Nicole Kavajecz, EngEd 275-E1, Spring 2021
Principle 5 discusses addressing the standards through our teaching. The Common Core State Standards is an initiative that lays out the frame work about what students should know through what they are able to do, all by grade bands. It leave the ‘how’ of teaching up to the individual teacher.
Principle 6 states that ‘Effective Teachers Scaffold Students’ Reading and Writing (Tompkins et al, 2019, p 21). Scaffolding refers to a way to organize the information we present to students starting with the most basic skills and developing into the most complex. The levels of scaffolding, according to Tompkins et al, are Modeled, shared, interactive, guided, and independent (p 22). Modeling is when a teacher reads aloud or demonstrates proper writing techniques for students to view. This can included thinking aloud and word sorts. Shared reading strategy is when students and teachers read and write together. Interactive happens when the teacher starts either reading or writing, then the students take turns with the process. Using choral reading (the group reads all together), readers theatre (read the script), or interactive writing between two people are all great methods. “Choral reading should focus on comprehension” (Reading Rockets, 2012). Readers theatre is a great way for students to practice fluency and confidence in a safe performance space. In the GoldenHills1 video, the teacher in a kindergarten grade shows how to use the strategy in her classroom setting. A nice example of interactive writing in a classroom application is shown in the video from Eclectic Educating, where the teacher leads the students in a review lesson on how to properly write a letter to someone. Guided reading strategy focuses on small groups where the teacher monitors student efforts and assists if/when necessary. In the Mesquite SD video, the teacher demonstrates how to assist students in a guided reading format. Mini lessons, where the teacher segments the material, often makes the process more attainable for students. Finally, independent allows students to choose what they will read or write about, while the teacher is available if the student requests.
Principle 7 deals with how teachers organize their instruction. As Tompkins et al states, “No single instructional program best represents the balanced approach to literacy; instead, teachers organize for instruction by creating their own program that fits their students’ needs and their school’s standards and curricular guidelines” (2019, p 24). Meeting these needs, especially as a beginner teacher, can be daunting. There are a few resources that can help. Literature circles are a useful tool at all ages and stages, with the focus being small group style learning where students are in charge of the details and roles and the teacher is the monitor. There are many video examples of excellent teachers demonstrating literature circles. The classroom application is exciting and useful for both teachers and students because while some parts of a story are very objective to view, others can be so subjective for each student. Using varied instructional programs which incorporate technology are easily accessible for teachers on a daily basis. The use of digital software, the internet, and computers to present information to students, assist in the organization of that information, interaction with students and the information, as well as encouraging 21st century skills are vital for student success.
Nurturing English Learners is especially vital to the non-native English speaking students’ success in an English-speaking environment (Tompkins et al, 2019, p 26-27). The use of all the strategies above, as well as explicit instruction and oral language can accomplish the goals for complete experience for EL. Explicit instruction is an elaboration of the above strategies presented one-on-one with the EL. Oral language strategy is where the teacher plans for daily opportunities both formal and informal for the EL to practice speaking out loud.
Principle 8 is about Differentiating Instruction. Differentiating Instruction is essential to making certain each student is experiencing the greatest level of success they are able to attain, and means adjusting the instruction to meet each students needs. There are three main ways we can differentiate our instruction: changing the content, the process, or the product. For teachers to apply differentiation in their classroom, they must consider the background knowledge of the students as well as focus on what they will be expected to know going into the next grade level. Tompkins et al lists many ways to differentiate instruction, including but not limited to books, grouping patterns, language modes, and thinking styles.
Principle 9: Effective teachers link instruction and assessment (Tompkins et al, 2019, p 29). Assessing students effectively means teachers have planned their formal and informal assessments to be a good measure of the instruction the students have received. Keeping accurate running records with their informal and formative assessments is one way to make certain the students are understanding the material presented as we go along. Applying our skills on the computer to create spreadsheets, use the virtual grade book the district we work in may provide, and of course the use of paper/pencil tallies for grades are all important ways teachers keep records in their classrooms. Assessing accurately and as fairly as possible should include the use of rubrics, a graph structured in a tier system to state where each individual students’ skills are on a best to least skill set.
In summary, an Effective Teacher uses all these strategies, as well as creativity and ingenuity, to reach every student in the best way they possibly can, with the guidance of other educators, DPI, and any other appropriate resources they can find.
References:
Tompkins, G. E., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (Seventh ed.). Melbourne, VIC: Pearson Australia.
Reading Rockets. (2012, March 19). Choral Reading. [Video]. YouTube. https://www.youtube.com/watch?v=o_-z8d0sRUA&feature=emb_title
GoldenHills1. (2012, March 30). Kindergarten Readers Theatre. [Video]. YouTube. https://www.youtube.com/watch?v=M-C8bAI9CF0
Eclectic Educating. (2014, October 9). Interactive Writing. [Video]. YouTube. https://www.youtube.com/watch?v=s4FsR1xiI5o&feature=emb_title
Mesquite SD. (2012, January 6). Guided Reading Lesson Training Video. [Video]. YouTube. https://www.youtube.com/watch?v=GdGZON3rigY&feature=emb_title
