Posts Tagged 'Hartman Literacy and Learning Center'

Dreaming of Summer Reading


The 2017 “Dwyane Wade ‘Live to Dream’ Summer Reading Program” in the Hartman Literacy and Learning Center wrapped up its third session just last week! Over the course of five weeks, 52 students from Bruce Guadalupe Community School, St. Anthony School, Christ St. Peter Lutheran School, Highland Community School, Immanuel Lutheran School, and St. Thomas Aquinas Academy came to the College of Education for instruction in reading and writing.

Children were taught by recent Education alumni (also known as Wade Coaches): Gillian Armstrong, Allie Donnici, Juliena Herriz, Lexie Liber, Katherine Mullahy, Gabby Park, Zachery Richards, Clarissa Shields, Alicia Siggens, Taylor M. Smith, Kimberly Vogler, and Emily Wulfkuhle. Sessions were held Monday through Thursday. While the children were given 60 hours of instruction by our Wade Coaches, the teachers also received 40 hours of professional development by the Director of the Hartman Center, Dr. Kathleen Clark, and local teachers with expertise in reading and writing.

One of these professional learning topics was using data to inform instruction for reading comprehension. Rigorous goals were set while daily data was collected and graphed using a digital data wall. Carolyn Curley (Grad ‘12) oversaw this portion. Professional development around writing was facilitated by Christine Reinders (Grad ‘11). Throughout the summer, educators participated in ongoing professional learning (PL) in the area of writing.

Designed to grow educators’ knowledge of Writing Workshop, the group worked on a curricular narrative writing unit titled, Small Moments. The Wade Coaches spent time learning the “why” behind each component of a writing workshop and developed an in-depth understanding of the curriculum. Additionally, educators spent ample time analyzing student writing and developing targeted teaching points to touch upon during the daily conferring process. By identifying various craft techniques utilized in high quality children’s literature and designing lessons to help students develop the same writing moves in their own work, the educators honed their teaching skills. As a result, these twelve teachers will head back into the academic year with new tools in their arsenals.

All of the Wade Coaches were supervised by a member of the Professional Development team (including Clark, Curley, Reinders, Kristin Koepke (Ed ‘99), Ali Fregoso (Ed ‘95), and Kathleen O’Dell.


Want to learn more about the work of the Hartman Center? Visit the College of Education for more information about our academic year programming and the Dwyane Wade Live to Dream Summer Reading Program!

Week One “The more you read … The more you achieve”

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By Charlotte Adnams 
Sixty 2nd and 3rd grade students trickled into the Hartman Center Monday morning fresh-eyed and excited for the start of the Dwyane Wade LIVE TO DREAM: Summer Reading Program, the program’s second year at Marquette. The morning started with the students hearing from a special guest, Tragil Wade, the Director of the Wade’s World Foundation and Dwyane Wade’s sister. The students gathered in a cluster on the floor listening to Ms. Wade encourage and emphasize to the young learners the value of reading. Though he was not able to physically join the students, Dwyane Wade supported the students via video expressing his passion for reading and his encouragement for them as they begin the summer reading program.
The 12 “Wade Coaches,” graduated and current Marquette Education students, spent the first week getting to know their students and doing several pretests as a way of gauging where the students are to help them excel in these next few weeks. Each mini-classroom is adorned with its own theme, providing a comfortable and encouraging space for the students to learn, along with the over-arching theme of the program, the “Reading Olympics.”

Throughout the day students have recess, snack, and lunch breaks so they can get all of their wiggles and soccer moves out. This new addition of the morning snack and lunch program is funded by the Summer Food Service Program.

There are many fun things ahead for these 60 students as they embark on their journey of enhancing their reading and writing skills, this first week was only the start!

The Most Terrifying Question I Have Ever Asked in a Classroom

Introduction: As a brief aside, attending Marquette’s College of Education was an invaluable experience. I could go on about the specific aspects that have served me most; simply put, I appreciate Marquette for the professional problems that I have not had to deal with. I have hosted several field students from various local colleges and universities. Marquette’s field students have been most prepared to positively impact student learning. I am thankful for that, and for the opportunity to share a little about the greatest unforeseen gift Marquette has given me: my (now) fianceé Jamie.

As teachers, I know you’re pressed for time and being pulled in a million directions at once, so to save time I thought about describing the proposal in a format familiar to us all.

Marquette University Lesson  (Proposal) Plan Template
The Most Terrifying Question I’ve Ever Asked In a Classroom
02/22/15

 

Yes or No- That is the Question                                       Subject/Grade Level/Lesson Duration

Section A. Lesson Preparation

Rationale – Why is it important for students to learn the content of the lesson?
This question assumes the reader has any vested interest in the story that follows.

Description of Learners – What factors must be considered in order to accommodate the diversity of learners in your class?

1. What are your girlfriend’s developmental skills? (Cognitive? Physical? Social? Emotional? Motivational?)
Jamie is kind, light-hearted, thoughtful, and sentimental. To know Jamie is to know care, compassion, and the consideration of others. She embodies Marquette’s identity of Cura Personalis, care for the whole person—towards me, her family, and especially her students.

2.How can the personal/cultural/community skills of your girlfriend be utilized in this lesson?
Although Jamie is a math teacher, she is also somewhat of a natural historian. I’m not sure whether it is innate sentimentality or just the need to photographically document her life, but Jamie is an ardent supporter of the ‘photo collage.’  As such, it will be important to incorporate elements of this asset into a marriage proposal.
I’m not kidding. She must have been responsible for half of Kodak’s revenue prior to acquiring a digital camera.

  1. What prior knowledge, skills, and understanding must I have in order to successfully engage in this lesson?
    Prior Knowledge– Jamie is the youngest of eight. It is a big Brady Bunch sort of family and spread out from the South Side of Chicago to Sarasota, and everywhere in between. Mine is almost entirely concentrated in the New York metropolitan area. She often laments about the inability to see our families as regularly as she would like. I knew that key elements of a proposal would somehow involve incorporating as much of our families as possible.
    Skills– Jamie has an uncanny ability to recall specific conversations and details from the past.  I knew that the proposal would need to involve her desire to revisit special moments in her life.
  1. What preconceptions/misconceptions/misunderstandings/errors might Jamie have about the concepts in this lesson?
    Jamie is a very perceptive and inquisitive person by nature. To avoid an error in execution, it is essential to maintain a level of secrecy once I acquire the ring.
    I think that she knew I had bought the ring, so I employed the skill of her friends to mislead her. Additionally, I intentionally waited until the week after Valentine’s Day. I knew that she thought that if I hadn’t proposed on Valentine’s Day, then it wasn’t going to happen for a while. This would buy me some time.

Objectives/Learner Outcomes and Assessments (formal and informal)

  1. List the measurable learning outcomes (knowledge, skills, dispositions) that Jamie is expected to demonstrate as a result of the lesson?

A. Jamie will follow the guided clues to lead her on a scavenger hunt to some of her favorite places.
B. Jamie will ultimately arrive in the Hartman Literacy and Learning Center at Marquette University and view the proposal video.
C. Jamie will accept my proposal for marriage.

  1. For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of your learning outcomes? (Give a brief description).
    A. Jamie will follow the coded directions on four cards that will lead her to three locations, which will serve as three formative assessments. The first location is her favorite restaurant for breakfast with her mom. The manager will give her the next card. The second location is a nail salon. Her technician will give her the next card. The final location is Marquette’s College of Education. The formative assessments will be verified by Jamie’s arrival at each respective location.
    The difficulty of writing these, like any assessment, was finding the appropriate level of rigor while still allowing for learners (Jamie) to succeed. I had not initially planned on sending Jamie to have her nails done (I was thinking paid shopping spree at Nike instead), but one her friends quite astutely pointed out that if I was giving her a ring, I had better make sure her nails looked the part for pictures. Thanks, Sam.
    B. Jamie will arrive in the Hartman Center at Marquette. I knew Jamie had spent considerable time there working with the students, and since we were both Education majors, it made sense for her summative assessment to take place here.
    This would not have been made possible without the direct and willing assistance of Tina McNamara. Not only is she an exceptional advisor, but also one of my favorite St. Thomas More parents. Thank you Tina for your help and for navigating me back on to a successful academic track during my freshman year.
    C. Jamie will accept my marriage proposal.
    Assessing this was quite obvious. I was fairly certain of the outcome, but I’d imagine that everyone still has that fleeting moment of doubt. Also, my father had secretly flown in from New York for the day, so it would have made for an awkward moment at the ‘Arrivals Terminal’ had she turned me down.

Standards Addressed – What Core State Standards (English/Language Arts, Math, Disciplinary Literacy) or Wisconsin model academic standards (Science, Social Studies, Foreign Language) are specifically addressed in the lesson? Please list the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part(s).

CCSS.ELA-LITERACY.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
I definitely had to look this up. Nevertheless, Jamie would need this skill to decipher my attempt at clues leading her to the next location.

Materials/Resources/Technology – List all materials/resources/technology needed to support instructional procedures in this lesson.

  1. Computer to play my video: I was able to set up my laptop on a table in the Hartman Center.
  1. Proposal Video: This was definitely the most time consuming. For months leading up to the proposal, I had to sneak around and meet with her family/friends to film them for the video. Ideally, I was looking for words of congratulations, advice for the future, or fond memories of Jamie and me. Some people proved too inaccessible to reach first hand (Alaska and Washington D.C.), but they were more than willing to send me a video. The group below details the full checklist that I had:
  • 3 Brothers (Chicago, Chicago, Madison)
  • 3 Sisters (Waukesha, Brookfield, Chicago)
  • 2 Nephews (Waukesha, Chicago)
  • 2 Nieces (Chicago)
  • 2 Aunts (Sarasota, Chicago)
  • 1 Uncle (Chicago)
  • 4 Former Daycare Parents/Children (Brookfield)
  • 9 Friends (Waukesha, Washington D.C., Alaska, Waukegan, Milwaukee, Milwaukee, New Berlin, Gurnee)
  • 5 “Moms”- Told you it was like the Brady Bunch (Gurnee, Brookfield, Chicago, Queens-NY)
  • 2 Fathers- (Brookfield, Queens-NY)
  1. Ring: I must have checked my pocket 100 times that morning.
  1. Future Mother-in-law: Needed to block a tour of prospective students from entering the Hartman Center while I was on a knee, mid-proposal. Yes. That happened.

Section B: Content/Procedures/Sequence (Include estimated time for each activity)

Content outline

1. Introduction: Flowers with first clue
2. First Stop: Breakfast with her mother
3. Second Stop: Nail Salon
4. Last Stop: MU Hartman Center
5. Closure: Proposal

Instructional strategies/learning tasks/sequence of activities (include what you and the students will be doing that supports diverse student needs)
1. Jamie and I had plans to see each other the day before. I was not thinking and had already picked up the flowers that morning from the florist, so they were sitting on my kitchen table. When she came over, I needed to hide them in a hurry. I would like to take this opportunity to thank the good people at Maytag for engineering a dryer large enough to hold an entire floral arrangement.

Section C: Closure

Summary of lesson – How will you bring the lesson to a close? (One-two statements that you will say at the end of the lesson)

Statement One: “Will you marry me?”
Jamie’s response: “It’s a princess cut!” followed immediately by, “DUH!”
Statement Two: “Now what?”
Her sister’s had planned a party at her parent’s house in Brookfield.

Assignment – What independent work will be assigned?
The next step is the planning process.
I will save that for another day, but let me just briefly mention that I have since learned there are more than thirty ways to fold and place a napkins on plates. Who knew?

Section D: Self-Assessment and Reflection (To be completed only if and after you teach the lesson)

  1. Was the lesson successful? What DATA or EVIDENCE support your conclusions?

Gleeson Picture

 

Kevin Gleeson (Class of 2011) is the Social Science Department Chair at St. Thomas More High School on Milwaukee’s South Side.

Take-Aways from My Summer at the Hartman Center

zZfZWEIFt3OgDFsZuozBA0MJYd9BleSIDMJLPr3_QVU,6hdR0P8saxgOJ_R4juSoFGpeLEXcrYJihz99Kvaiu0A,Cc5P0-eE6owQQjT6zTh4Ej4jU3PxaU40mlHhUm09GAk,cBst4vJdvs4-iXcM6bXkiu5mO-C6fyWDTGWiFCRx9_s,lQTZCuHHbQHjMVxoHoJ3M0vfkInwGujO-wBDg-mXX4IBy Lily Vartanian – Now that the “Live to Dream” Hartman Center program has ended, I enlisted the help of my fellow Wade Coaches to reflect on some of the things we learned both individually as teachers and as a group this summer.

Personally, I feel as though I have grown in many ways this summer. I felt more equipped to handle a classroom, especially when approaching both learning and behavior issues, after a semester of student teaching. In my previous experience working at the Hartman Center, I had completed my final semester and took the Reading Three course in the fall of 2014, but had not yet student taught. Using what I learned in student teaching this summer at the Hartman center made my classroom a lot more efficient and differentiated than the previous semester.

Additionally, this summer taught me a lot about young readers. I was a student teacher in fifth grade, and my previous Hartman classroom had fourth graders, so the last time I had truly worked with beginning readers was in the Fall of 2013 during my first Reading course at Marquette. This was something that was an adjustment for me, as I had to review the processes of Core and Key words and teaching blending and segmenting, in addition to putting myself in the mindset of teaching second and third graders rather than fourth and fifth graders. I am grateful for the opportunity, however, as I will be teaching third graders this fall!

Wade Coach Julia Fornetti observed the confidence in both her students as well as the Wade Readers overall within the six week program. Most of our Wade Readers made gains in reading and confidence, and none regressed in their learning which was huge for some of these struggling readers. As summer is a time when students lose information and skills gained during the school year, this was a great accomplishment. As Ms. Fornetti observed and noted, “This summer really showed that everyone has an innate desire to be able to read fluently. When we provide students with the proper learning environment paired with the right amount of support, they begin to see themselves as the readers they’ve been striving for without realizing it.”

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Wade Coach Emily Wulfkuhle had similar notions regarding her learners. She found that, “Kids are excited about reading if they have a mentor that stresses the importance of reading, and praises even the smallest reading victories, which may be great accomplishments to the reader themselves.” Ms. Wulfkuhle, when reflecting on herself as a learner, found that she knew more about reading interventions than she gave herself credit for and became more confident using RTI (Response to Intervention).

Overall, the Wade Coaches did an excellent job supporting each other as well as their Wade Readers this summer. We drew on our students’ abilities as well as the data to help drive our instruction, while focusing on the areas of need for each Wade Reader. Additionally, our experiences gained during our student teaching semesters exposed each of us to a wide variety of instructional and behavioral strategies we could implement this summer.

The summer has gone so quickly, and I am sad to say that my time as a Wade Coach has come to an end! I am grateful and thankful for not only the opportunity to have been a Wade Coach this summer, but also for the chance to share my ideas, experiences, and students’ progress as a summer blogger. I am off to begin my first year teaching third grade, with the new school year just around the corner!

The Last Days of Living the Dream

1MdTAzair-EiAClNV9B8Hb5NtLOlpbAFUVGmqKIgbY0,UZNAaqf_rsoR19Knfse5vWjAoFi-lFHN27u-QHsGfHw,iAzOYSVQ33dBKfjG1sO_zpc4cIIz1RQjU5w-QiEd-OY,MEXR7fjN6qrU_9PydwHuRu68KnqMV2_CojqShk1gtW0By Lily Vartanian – The last days of the “Live to Dream” summer program were filled with fun and learning, as a way to wrap up our six weeks together. These last few weeks, assessing students’ progress was essential, as their growth was vital to our intervention-based teaching and goal of the program!

To measure the Wade Readers’ progress from start to finish, we assessed students using the Gates-MacGinitie test. These tests, which are leveled based on the reader, help measure both comprehension as well as reading achievement in word and sound recognition for the Wade Readers. We administered these tests during both the first and second-to-last weeks to help gauge where the students were in the beginning of the summer program as well as how much progress they had made.

Because this information was vital to both the program’s success as well as for our readers, we had to ensure that the tests were completed both pre-program and post-program for each student. As with any standardized testing, this always proves to be a challenge, with attendance and time as variables we needed to work with. As a way to incentivize the testing, which took between two and three days at 30-40 minutes per day, we decided to have the Wade Readers work towards an ice cream treat goal.

Each day the Wade Readers completed their Gates test, working hard and concentrating to give their best answers, they would earn an ingredient for an ice cream sundae. The first day, students could earn one scoop. The second, one topping on their ice cream, and the third day they could earn a second topping. Although each reader would get ice cream regardless at the end of the week, this was a way to hold them accountable and keep them motivated to work hard throughout the week.

Overall, this incentive worked well! We were successful at not only completing each student’s testing, but they also showed improvements, which was our overall goal as Wade Coaches. The student enjoyed their ice cream and worked hard to reach both their goal of finishing the tests and getting their ice cream sundae!

Our last day of the program was bittersweet, as both the Wade Readers and Coaches were sad to say goodbye to each other after our time together this summer. My Wade Readers wrote me kind messages on the chalkboard, enacted and read one of their favorite stories from the summer, and enjoyed popsicles with Ms. Werner’s class. I will miss my Wade Readers as I transition into my own third grade classroom for the fall, but I am both proud of them and grateful for the time we were able to spend together!

With the summer winding down and the final day of the “Live to Dream” program completed, stay posted for my final entry of the summer with more reflections and takeaways from this exciting time at Marquette!

Dwyane Wade Pays a Visit to the Hartman Center

Group Shot from Dwyane Wade VisitBy Lily Vartanian – On July 10, the Wade Readers were treated to a very exciting surprise— a visit from Mr. Dwyane Wade himself!

Our summer of learning with the possibility that Mr. Wade would visit was made a reality. The Wade Readers were very excited for the special day that was planned.

We began our day as we would any normal day of the “Live to Dream” program— bathroom breaks, morning work and reading, and snack. Although some of the children knew Mr. Wade would be visiting, there was still anticipation and excitement as news crews and University Advancement staff members gathered in the Hartman Center.

Mr. Dagget

Around 9:45, we gathered as a group in the main area of the Hartman Center. Mr. Daggett and Ms. Dillon, our “hosts” for the event and fellow Wade Coaches, gathered the group by practicing applause and getting the students ready to sit quietly. Mr. Daggett read a story to the Wade Readers, which kept them occupied as we waited for Mr. Wade’s entrance.

When Mr. Wade arrived, the students applauded and chanted “We are Marquette” to welcome him to the Hartman Center. After greeting the readers and getting seated, Mr. Wade had the opportunity to read to the students a story called “Stevie,” asking comprehension questions as he read. The Wade Readers were engaged and enjoyed listening to Mr. Wade narrate the story.

Story time

Following the story, each classroom had the chance to ask Mr. Wade one question, which turned out to be a very fun and exciting moment for them. For instance, my student, Oscar, was called up by Mr. Wade to show off his cool hairstyle, which was a great moment for my otherwise shy Oscar! Ms. Lewandowski’s student, Dwayne, also enjoyed Mr. Wade’s acknowledgement that they shared the same name, despite joking about the spelling difference.

Later on, we unveiled our gift to Mr. Wade and his sister, Ms. Tragil Wade: a canvas with each student’s handprint. Mr. Wade and Ms. Wade were given the opportunity to also place their handprints alongside the students’ on the canvas. After a group picture altogether in front of the new artwork, we returned to our classrooms to prepare for the afternoon.

Hand printAlthough our days during the “Live to Dream” program usually only run from 9:00 to 11:00 in the morning, this day was extended until 1:30 for the students. We had planned stations and games for the students outside, each of which was run by a University Advancement volunteer. Games such as water balloon toss, pillow-sack races, and wheel-barrow races made for great fun for the Wade Readers. Not only did the readers have the chance to be active outdoors, but Mr. Wade joined them during their rotations!

Balloon Toss

To finish off our busy morning, we gathered in the central mall of campus for a special lunch, joined by Mr. Wade and Ms. Wade, as well as Dr. Lovell. The readers were excited to see that many of their principals and administrative members also were able to join us for the luncheon. Our Wade Readers had a very exciting day and were each on their best behavior throughout the course of the extended day.

Now these past few weeks – having been treated to an appearance by Mr. Wade himself in the “Live to Dream” program – the Wade Readers ask when he will be back to visit. It was certainly an exciting moment not only for each of them and for us Wade Coaches, but also for Marquette to have the former student and now famous NBA player back on campus.

As our last days in the Hartman Center’s “Live to Dream” program approach, look back at my blog for more updates on the end of our time together to follow!

Wade Coach

A Typical Day in the “Live the Dream” Program

Vartanian, LilyBy Lily Vartanian – We are halfway through our summer as Wade Coaches within the Hartman Center’s “Live the Dream” reading program.

While the summer is flying by, we have finally begun to establish daily routines and learning opportunities that we create for our Wade Readers each day in our classrooms. To understand a bit more about what goes on each day in our Hartman Center classrooms, I have included a description of a typical day and schedule during the “Live the Dream” program.

In the mornings, the students arrive at 9:00, usually beginning their day with morning work, which consists of re-reading previous texts, new texts, or writing. While the other students complete their morning work, one student in the classroom each day will read a story or passage while I take a Running Record, which records their accuracy and comprehension given a specific text. This helps evaluate students’ progress, and allows us as Wade Coaches to see where each student may need more individual support or challenge.

Following the morning work, we take a class bathroom break, then officially beginning our morning of learning. Each classroom’s schedule varies depending on the Wade Readers’ age and needs as well as on the day. With my students, we are focusing on specifically building sight-word recognition to aid fluency and comprehension of texts. Therefore, we work with Core and Key words, which are both instructional tools to help build these areas.

We clap, tap, snap, dance, shake and write the spellings of these Core words, which is always fun for my incoming third graders. Their favorite “move” is to disco the Core word as they spell it. For Key words, we work with letter tiles, using a spelling pattern to help decode new words by blending and segmenting. Key words, as my students have learned, “unlock” new words, just like a key unlocks a door.

Group 6_15_15

After word work, we read a guided reading text based on my students’ reading levels. Usually, our reading has a comprehension strategy to work with as well, such as sequencing, which we have worked with recently. The readers need a lot of practice reading and re-reading texts, so we will read our story together, they will read with a partner, by themselves, or we will go to another classroom and they will read to a new partner there. I have found that for rising third graders, keeping a variety of instructional tools and strategies is always helpful, as it is necessary for their engagement in the lessons.

Towards the end of our two hours together, we will build fluency by writing a story as a class. The topic of our story depends on the guided reading text of the day, but the Wade Readers have the freedom to decide what happens in our story, although it usually ends in a silly way. We will once again read and re-read this story we have written, in different voices or taking turns reading different lines or parts.

If time allows, my students also enjoy “making words” using magnet letters and cookie sheets. During this time, I will give the Wade Readers a word or sound, and they need to use their given magnet letters to create the word I am reading to them. Although often a challenge, this benefits my students especially, since they need work with decoding words, and this specifically requires them to blend and segment the sounds they hear.

At the end of our morning together, we take one more class bathroom break, choose books from the Hartman Center library selection to take home to read, and walk as a class to the bus at dismissal at 11:00. Our days go quickly, and the Wade Readers are making great progress and growing in confidence as readers!

More updates on the next three weeks of the “Live the Dream” program to follow!


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