Professional Documents
Culture Documents
Kirstin Barboza
May 4, 2016
EDRL 443 - 1001
for me to keep track of in a whole class, but this is a goal I will continue to develop as a
teacher. Deciding what strategies to use during reading, or what words to work on during
word study took me a lot of time in the books. I was constantly looking back into the
Tompkins and Words Their Way books to see what I could do next or what strategy I
could alter to better suit his needs. I think he was able to understand a majority of the
strategies and apply them during our sessions. But the word study area was where I really
was focused on how he was doing and what areas he needed to work on more or if I
could move onto the next word pattern. The words their way assessment and book
definitely came in handy for this one, because I was able to follow along a plan of each
stage and the beginning middle and end. This is also something I have learned that will
be easy for me in schools, as long as I am correctly assessing my students.
All in all, I am proud of the progress that I have made with my professional goals
this semester. I have definitely learned a lot in both my practicum two class and our
literacy class. I also know that these are things that will definitely help me as a future
teacher very soon. Lastly, I have learned that I have a lot more resources available to me
than I could have ever thought possible. I am no longer nervous to start teaching, because
I know that I will have the resources and support I need to be successful.
KWL Chart
CCSS: CCSS.ELA-LITERACY.RI.2.10 - By the end of year, read and comprehend
informational texts, including history/social studies, science, and technical texts, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
Rationale: Teachers use K-W-L charts during thematic units to activate students
background knowledge about a topic and to scaffold them as they ask questions and
organize the infomration their learning (Tompkins, 2014, Pg.446).
Anticipation Chart
CCSS: CCSS.ELA-LITERACY.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.
Rationale: Teachers use anticipation guides (Head & Readence, 1986), before they read
nonfiction books and content-area textbooks in particular. Teachers prepare a list of topics
to discuss; some are true, others are incorrect, others are based on common
misconceptions. Students discuss the statements and decide of they disagree with them
(Tompkins, p. 432).
Hamburger Strategy
CCSS: CCSS.ELA-LITERACY.W.2.5 - With guidance and support from adults and
peers, focus on a topic and strengthen writing as needed by revising and editing.
Rationale: Some teachers use a standardized format during the first draft stage of
writing. The hamburger strategy utilizes a template that resembles a hamburger with
this strategy students minds are open to look at the more technical aspects of their
writing (Orange County Public Schools, 2009)
Word Hunt
CCSS: CCSS.ELA-LITERACY.RF.2.3 - Know and apply grade-level phonics and word
analysis skills in decoding words.
Rationale: Students do not automatically see the relationship between spelling words
and reading words, Word hunts help them make this important connection (Bear,
Invernizzi, Templeton, Johnston, 2012, Pg. 65).