References Abidin, Mohamad Jafre Bin Zainol Author Information; Ping, Joyce Low Soong; Raman, Premadevi (2012) Using Web-Based Resources in Reading Comprehension in a Rural Primary School: Malaysian Journal of ELT Research; Seri Kembangan Vol. 8, Iss. 1, (2012): 119-152,4. Barnyak, Natalie Conrad; Mcnelly, Tracy A (Sep 2016). The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books:Early Childhood Education Journal; New York44.5 (Sep 2016): 527-536. Bennett, Jessica G; Gardner, Ralph, III;Ramnath, Rajiv;Council, Morris R, III (May 2017). Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention: Education & Treatment of Children; Pittsburgh40.2 (May 2017): 145-185. Ciampa, Katia(Fall 2012). ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and ComprehensionStrategy Use http://caaspp.edsource.org/ https://www.ed-data.org/school/Solano/Vacaville-Unified/Edwin-Markham-Elementary (school demographics) https://www.ed-data.org/district/Solano/Vacaville-Unified (district demographics) "An Introduction to Technology Integration" (teachertube.com) Project GLAD OCDE (R)
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Reading those other web pages made me feel better about what I will be doing. It gave me a glimpse of what I will need to upload for my own pages. I am thinking my audience will be for fellow teachers. I am explaining how using GLAD strategies helps students not only increase comprehension, but it also helps keep students engaged and connected to the lessons. I want to share my lessons with other teachers and share the results that my students showed me. I need to showcase that my research was done in a Spanish Dual Immersion classroom so other bilingual teachers can be hooked. I need a very engaging title. I want to include both units I did using glad strategies. I will be uploading all the pictures I took of student work and some videos of students' presentations. I am getting excited and anxious because I can see all the work I have to upload to make my pages stand out and that makes me nervous. However I will be asking for help from my professors and my cohort members we will do this together.
Saelee: Her audience are other teachers that are looking for different ways to help their students not fall behind. Personalized learning was he solution, student centered and more student collaboration. I feel that she did a great job engaging her audience, I could not stop reading. What caught my attention was that instant connection I made to her comments yes, yes that is happening in my class so what can I do. I was instantly hooked.
Gottfried: It was a little harder to make out who the audience was. I think it's a bit of both for the teachers and for the students. She is talking about teaching students how to effectively write a blog. What I liked about her website is that she has videos to support her lesson. I think her point gets across and how students can connect with the outside world is incredible. Ellison: Her audience was a mixture of students and teaches. She wants to empower students to play video games while actually learning content. Her website gives lots of information about gamming with lots of videos. Teachers can get great ideas of how to engage students to the content, with gamification/gamming. Something that bothered me was that the home page had a lot of extras. I mean she talked about her original plan and research and it took away from her final project. I don't think her home page was as effective. Avrukin: Her audience are teachers. Her goal is to help teachers differentiate instruction. She has a lot of lessons that we can click on and it takes us to them. Her website is less intimidating and after looking at it, it makes me feel a sense of relief that I might be able to get this done. Hello everyone, my name is Mayra Cindy De la Torre and this is my 5th year of teaching. I am married and have 3 children, my oldest daughter is 14 years old, my middle daughter is 5 years old, and my son is only a year and a half old. I received my teaching credential through Sac State while the BMED (Bilingual Multicultural Education) program was still there. I have done all of my student teaching in Spanish dual immersion classrooms, and I currently teach in a Spanish dual immersion kindergarten classroom.
Working with English learners is a passion of mine. I love helping EL students achieve their goals. Growing up as an English learner myself I know how hard it can be for students. I was always afraid of writing because I was self conscious of my spelling; and I was terrified of reading in front of class because of what my accent sounded like while reading. I have experienced first hand what English learners go through and I want to help students overcome these fears. Working in a dual immersion classroom I have a variety of Language learners. This inquiry was done last fall and spring in my 3rd grade Spanish dual immersion program. During English weeks I scaffold for my English Learners, and during Spanish weeks I scaffold for my English only students. I find myself always looking for different and better strategies to use that will help my students comprehension skills in whatever language we are working in. So far the students that I have taught have had trouble retaining important information form our readings. I want to improve students comprehension skills, so that they can apply it not only during reading time, but also during writing, social studies, and science time. When I heard that two of my colleagues were signing up for an online Masters program I was interested. Once they told me it would be in innovative learning I was sold. I know how technology engages students and wanted to learn different ways to be able to help my students succeed with reading comprehension using some new technique. Being so close to the end of my masters program I feel as if I made the best choice for my students. I have learned so much and my students have better retained information and their comprehension has increased. My original driving question was something like "What technology tool will help my bilingual
students increase their reading comprehension in both English and Spanish?" After my first inquiry cycle I did not find the program I-Station beneficial in helping increase my students Spanish comprehension reading scores like it did in English. So I decided to change my driving question to,"Will the multi-modal teaching strategy GLAD improve transliteracy skills in bilingual students?". My main audience are my students specifically my 3rd grade bilingual students. My hope is that with my findings other teachers can help support not only bilingual students but it will also benefit English only speakers in their class. GLAD strategies can be beneficial to all students since it offers multi-modal tactics that can help students better understand reading comprehension. What I am looking for in this program is to learn new tools and different techniques to be able to help my bilingual students succeed in reading comprehension. My cohort members are my greatest supporters, especially since four of my school colleagues have just completed this course in the summer and I have access to them directly through my school. In addition the use of zoom and comment sections has also given me a place where I give feedback to my fellow cohort members. I really enjoyed the process two semesters ago when we read each other’s papers and left feedback notes of what worked well and what might need to be changed. I believe that it is very important to give and receive positive/constructive feedback to and from my fellow cohort members. I value honest opinions and I feel that others value the same.
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