from M1: Scenario Discussion

May 14, 2017 12:15pm

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Being teacher that runs on data, this would not be the only source I use to group
students. If we are talking about making a group for word work for reading centers, I
may analyze a spelling inventory along with the miscues and error report of students'
DRA (developmental reading assessment). If this is being used to formulate a guided
reading group I may also use data provided from I-READY which is a computer based
interactive RTI program my school district uses. Some questions I may have for my
peers are the following:
Would a spelling inventory be your sole data for creating skill based group for students?
What other data do you consider?
Do you dissect data individually or along with your grade level?
I learned that a spelling inventory can be a value tool in an intermediate grade level. In
my district, once students make it third grade the focus is no longer on word study or
fluency it is strictly comprehension. This week module and reading has encouraged me
to find a way to embed spelling and word work more in an intermediate classroom for
the next school year.
Originally I wanted to put Amparo as an indivudual instead of in a group, ince his results
aren't anywhere near the rest of his classroom. But I felt as if he was isolate that would
make his become a reluctant learning. So instead I grouped him with students who
scored low on the within word and Q&A stage of the spelling inventory. I wanted to
create something like a split group, I n which the first half of the group meeting I can
solely work with Amparo on his emergent and letter name stage, while the other group
members work independently . Once I get to the portion they need help in as well which
would be the within word and Q&A, it would be a group intervention.
Group A
Anna
Amparo
Joel
Montana
Carlos

Group B
Cesar
Christan
Tyler
Vanessa
Aleah

Group C
Montana
Michelle
Kevin
Adam
Jose

Group D
Eboni
Brian
MiKaela
Kristen
Amalia
from M1: Scenario Discussion
May 14, 2017 12:20pm
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I agree when you look at the spelling inventory test result, Amparo seems to be a
student who will need intensive intervention. Safe to say with the data provided, I'm
going to infer that Amparo is struggling because of second language issues. He may be
a student who would benefit more with one on one instruction instead of grouping

from M4: Scenario Discussion

Jun 3, 2017 7:55pm
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What did you learn in this module that you can directly apply to your classroom? Be
as specific as possible.
In the article written by Graham entitled the reading teacher, it states that having
student respond to informational text in the reading block not only helps strengthen their
comprehension but deepens their knowledge of the text. In my ELA classroom this year,
I did embed a lot of written responses in my classroom this year. Although, it took a
WHILE for my students to not be able to locate their text evidence and explain their
thinking as well as justification in writing in the end , on their standardized test their
scored surprisingly well on their written responses. This year I plan on ensuring that I do
multiple choice questions on student first read of a text. I will ensure that I create at
least one written responses during my daily reading instruction. I have also considered
implementing more performance task (culminating writing activity).

What challenge do you face regarding writing development that youd like to discuss
with peers for support? Be as clear as possible.
I know that they say students become better writers by writing frequently. This is difficult
for me in my grade level because the focus is on standardized testing and over 85% of
standardized assessment is multiple choice. I feel as though in a grade level where they
face the pressure of testing are forced to drill and kill test taking skills to students and
little time in ELA is being dedicate to quality writing instruction. So I guess my question
is directed to intermediate teachers who face high stakes testing, how are you able to
prepare students for testing while holding yourself accountable for giving them thorough
and consistent writing instruction.
from M4: Scenario Discussion
Jun 3, 2017 8:04pm
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Suggestion for providing feedback in a timely manner:
I'm unsure of what grade level you teach so my advice may not be helpful but I sure
hope it is. I usually have a clipboard that I use to ensure that I am conferencing with
each student. I usually have a paper with my students name on it, similar to a big tic tac
board. I usually allow for ten minutes of uninterrupted independent writing, before I
begin to walk around to briefly conference with students. I have a timer set to one
minute to forty five seconds, and I know that doesn't seem like a lot but it is when you a
conferencing with students about their writing piece for that day. While walking around
whenever I confer with a student, I place a check in their box. This helps to make sure I
don't conference with one group of student more than others; it also helps to ensure that
students don't raise their hand when they know I'm coming to everyone.
The submissions for this assignment are posts in the assignment's discussion. Below
are the discussion posts for Britnee Cunningham, or you can view the full discussion.
from M5: Scenario Discussion
Jun 11, 2017 1:13pm
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As you reflect on SRSD, which of the six phases would you like to more effectively
develop in your teaching? Describe how you can do this.
Brainstorming- in the module they spoke on brainstorming and activating students
background knowledge prior to writing. With my years in intermediate grade level, one
of the largest struggles my students have are planning and brainstorming. I plan on
focusing on that aspect of the SRSD model, before trying to improve anything else.
Students must learn how to plan for it is the foundation of writing.

How can you take the SRSD model we discussed in the argumentative
chapter and apply it to narrative writing instruction? Give a specific example.
The model can still be used for narrative writing the only thing I may rearrange to the
use of the STOP graphic organizer, that may be something that can solely be used for
argumentative writing.
from M5: Scenario Discussion
Jun 11, 2017 1:16pm
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Allowing students to work with their peers is something I need to work on as well. I plan
on allowing students to work with their classmates more with shared writing and revising
and editing. I just have to find a way to ensure they are using the time to do what they
are being held accountable to do which is a little difficult for the first half of the year with
third graders.