Lauren+Quarles


 * [[image:cued6800-7800/7B36171E-16D5-4004-8B92-D1270435D19C.jpg width="148" height="200"]] ||

=== **Hello! My name is Lauren Quarles, and I teach third grade reading at Clinton Elementary School. This is my fourth year teaching at Clinton Elementary and my second year in third grade. Previously, I taught Pre-K and first grade. I love teaching third grade, because third grade is the year most students transition from "learning to read" to "reading to learn". It's an exciting, challenging year for students, and I enjoy being there to support and encourage them!** === **On a personal note, my first niece was born December 5 (pictured above). I have enjoyed getting to spoil her over winter break. I am married to John, my husband of three years, and he is a teacher in Clinton as well. We have four rescue dogs we enjoy sharing our home with! I'm looking forward to completing the reading specialist program and am excited to see what the future holds!**


 * Clinton Elementary Report Card: [[file:school report card.docx]]**
 * Field Experience Time Log || [[file:CUED Field Experience Time Log.pdf]] ||
 * Classroom Surveys || [[file:Field+Classroom+Surveys.doc]] ||
 * Content Literacy Strategies || [[file:5 Content Literacy Strategies.pdf]] ||


 * PD Agenda || [[file:MG PD Agenda.docx]] ||
 * PD wiki || MG Reports ||


 * Literacy Environment Checklist || [[file:Literacy Environment Checklist.docx]] ||

Literacy Lesson Discussion The teacher evaluated conducted an excellent lesson. There was evidence of extended planning for differentiation, time management, and technology integration. She introduced vocabulary (dictionary, guide words, entry, pronunciation, part of speech) and the lesson objectives in student-friendly words at the beginning of the lesson. Additionally, she modeled frequently for students so they could understand the thought processes behind dictionary use. She used technology to model for students, highlight the parts of a dictionary page and entry, while also matching up the vocabulary words to provide students with a visual representation. Students also had personal dictionaries on their desks which provided a hands-on experience. Though she did not integrate a children's book with the lesson, I believe this lesson was very strong, and I would use it in my own classroom.
 * Literacy Lesson Self Evaluation Checklist || [[file:Literacy Lesson Checklist.pdf]] ||

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 * **Standard** || **Discussion** ||
 * 1. Develop and use pre-reading strategies. || This standard is extremely important, because as students develop as readers, they must understand their purpose for reading prior to examining the text. Additionally, they need to learn the importance of previewing a text (especially a challenging one) prior to reading so they can prepare themselves as readers. Using this standard, students learn how to use picture clues and various text features to help understand the text and locate information. ||
 * 2. Use active comprehension strategies to derive meaning while reading and check for understanding after reading. || Arguably more important than pre-reading strategies are during reading strategies. Students must learn how to think about what they read and practice metacognition in order to fully comprehend a text. This, for most students, is not a behavior they automatically know. Through teacher modeling, think alouds, and explicit strategy teaching, students can learn how to be active readers. ||
 * 3. Introduce informational skills to facilitate learning by using media sources to access information. || In the growing age of digital technology, students' ability to quickly locate information is becoming more important. Book forms of encyclopedias and dictionaries will likely, in the near future, become obsolete. Because of this, the listed standards is of the utmost importance. Though some of our students are still without internet at home, they still need to learn the invaluable skills of navigating the internet to locate information, identify reliable sources, and communicate effectively through print. ||
 * 4. Develop skills to facilitate reading to learn in a variety of content areas. || One of the problems with departmentalizing young students is they compartmentalize classes in their minds. The reading teacher cannot teach social studies or science, and there is no way the math teacher could ever teach reading. I have tried to break this misconception by incorporating all content areas into my reading instruction. Students learn the importance of being able to read a variety of texts and genres, just like they will in real life situations. ||
 * 5. Read independently for a variety of purposes. || I believe students need to learn the importance of reading for different purposes. Prior to third grade (and still in third grade for some), reading is a chore, something they are required to do. When students reach third grade, many of them are realizing they can gain information when they read. I try to teach students the different reasons we read and how they can examine their purpose for reading when they encounter different texts. ||