Carol+Mizelle's Work+Page

Carol Mizelle
Windsor, NC Bertie County
 * Internship**: Bertie Middle School

7-9 Science Teacher (5 years)
 * Teaching Experience**: K-6 Teacher (15 years)


 * Expertise Areas**: gardening, traveling, and building relationships

__**Ideas / Notes**__ 2/7/12

What is literacy? What does it mean to be literate?
 * Understanding the process of reading and writing
 * Developing and improving the skill of reading and writing
 * Telling a story
 * Expression of Self
 * Putting thoughts and ideas on paper
 * Having the ability to read and write
 * Understanding of someone else's writing

What are new literacies?
 * Telling a story through technology
 * Using technology to enhance reading and writing
 * Putting thoughts and ideas on paper/ with pictures / with technology
 * Thinking and producing globally
 * Inspiring new technology
 * Emerging ways to understand literacy
 * Multiple and Complex

__**Incorporation of technology and lessons being talk**__ Wordlewords Tagxedowords and create shape xtranormaluse text to speak TPACK

__**Principles**__ Broadened Definitions & Descriptions in 21st Century Process Matters Power of Peers, Collaboration & Learning as Social Activity Meeting Needs of Individual Students Paramount Energizing Experiences Generate Literacy Literature Reflects and Expands Life Language, Life, & G.U.M. Have an Interactive Connection Genuine Inquiry Serves to Question & Learn Technology/Technologies and the 21st Century

__**Influence of the "Big 5"**__

Phonemic Awareness---Word identification Phonics Fluency Vocabulary Text Comprehension

There could be a danger when you isolate any aspects. IRL- Instructional Reading Level The myth of grade level material---you have to meet a child at the level they are at / ie. 2nd grade levelneed 2nd grade level materials The power of the teacher > power of method/curriculum

Sight (Automatic Recognition) / Phonics / Structural Analyze / Context
 * Word/Reading Strategies**when learning words
 * Putting it all together: Cross-Checking and Monitoring

Definition is about Sounds--
 * Phonological Awareness**: __**Auditory**__/ Awareness of parts of language ---Words are words / chunks in words / individual sounds in words
 * Alphabetic Principle -** Awareness that letters stand for sounds


 * BICS**- Basic Interpersonal Communication Skills (everyday languageeveryday conservation)
 * CALP**- Cognitive Academic Language Proficiency (based on content---depends on subject area)

Assessed is important & controversial - Rate (Speed) & Prosody-(-Music of Language) When is the "critical period" for fluency?
 * Issues w/ Fluency**

Designed to increase fluency & reading rate Repeated Readings Phrasing Practice Remember...familiar re-reads / use books w/ dialogue and repeated lines/ Reader's Theater / move them down to easier text levels/ there is such a thing as too fast....
 * Reading for Fluency**


 * Comprehension**

So comprehension isn't just "getting the author's meaning" Comprehension is - Meaning constructing - What you already know - what an author supplies - interaction (between & among) Thinking & Manipulating thoughts - reasoning - interpreting and evaluating Response is bringing your own personal meanings

2/7/12 Wrap-Up Take-aways -viewing "new" literacy in a way to implement more meaning of literacy in the school --there is such a thing as too fast---in fluency

Big Ideas-All principles are important to implement successful literacy programs in our schools -the "big 5" -the important concept that must be used together to achieve better results

Questions-What is TPACK? --How can literacy be more successful in our schools?

__**Ideas / Notes**__ __**2/8/12**__

There is constant research that supports new information about literacy. I thought I knew something about literacy, but it is eye-wakening that I really don't know as much as I should know However, I am excited about always looking at more information about the best practice for success in reading.
 * __Reflection:__**

Students who struggle with comprehension often seem not to....develop comprehension.
 * __Factors Related to Poor Comprehension__**

__**Children Learn By:**__
 * Relating new information to old
 * Making lessons personally meaningful, or real
 * Being actively involved in the learning process
 * Using concrete manipulatives
 * Using strategies to solve problems and organize information

__**Research-Based Comprehension Strategies**__ Good Readers:
 * Search for connections between what they know and new textual information
 * Ask questions of themselves
 * Draw inferences during and after reading
 * Visualize and create images
 * Monitor the adequacy of their understanding
 * Repair faulty comprehension
 * Synthesize information within and across texts
 * Distinquish important form less important information

__**RW Structure**__
 * Mini-lesson
 * Eye-to-eye
 * Time to practice
 * Optional small group lessons
 * Individual conferences
 * Sharing (how did this help you as a reader)

//Schema- a representation of a plan or theory in the form of an outline//

//Children's Literature//

Audience: birth to 14 Books about children (To Kill a Mockingbird) Books for children(Where the Wild Things are, Harry Potter, The Hobbit) What's appropriate for children? Limits---Experience and understanding

Information about Reading Programs:.... __Reading 1st Program__research says that students were not affected / w/ comprehension __AR__ research is mixedanything that puts kids in books (positive) -- (negative)How much time is taken up w/quizzes? How many children think that it is to structured? & they don't always want to take a test for all reading text--- __Plan for School Reading__(School Mascot used (frogs)ie.-begin as tadpoles--students keep up w/ minutes of reading & as students read they move & grow into frogs---big celebration for everyonesponsored by PTArecognition for frogs __Daily Cafe__ __Scholastic Reading Counts__--leveled w/ Lexile like AR __Daily "5" Literacy Block__---Whole GroupStudent Independent (student's choose)-Whole Group---Student Independent (student's choose)--__Whole Group__etc. (2 hr. 30 min)

__**The Reading Process**__ //__"All that kids read and write helps them to read and write"__//

__Three Interactive Elements of Reading__ (McRel) (1) Reader Role-Access Prior Knowledge (KWL)---Monitor/Control Mental Evaluation (Self-evaluation) (2) Climate---/ ContextPurpose for reading---the environment in which reading occurs / physical & affective conditions/ important implication for the classroom -acceptance / safety / confidence / sees value in learning / feels competent (3) Text Features Text structure-(and style)--narrative / informational--text organization & text presentation--text coherence-audience appropriateness---Vocabulary

Strategies: Reflective Questioning / Reflective Conservation/ Strategic Teaching / Discussion / Reflective Writing

__Allington's 6 T's of Effective Literacy Instruction__
 * Time---50% of time students "doing" reading & writing
 * Texts---rich supply & variety of books provided "appropriate complexity"---students can successfully read & some to challenge as well
 * Teaching"active instruction"---modeling & demonstration of the useful strategies good readers employ rather than the worksheet or commerical package approach
 * Talkfostering much more student talk, bot theacher/ student and student/student---problem-posing, problem-solving, talk related to topics
 * Tasks-more substantive & challenging requires more self-regulation than work has beeen commonly observed,"managed choice" for students
 * Testing-exemplary teachers evaluated student work and awarded grades based more on effort and improvement rather than just achievement

Inference: The ability to connect what is in the text to what is in the mind/ Knowledge based on prior experience/


 * Activities using a variety of text---comics, checks, license plates, wordle, video clip w/ words