatives I would have available in Word Work center to aid in phonic development.

• Guided Reading: Students are placed in groups of no more than 6 students based on reading level and spend time in small-group discussion reading a selected text.  Ample coaching from the teacher is provided, but students conduct the majority of the reading.
• Listen to Reading: The students will independently listen to reading on the computer from a text chosen by the students that is slightly above their reading level.  They will follow along with the text on the computer screen as they listen to the recording modeling fluency and expression.  Following the readings, there is a comprehension quiz taken online.  Students must pass the quiz or re-listen to the story and re-take the quiz.
• Buddy Reading: Students choose a partner and read from a selected text. Together, they practice the minilesson strategy that is of focus.  Buddy reading also supports my philosophy of social interaction promoting learning; “children will scaffold each other’s learning during the shared reading experiences” (Tracey & Morrow, 2006, p. 119).  This is a positive experience students enjoy, and it has been argued that “students’ motivation to read and attitudes toward reading will improve if they are given the opportunity to read with their friends” (Tracey & Morrow, 2006, p. 120).

–       On Fridays, this time is allotted for literacy tests, covering the focus of the week that has been introduced in minilessons and independently practiced during literacy centers.

10:50-11:35: Social Studies

11:35-12:35: Lunch & Recess

12:35-1:15: Special Area

1:15-1:40: Writing Workshop

–       During this block of time, the teacher will lead the entire class through a writing workshop, focusing on a particular area of interest.  Once the teacher has set the focus for the workshop, students break into writing groups predetermined by the teacher.

–       If it is the beginning of a workshop, the remaining time is used for independent writing on the topic set by the teacher.

–       Once the initial writing phase is completed, the writing groups share rough drafts of whatever they are currently working on and receive peer feedback on their work.  This interaction is modeled at the beginning of the year and the teacher provides specific instructions on how to give constructive comments to peers’ work.  The students also say what they liked best about each other’s work and provide suggestions to how to improve writing.

–       The teacher pulls individual students from writing groups to conference one-on-one with student about revisions and provides appropriate feedback.  She also monitors group work and provides assistance as necessary.

1:40-2:05: Literature Circles/Book Club

–       Students meet with their Book Club groups, which are no more than 5 students.  They assign roles and all actively participate in a discussion about the text.  What occurs during book club meetings is left up to the students’ discretion.  They may also work on authentic assessments, such as creating a dramatic play about the book, or creating a poster outlining key points learned from the text.  

–       The teacher monitors discussion and listens in on each group’s conversation, ensuring it is relevant and on task.

2:05-2:20: Wrap-Up/Grand Conversation

–       The remaining 15 minutes of school before read-aloud is used for finishing up anything that was not completed previously, the teacher answering any questions from students, and the students gathering up their belongings.        

2:20-2:40: Read-Aloud (Mondays and Wednesdays)

–       The teacher invites students over to quiet area in classroom and to make themselves comfortable wherever they choose in the room.  She reads aloud from a selected text that is above reading-level for the majority of her students.  During a read-aloud, the teacher models fluency and expression (Tompkins, 2010).

–        Students quietly listen to the read-aloud, but participate and make comments if they deem necessary. 

–       On Fridays, this time is allotted for an incentive party if the class has earned for behavior management.  If the class has not earned their incentive, the teacher will continue with read-aloud.

2:45: Dismissal

 

Tuesdays & Thursdays

7:50-8:20: Student Arrival: Breakfast, Independent Reading or Writing

–       This is similar to how mornings start on Mondays, Wednesdays, and Fridays.  Students appreciate the predictable routine first thing in the morning.

8:20-8:55: Writing Workshop

–       The structure of the workshop is similar to the other days, but is conducted much earlier in the day.  Some students prefer to work on writing first thing in the morning versus late in the afternoon.  The teacher tailors to different learning styles and students’ needs.

8:55-9:25: Basal Reader

–       Basal Reader is conducted as a whole-class activity that is led by the teacher.  Stories are covered during shared readings and the teacher focuses on particular decoding and comprehension strategies and skills stressed by the text.

–       Students complete workbook assignments that correspond to the text.

9:25-9:40: Independent Reading

–       Students read independently during this time wherever they choose in the room (i.e.: their desks, in the literacy corner, on the couch, etc).  Students typically read their book club book in preparation for MWF meetings, but if they are up to speed, they may read a text of their choice.

–       The teacher uses this time to conduct any one-on-one conferences with students that were not completed during the morning.

9:40-10:00: Snack & Bathroom Break

10:00-11:15: Science

11:15-11:35: Word Study and/or Book Talks:

–       Teacher-led discussion about a particular phonics lesson of focus or students may conduct a book talk showcasing an independently read book they would like to share with classmates.  Whatever is implemented is up to the teacher’s discretion.

11:35-12:35: Lunch & Recess

12:35-1:55: Math

1:55-2:20: Special Area

2:20-2:25: Grand Conversation/Wrap-Up/Get Ready for Dismissal

2:25-2:40: Read-Aloud

–       Similar to Mondays, Wednesdays, and Fridays

2:45: Dismissal

Rationale to schedule:

My schedule in the classroom is a direct reflection of my philosophical beliefs on how students learn.  I support Vygotsky’s belief that “children learn as a result of social interactions with others” (Tracy & Morrow, 2006, p. 108).  Many of my activities involve collaboration and group work and that is why I am to provide a variety in instructional style and group size to meet the needs of all my students.  Not only do I feel it is important to vary what type of instruction I implement, I also feel the time each activity is begun should vary.  That is why I alternate math and literacy instruction on various days.  As a teacher, I know some times cannot be adjusted; my students will always have lunch at a set time, as well as when they will visit their special areas.  While I cannot control those times, it is left up to my discretion when other activities are implemented.

I believe nothing in my classroom should occur at random.  Everything I do, when the activity occurs, and its duration should have a purpose.  My schedule may vary year to year based on my particular students’ needs.  I may notice one year my students are completely dragging after lunch.  Then, I would want to alter my schedule accordingly to include activities that are not as strenuous or active, such as independent reading.  It is impossible to create the ‘perfect’ schedule, but I feel the one outlined above would be successful in the majority of third grade classrooms.

On Mondays, Wednesdays, and Fridays, I introduce minilessons directly after snack time to ensure I have my students’ attention.  After snack, they are usually refreshed and feeling energetic.  This is vital because minilessons introduce complex strategies that they may be unfamiliar with, or are struggling to implement in their own reading and writing.  They do not take a significant amount of time, and I feel allotting 20 minutes makes sure I do not lose my students to boredom re-emphasizing the same strategy over and over.  During this time, I model the behavior, and then invite the students to join through guided practice.  Minilessons prove more successful than simply explaining a strategy; they are “an effective way to teach strategies and skills so that students actually do learn to use them” (Tompkins, 2010, p. 448).

Literacy centers immediately follow minilessons because that is where they have an opportunity to independently practice the strategy of focus in the centers.  They contain “meaningful, purposeful literacy activities that students can work at in small groups” (Tompkins, 2010, p. 369).  I feel 30 minutes of center work is appropriate, as they complete two of four centers on Monday, and the remaining two on Wednesdays.  I like having this time block on Fridays for tests because it ensures all students have had equal opportunities to visit each center and independently practice the focus of the week.  It is important to monitor students’ progress on topics covered in literacy centers.  The assessments allow teachers to ensure they are making expected progress, and if not, teachers can take action to ensure students get back on track (Tompkins, 2010).  During centers, it provides students multiple ways of working—some in small groups, some independently, and some with one partner, and appeals to my philosophy of students learning through social interaction.  Also, an important part of literacy centers is guided reading.  This is an excellent way for me to differentiate my instruction and ensure all students are reading a book on his or her levels.  It has been proven that differentiation is crucial to student development; “if children are presented with tasks that are not challenging enough, or that are too complicated, they will not learn” (Tracey & Morrow, 2006, p. 110).  Differentiation will also be implemented in other areas of literacy centers, ensuring all students are challenged to their appropriate levels.

In the afternoons on Mondays, Wednesdays, and Fridays, once students return from special area, I like to bring them all back together and lead a writing workshop.  Students usually return from special areas a bit wound up, and this whole-group discussion brings them all back into focus.  Once I have set the focus for the workshop, which usually takes no longer than five minutes, students either work independently on writing, or meet with their writing groups to work on peer revision.  I aim to instill a sense of community in my classroom, hence the reason for so much group work.  I feel students learn best from one another, and writing groups allow students to share and take pride in showcasing their work.  They also appreciate another viewpoint besides the teacher providing feedback on their writing.  Writing groups “provide a scaffold in which teachers and classmates talk about plans and strategies for writing and revising” (Tompkins, 2010, p. 55).  I feel 20 minutes of writing workshop is an ample time for students to either write independently, or share their writing with a peer and receive feedback.  I feel if more time was provided, students would not be as driven to stay on task.

Following writing, on Mondays, Wednesdays, and Fridays, students meet with their book club groups to discuss a selected text.  They have 25 minutes to discuss, which again, is a short enough time to ensure they remain focused and on task.  What they choose to do with the 25 minutes is left up to the group’s discretion, as I have found providing students with this independence and choice results in higher intrinsic motivation.  Involving my students in literature circles also supports my belief in the Socio-Cultural Theory, which argues “students will learn from each other during literature circles (the social component)” (Tracey & Morrow, 2006, p. 117).

I like to leave 15 minutes of time toward the end of the day for wrap-up and grand conversation to allot for anything that comes up throughout the day that I feel needs to be addressed.  This time is left relatively open and flexible, which I feel is important in a classroom.  A teacher cannot expect to perfectly plan every minute of every day.  Ultimately, the unexpected will come up and something additional will need to be addressed.  This ‘free’ time that is planned into the schedule makes the teacher feel more at ease and allows me to be a bit more flexible with my time, knowing if something does run off course, it will not result in everything else tumbling down.

I end every single day with a read-aloud that brings my day to a conclusion.  It is a quiet time for students to calm down and reflect on the text I am presenting.  I do not like for my students to be rushing at the end of the day to try to complete an assignment; this last 20 minutes they are simply required to pay attention and listen to the chosen text.  I like this because it is a calming conclusion to a usually hectic day and again helps build a sense of community in my classroom.  It also allows me to model fluency for my students and “aids their comprehension, vocabulary development, and enjoyment” (Miller, 2009, p. 126).

I choose to vary my routine on Tuesdays and Thursdays just so the week does not seem so mundane and repetitive and also to appeal to a variety of learning styles.  On Tuesdays and Thursdays, I choose to teach my large chunk of math time in the afternoon directly following lunch, instead of first thing in the morning.  I conduct my writing workshops immediately following the morning independent reading/writing time.  Some students feel more productive in the morning versus afternoon, so I like to provide variety to ensure every student is successful.  I also do not have centers on Tuesdays and Thursdays, but instead build in time for Basal Reader.  This is an excellent tool that a lot of programs implement and helps address comprehension strategies and decoding skills.  I feel the basal reading textbook is an important tool for a balanced literacy approach; they contain “all the materials needed for students to become successful readers” (Tompkins, 2010, p. 325).  I feel 30 minutes is ample time for this to not only cover the text but also have time for grand discussion as well as independent work regarding the text.

I also implement Word Studies and Book Talks on Tuesdays and Thursdays in place of minilessons for variety.  I do not feel a minilesson every single day is appropriate and I think focusing on phonics is an important topic for third grade.  I provide variety during these 20 minutes by having the discussions sometimes led by students who conduct book talks, which gives students ownership over their independent reading and they take pride in sharing a fabulous book with classmates.  These book talks allow students to “share with other readers a book [they] have read and persuade them to read it themselves” (Miller, 2009, p. 136).

On Tuesdays and Thursdays, students also engage in planned time for independent reading.  What they choose to read during this time is left up to their discretion.  It has been argued that “students should be empowered to make as many book choices as possible…[and that] their preferences are as important as mine” (Miller, 2009, p. 74).  If I want my students to be life-long readers, I must first make time for them to read in class (Miller, 2009).

All my choices for time spent on various activities are a direct reflection of my philosophy of literacy instruction.  I believe that variety and flexibility are of utmost importance, and that is why I choose to provide balance in all areas of literacy instruction.  This idea of a balanced approach to instruction is “based on a comprehensive view of literacy that combines explicit instruction, guided practice, collaborative learning, and independent reading and writing” (Tompkins, 2010, p. 19), all of which have a place in my literacy schedule.  My role as a teacher sometimes is the focus during direct instruction, and other times I am more of an observer during student-centered learning.  I include reading and writing every single day, as they are of equal importance.  Students practice all areas of reading and writing, including vocabulary focus, phonic work, and comprehension strategies.  The majority of activities in my classroom are socially based, which supports my philosophy that students learn best through social interaction.  It supports the social learning perspective that “emphasize[s] the social nature of learning, that is, the notion that students learn a great deal from the other people in their world, both adults and children” (Tracey & Morrow, 2006, p. 115).  Ultimately, I feel this schedule is extremely conducive to learning styles of very diverse learners where I can easily differentiate level of instruction to tailor to each student’s particular needs.

Guided Reading Lesson Plan: Energy Sources: The Pros and Cons written by David L. Dreier

An Example of a Guided Reading Lesson Plan: Energy Sources: The Pros and Cons written by David L. Dreier

Common Core Standards: 5^th grade

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Learning Objectives:

The student will complete a graphic organizer defining each energy source and illustrate two pros and two cons of each energy source discussed.

The student will construct an opinionated essay on which energy source is best suited for the environment supported by four facts from the text.  Two pros and two cons from the text will be addressed.

Materials:

6 copies of Energy Sources: The Pros and Cons by David L. Dreier

Procedure:

Before Reading:

1)    The teacher will (TTW) ask students to join their guided reading centers, and will join the small group of six students at the kidney table for guided reading.

An example of the table where guided reading would occur

2)    TTW activate students’ prior knowledge on the topic.

1. TTW first ask students what they recall about their exposure to informational texts.  TTW ask students what are some characteristics of informational texts they remember from past exposure.  (Model responses include: information is factual and is “real” information about a particular topic, usually has headings and subheadings to direct readers’ attention to big ideas, usually includes photographs, graphs, glossaries, and an index to aid reader in understanding)
2. TTW then ask students what they know about energy sources.  TTW engage class in a group discussion regarding their prior knowledge.  (Model responses include various types of energy sources: gas, oil, solar, hydroelectric, nuclear, etc.; may include why we need energy: to fuel our cars, provide heat for homes, provide power, etc.)

3)    TTW guide students through a picture-walk with the text prior to reading.  She will prompt them to investigate different features of the text that will aid in their comprehension.  She will say, “What specific features do you notice in this text that we have seen before in informational texts that helped up understand more about the topic?” (Model responses include: graphs, index, glossary, headings, etc.).

1. TTW remind students when they encounter a word they do not know, if it is in bold, they can utilize the glossary to look up its meaning.
2. TTW invites students to make predictions about what they think the text will be about based on the illustrations noted during the picture walk.

4)    Once the students have familiarized themselves with the text, TTW set a focus for the reading.  She will ask students to think about the pros and cons of each energy source discussed in the text.

5)    Prior to students reading the text, TTW remind students to utilize the reading comprehension strategy of determining importance and noting big ideas in the text and the relationships among them.

During Reading:

1)    Students will read silently to themselves from the text.

2)    TTW monitor reading by tapping each student on the shoulder, prompting student to whisper read.  She will listen to assess fluency and phrasing.

3)    TTW also monitor what features the students are utilizing in the text aiding in comprehension.

4)    TTW ask students to summarize the main ideas from each section read, reminding them of the comprehension strategy of determining importance.  She will ask students which information is not as important to the overall main idea from the section read.

5)    TTW provide scaffolding if students struggle to filter out main ideas and prompt students to utilize text features such as headings, glossary, illustrations and charts.

After Reading:

1)    TTW lead a grand conversation with the students to discuss the main ideas from the story.

2)    TTW instruct students to create a graphic organizer of their choice to classify important information from the text, including pros and cons from each energy source discussed.  She will invite students to do the first energy source with her, as she models.  Each graphic organizer will vary depending on what is best suited for each student’s learning style.  All information, however, should be similar.  She would write “Fossil Fuels” in a bubble with two bubbles extending from that—one with “pros” and one with “cons”.  Under fossil fuels, she would include the definition of what fossil fuels are—“coal, oil, and natural gas formed from remains of plants and animals”.  In the “pros” bubble, she would include “abundant, has a lot of usable energy, natural gas burns cleanly and oil burns efficiently”.  Under “cons” she would write, “nonrenewable, produce pollutants, greenhouse effect—leads to global warming”

3)    TTW have students work with a partner at the table to complete the graphic organizer.  She will monitor progress to ensure key details from each energy source are noted.

Assessment Methods:

1)    The students will formatively assess student understanding throughout the entire guided reading.  She will monitor their comprehension, asking them to restate main ideas and listen to each student whisper read, paying attention to fluency and how they utilize text features to aid in determining importance.  During each child’s whisper read, she will take anecdotal notes, noting any areas of weakness that will be revisited during one-on-one conferencing.

2)    A summative assessment will conclude at the end of the reading once the graphic organizers have been completed and reviewed by the teacher for accuracy.  If students are missing key information, she will invite them to revisit the text and re-read the information to see if any other facts seem relevant.

3)    The following summative assessment will be assigned for homework:

1.  The teacher will instruct students to write an opinionated essay on which energy source they feel is the best overall.  They will be required to address the pros and cons of that particular energy source, as well as why they feel the pros outweigh the cons.  This will ensure they have a clear understanding on the author’s main ideas from the text, as well as creating their own opinions based on information synthesized from the text.

Interactive Read-Aloud Lesson Plan: Just Another Ordinary Day written and illustrated by Rod Clement

An Example of an Interactive Read-Aloud Lesson Plan: Just Another Ordinary Day written and illustrated by Rod Clement

Common Core Standards: 2^nd grade

RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Learning Objectives:

The student will sequence events in a story using the words first, next, and last.

The student will compare and contrast events from their daily routine to the character Amanda in the text.

Materials:

Just Another Ordinary Day by Rod Clement

Butcher block paper

Markers

Summary of Text:

Like most kids, Amanda gets dressed, goes to school, plays with friends, and eats dinner with her family. But don’t be fooled by this deceptively simple story!  Readers will soon find out that Amanda is no ordinary girl! Amanda describes a typical day in her life using words that make her sound like any normal girl, but the illustrations in the book suggest otherwise.  Amanda flies from her room to her kitchen, has dinosaurs, pirates, and insects for teachers at school, and has a pet elephant and lion.  Her “ordinary” day is much more unique than she makes it out to be!

Procedure:

Before Reading:

1)   The teacher will (TTW) invite students to reading corner and activate students’ prior knowledge on the topic of the book by encouraging them to think about how their days usually start out, or what their typical routine is in the morning.

2)    TTW prompt students to share as a whole-group discussion activities from their mornings prior to coming to school.  Responses will be written on butcher block paper with markers for whole class to see.

3)    TTW ask students to raise their hands if their general morning activities are the same as some of the activities students described (sample responses include waking up, getting dressed, eating breakfast, going to school).  Most students should recognize all morning routines are relatively similar to their classmates.

4)    Then, TTW ask students what makes each of their mornings different (example, one student might have cereal for breakfast while another has eggs).  Prompt students to recognize that these specific differences are details.  Define details as words or sentences that explain a person, place, thing, or activity better.  In a book, they paint a better picture for the reader.

5)    TTW transition into introducing the book by saying, “Today we are going to read a favorite story of mine about a girl named Amanda who is a student just like all of you.  She is going to tell us about her daily schedule, and I want you to pay close attention to the details of the events of her day.  I want you to pay very close attention to the illustrations that are found on each page!  They will play an important role in understanding the story.  I also want you to be thinking about how your day is different from Amanda’s”.

6)    TTW invite students to make text-to-self connections by thinking about how their own routine is similar or different from Amanda’s.

During Reading:

1)    TTW introduce the story by reading the title and sharing the author/illustrator with students.

2)    TTW begin reading the text, reminding students to pay close attention to illustrations and specific details they show.

3)    TTW stop on page 10: TTW ask students if Amanda’s day has been similar to theirs so far.  Model summarizing for the students by stating that Amanda’s activities thus far have included waking up, getting dressed, eating breakfast, and going to school.  Make text-to-self connections with students about how these activities are similar to what they shared earlier.  Ask students what has been different about Amanda’s day from theirs, inviting them to draw inferences based on the illustrations.  Ask students to question what they think Amanda’s school will be like.  Ask students to predict what they think will happen next in the story.

4)    Continue reading, and stop on page 21: Again, model summarizing for students by recapping major events thus far, noting that she has some pretty interesting teachers in school.  Ask students to make text-to-self connections by asking if their teachers at school are similar to Amanda’s.  Ask students to predict where they think Amanda might live.

5)    Continue reading, and stop on page 29: Ask students to summarize what they have read.  TTW ask students to raise their hands if they like to read at night like Amanda, inviting students to make text-to-self connections with Amanda.  Invite students to draw inferences based on the illustrations and share what makes Amanda’s night-time reading routine different from theirs.

After Reading:

1)    TTW ask students to summarize the text, determining what details were important.  They will discuss the main ideas as a grand conversation.  TTW ensure students use the words, “first, next, and last” to understand the proper sequencing of events.

2)    TTW ask students what was different about this book from other books they have read (making text-to-text connections).  (Model responses: the words did not match the pictures; the pictures gave the details about Amanda’s day instead of the words; the words did not provide as much detail about what Amanda’s day was really like; they had to pay special attention to the illustrations to gather details about Amanda’s day)

Assessments:

1)    TTW formatively assess students throughout reading by pausing and asking students to summarize with her the key events thus far in the story.

2)    TTW observe through student responses if they are recognizing details are found in the story’s illustrations versus the text.

3)    TTW question the students as noted above about any key differences in Amanda’s routine versus their own based on the illustrations.

4)    TTW provide a summative assessment at the end of the lesson through follow-up activities:

1. The students will write a letter to the main character, Amanda, from the story.  They will demonstrate an understanding of the strategy of “questioning the author” by asking her questions about certain aspects of their day.  They will show an understanding of comprehending the text, as certain aspects of the story must be recalled.  They will also be required to compare and contrast various aspects from their particular day to Amanda’s, demonstrating an understanding of text-to-self connections, as well as how to compare and contrast.
2. TTW model what exactly she is looking for in the letter.  For example, TTW say, “I would write Amanda and tell her I related to her that I also have a long ride home from school with my parents.  However, I am different from Amanda because I ride home in a car, and not an elephant.  I would ask her what it is like to ride an elephant home from school every day.  Is that comfortable, or smelly?”

Reflection

Throughout this course, I have been exposed to a plethora of practical strategies and theories for developing literacy and have become increasingly confident in my ability to teach literacy.  I equate my experience in this class to that of a sponge; I aimed to soak up as much information as possible to store away for future use in my own classroom.  Prior to taking this course, my exposure to how to teach literacy was very limited to what I viewed in the field.  Unfortunately, what we see in the field seems so brief and we rarely see or know the philosophy behind why something is done the way it is.  I hadn’t a clue why students were in literacy centers, or what the purpose of doing guided reading was with differentiated small groups.  This class helped define what these strategies are, and showed me how to practically implement them into my own literacy curriculum.

My eyes have been opened to a world of new techniques and strategies.  Prior to this course, the terms book talk, anticipation guide, guided reading, and interactive read-alouds, just to name a few, were foreign to me.  Now, I feel confident in my ability to implement so much of what we have learned into my classroom.  Before, I felt helpless as to what to do with a two-hour block of time to teach literacy; now, I am not sure what I can eliminate in order to fit all my amazing ideas in!  I found this course quite encouraging, inspiring, and motivating for a future teacher.  Instead of harping on unsuccessful techniques or scaring us with startling statistics regarding students’ decreasing literacy rates, it focused on positive strategies that will work.  I am no longer intimidated of the previously felt ‘daunting’ task of teaching a child how to read and write; I feel confident.  I loved the practicality of the readings that included real-life examples of various strategies at work Gail Tompkins included in each chapter of her text, Literacy for the 21^st Century: A Balanced Approach.

Prior to this course, I supported a student-centered classroom that thrived on student collaboration, and that is still something I strongly advocate.  However, this course taught me the importance of teacher modeling and think-alouds, something I had not previously considered its value.  The idea of teacher-led minilessons was new to me, but now I understand their increasingly important place.  I feel minilessons are a time for “teachers [to] teach about strategies, skills, and genres and other text factors, [as] they support students as they learn” (Tompkins, 2010, p. 23).   I see my role as a positive example to my students as that of a more influential one than before.  Donalyn Miller strongly argued that there is “a link between the reading habits of teachers and the reading achievement of their students” (2009, p. 109).  I cannot ignore her argument that what my students view me doing will impact their behaviors.  This course allowed me to reflect on my own reading habits and to recognize that my practices will influence behaviors of my students.

I also feel this course has changed my philosophy on how my curriculum will be determined.  Student choice is something I had not valued as strongly as I do now after repeatedly reading about its benefits.  Creating intrinsic motivation in my students is important to me, and this course has shown me how giving my students a bit of freedom and choice can ensure that occurs.  Previously, I never considered allowing students such freedom in what they read, but after this course, I have become a huge supporter of literature circles, or book clubs, where students have a significant choice in what they read.  The text showed me that “as students make choices…they assume increasingly more responsibility for their own learning” (Tompkins, 2010, p. 342).  I also previously negated to recognize how difficult it is to teach reading comprehension and how ample time modeling successful reading strategies and including think-alouds of my own personal strategies must be dedicated to this topic.  This course showed me that “teachers can ameliorate students’ difficulties through their instruction to increase the likelihood that students will be successful” (Tompkins, 2010, p. 259).  I feel this course provided a plethora of strategies that are useful in aiding my students in increasing reading comprehension.

Most importantly, this course has taught me to have an increasingly open mind when it comes to literacy instruction.  As a teacher, I feel the most important attribute I must possess is flexibility.  No two classrooms will ever be the same, and no two lessons will ever be taught identically.  It is okay if something I felt would have been amazingly effective does not come to fruition like I had hoped.  What proved extremely successful for one teacher might fail in my classroom.  That does not mean I am a horrible teacher, or the strategy is ineffective, it just means it was not the best fit for my students’ individual needs.  In my future teaching endeavors, keeping an open mind and being receptive to change are important qualities I aim to possess.  Ongoing monitoring and assessments of not only my students, but also my own teaching practices are vital.

As far as my future development, I feel reading and exposing myself to a plethora of materials on literacy development and strategies is so vital.  I learned a great deal about the importance of student choice and how to create life-long readers from one text book, The Book Whisperer: Awakening the Inner Reader in Every Child by Donalyn Miller.  There are many excellent resources out there for teachers on a wide range of topics that I want to read and implement into my own classroom.  I need to begin now and continue to read about new strategies and techniques for teachers.  My learning is never done, and I recognize that.  I feel professional development and training is something that is crucial to continue.  The more I can practice my technique and be surrounded by powerful, influential leaders in my profession, the stronger I will become personally as an educator.  That is one thing I love about this field—you truly never can perfect your technique.  I feel it is important to be innovative and stay up to date with the newest and latest strategies practiced in the classroom.  My philosophy on education is not set it stone and is continually adapting as I learn and gain more exposure in the field.  It excites me to continue my education on learning successful strategies and how to better my literacy instruction.  It is a win-win for all parties involved!  I will become a stronger teacher and my students will achieve a greater level of success in my classroom.

References: Used Throughout Portfolio

References

Heath, S. B. (1983). Research currents: A lot of talk about nothing. Language Arts, 60, 999-1007. Retrieved from OAKS E-reserves.

Miller, D. (2009) The book whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass.

Otto, B. (2010). Language development in early childhood. New Jersey: Pearson Education.

Tompkins, G. E. (2010). Literacy for the 21^st century: A balanced approach. United States: Pearson Education.

Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. New York, NY: Guilford Press.

WETA Washington, D.C. (2012). Family literacy bag: Flight. Reading rockets. Retrieved from   http://www.readingrockets.org/article/51765/.