There are three main types of assessments: summative, formative, and performance-based.  Summative assessments measure a student's cummulative knowledge and are usually given at the end of a grading period (semester or year).  They include state-assessments, end-of-unit tests, and benchmark tests given by a school district.  Formative assessments occur throughout the year every day and inform instruction.  Examples of formative assessments include observation, asking questions geared toward a variety of multiple inteliigences, and miscue analysis and running records in reading.  Performance-based assessments must fairly evaluate tasks that the teacher has prepared for students to complete.  Students must be able to synthesize their knowledge and apply it to the task.  Examples of tasks are projects and presentations, science experiements, technology-based projects like creating a powerpoint or glogs, and using rulers, scales, graphs and charts to solve problems.  Rubrics can measure performance-based assessments.  Portfolios are another way to document a student's growth (working portfolio), or show the student's best work (showcase portfolio). 
Progress monitoring is important because it is proof of whether a student is learning or not.  The teacher can look at a student's collected data (tests, assignments, portfolios) and determine what areas need imporvement.  Then, the teacher and student work together to create specific goals to help the student learn what he/she needs to improve upon.  Progress monitoring is the only way to know if what you are teaching is connecting with the student and if the student can demonstrate knowledge of the subject or if he/she needs intervention.  The tiered system of intervention is a support system built into the schools to help students who are struggling in a certain area get extra help.  This is a preventative system, and it catches students who might otherwise slip through the cracks.

Cooperative Learning can be a beneficial structure in my classroom because it focuses on students working together, not in competition with each other.  This opens friendships and gives a feeling of support and trust in the classroom.  Also, every student will particpate in the discussions and activities more equally, instead of just a few students dominating the conversation/activity. 
I think seating students in mixed-ability groups (1 high, 2 average, one low) at a table would be beneficial because some of the higher-achieving students can help the lower-achieving students understand the concepts.  I think using the RoundRobin technique of having the students take turns talking and contributing to the conversation in their group is beneficial because it is a structure which expects that all students will contribute.  The RoundTable technique is also a good way for students to share their ideas on paper instead of verbally.  They add their ideas to a piece of paper which they pass around the table.  Talking Chips is another good technique.  Each student has a finite number of chips and he/she must give a chip each time he/she talks.  This encourages students to think before they speak and realize if they are dominating the conversation.  Inside/Outside Circle is a good way to get students out of their seats and interacting with all the others in the classroom.  They shift spots and share something (whatever the teacher assigns to share at that moment) with many others. 

As an educator, it is important to be knowledgeable about and have strong ethics.  There will be many occassions when I will have to make difficult decisions, and my character will be tested, and it is extremely important for me to make fair decisions, be honest, and always try to do the right thing.  After all, I will be the role-model for many students, and it is my responsibility to them to be an ethical person.  Being an ethical person means "doing the right thing, even when no one is looking."  I strive to follow this every day!

Chapter 11 describes how to teach decoding, vocabulary, and fluency.  Decoding is the foundation of all comprehension.  It is really important that teachers of all subjects correct students when they mis-read words so they will get the correct information from the text.  Once they have that, they will be able to form a cohesive whole.  Try to make your comments as succinct as possible; every extra word wastes time.  "Punch the error" (emphasizing the word to beg a correction); "Mark the Spot" (rereading the three or four words before the misread word and intending the student to finish); "Name the Sound" reminds students of what specific sounds vowels, consonants, or chunks make and any rules that may apply to that sound.  "Chunk It" means breaking down a word into parts by either taking off the prefix or suffix or finding the root word.  "Speed the Exceptions" means correcting quickly those words that are exceptions to the rule by telling students those words don't follow the rules so we will just have to remember them.  These words may also be added to an ongoing sight word list.
Vocabulary development takes place when the student hears a word multiple times and in different contexts.  Make sure they know the correct pronunciation, otherwise they will have to work harder later to correct it.  Compare words so students can discern the different shades of meaning between synonyms.  Ask students to identify a word's part of speech, change it to past tense, find the root word, and use pictures to describe the word. 
Fluency is best taught by example.  Read with expression and plan to play audio books and bring in guests to read to the students so they hear a variety of voices.  Identify the emotions behind the words so students can focus on making their voices sound more expressive.  Ask students to emphasize two or three important words in a sentence to add meaning to it.  Most importantly, have students practice what they have just learned.  This allows them to improve and ingrain new habits.

Chapter Ten, "How All Teachers Can (and Must) be Reading Teachers," states what an important tool reading is for students to become well-educated and shows how teachers can foster that skill in students.  First, teachers must get back to the basics of reading.  Sometimes they go over the students' heads with analyzing texts and intrepreting texts with no thought to how to teach the actual process of reading the words.  Many of the greatest thinkers were self-educated and learned much of what they knew from books.
It is important to give students time to read in school and make sure that it is meaningful reading. 
An easy, quick tip is to not tell the students how much they will be reading out loud (by saying, "Amy, please read the next paragraph.")  Instead, say, "Amy, please pick up where John left off."  This helps make the other students follow along if they don't know when they will be called upon to read the next part.  This also allows you to cut short a student who is struggling so much with the reading that the rest of the class is losing the gist of the reading.
Bridging is also a good technique for keeping the reading moving along.  In it, a student reads about four lines, the teacher reads two, then passes it off to another student.  Interspersing the teacher into the reading helps keep comprehension alive with added expression and serves as a model.  Using another technique, the "Oral Cloze," is a simple way to leave out the final word or two of a phrase in the text and have the students fill it in.  This helps prove they are following along.  Another effective technique when discussing a passage is to tell the students to "Hold your place" by putting a finger where they left off, closing the book, and tracking the speaker.  When they are finished discussing, they can quickly open to where their finger is and start reading.
I plan to use all these techniques in my classroom and hopefully come up with even more.  Reading is such an important skill to teach!

Chapter Nine of Lemov's book gives ways to challege students to think critically.  The first way is to ask them questions, but not just any questions: carefully planned questions.  The order in which you ask questions should guide students from a basic knowledge of the material to more complex understanding.  The reason you ask questions also varies, depending on what you want to acccomplish.  You can use "Stretch It" to "push students when they've answered correctly" (Lemov 237); "Ratio" to hand over the responsiblity of doing academic work to the students; "Break It Down" to correct student errors; and "Check for Understanding" to "strategically test for understanding (Lemov 237). 

Ask only one question at a time becuase this focuses attention on only one aspect of the topic.  Asking more than one quesiton will either cause confusion or gloss over one of the questions and make students think you didn't plan your questions very carefully. 

You should also plan to ask questions from simple to complex.  Start with the concrete and move toward the abstract and to think more deeply and broadly.  Start with questioning the students about facts, then move on to prioritizing that information, then apply their knowledge to comparing and contrasting more broadly. 

You should expect students to answer a lot of your questions right, but if they are answering all of your questions correctly you are not asking hard enough questions.  On the other hand, if they are not answering about two out of three questions correctly, you are not teaching the material effectively and need to back up.

Chapter Eight of Lemov's book had some great ideas for improving the rhythm of pacing in the classroom.  He suggests changing the format of the lesson rather than the topic.  The pace of the lesson should change every ten minutes (or the student's age plus two) to keep the student's interested.  The students need "reference points" to help them feel the lesson is moving forward.  Some examples of reference points are verbal signals to start and end an activity, such as, "Here we go!" and "Stop!"  Other reference points can be an written agenda on the board so students know what to expect.  Another technique to use in class is to alternate passive activities, such as reading and writing with active activities such as kinesthetic activities and singing.   
 
By "brightening the lines" between activities, the stuents feel more breaks and don't get as easily bored with the lesson.  Use exact odd minutes to show the students you are serious about the clock and the time spent.  This immediately focuses the student on a tangible goal this will be finite.  

After reading this chapter, I taught my second lesson in the third grade at Francis Willard.  I used the countdown technique to focus the group and gain their attention.  It worked marvelously!  I also drew "bright lines" between the activities by signally verbally when we would start and end.  I also alternated between passive and active activities.  For instance, we started out by finding some text features, then "cold calling" reading some of the chapter.  Then, I taught them a rap about animals, and we wrote on a graphic organizer.  We ended by playing some matching games in small groups, having to do with animal features.
 
I think varying the pace is a very important way to keep students actively engaged in the classroom.  

3.  What is your opinion of requiring students to read out loud in front of peers?
I think it is good practice to encourage all students to read out loud in class.  However, if I find that a particular student is having difficulty and is embarrassed to read, I will have a private conference with him/her to discuss his/her feelings about public reading and to make some reading goals together.  If the student is adversely affected by being asked to read out loud in class, I may stop these requests for a time until the student has gained confidence.  I will have the student record him/herself reading or read privately to me so I can assess his/her progress and so the student feels responsible and able to learn this skill.

4. How can we use music and art to enhance reading for students?
Music can be used to signal transitions in the classroom, energize the students when they need a quick brain boost, and to introduce or complement a concept being taught.  Students remember songs about math, science, and social studies far longer and more effectively than they would if they only learned about these subjects through lecture and worksheets alone.  Some students prefer to have classical music (no words) playing while they read.  Studies have shown this increases concentration.
Art can be incorporated into reading by having the students draw pictures of the plot of a story or draw a diagram of something they are studying in science.  Students can be inspired to write poems and stories, using great works of art as starting points.  For early primary grades, students can mold letters out of play-dough or clay, write in sand, and create collages of pictures that all start with the same letter.  The possiblilities are endless!

5. Make a short list of what you want your students to do or think about when you use "Wait Time."  Write yourself two or three five-second scripts that you can practice and use while teaching to reinforce effective academic behaviors and discipline yourself to wait.

I want students to:
    1. Think about the question longer and more deeply.
    2. Think about connections to another topic.
    3. Consider why their answer is correct; be able to justify it.
    4. Try harder and longer to think of the correct answer.
    5. Feel comfortable and not stressed out if they are a slow-processor.
    6. Allow shy and/or intimidated students the opportunity to think of an answer and share it.

"I am going to give everyone extra time to think about this question because I want you to think about different possible answers before you speak."

"I will take hands after ten seconds of think time."

"I would like you to write down some ideas before I call on someone to answer."  

4. What factors, other than lighting, can have a significant effect on student achievement and test scores?
Other factors that can significantly affect student achievement and test scores are having a room with a view of natural scenery, eating healthy foods and avoiding high-fructose corn syrup, and getting exercise.  Not all classrooms with have a room with a view, so teachers can put up posters of mountains and fields of lush, green grass with flowers to compensate.  Teachers can also limit sugary snacks and incorporate "brain breaks" by getting students active in the classroom.  People who exercise stimulate blood flow to the brain and can think more clearly than people who don't.  What an easy way to get students to learn more effectively!