Reading for MU
D
Directions: Watch the video referenced in this week’s lectures – you’ll need to watch it 3 times. Each time you view the video, complete the indicated portion of the MUD organizer. Reflect on the process you just completed. How can it help students improve text comprehension? How can you improve on this activity? See Appendix for scoring rubric
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M Main Ideas |
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U Understanding (What does the author want me to remember about this?) |
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D
Significant Details |
MUD – Rubric (50 points)
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Criterion |
Advanced – 4 |
Proficient – 3 |
Basic – 2 |
Minimal – 1 |
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MUD Template |
Template completely filled out Multiple entries in each box Entries show depth of thought and significant insight into content (10 pts) |
Template completely filled out Multiple entries in each box Entries show depth of thought and insight into content (8.5 pts) |
Template completely filled out
One or more entries in each box Entries show surface understanding of content (7 pts) |
Template incomplete Or Content very minimal and lacking in depth of comprehension (5.5 pts) |
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Reflection on the Activity |
Reflection on the process is complete and insightful Reflection includes personal insights gained while completing the process (10 pts) |
Reflection on the process is complete and insightful (8.5 pts) |
Reflection on the process is present but minimal (7 pts) |
Little to no reflection (5.5 pts) |
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Improving comprehension |
Discussion on how this process can help students improve comprehension skills is targeted towards specific comprehension strategies and ways to implement the strategy into class instruction (10 pts) |
Discussion on how this process can help students improve comprehension skills is targeted towards specific comprehension
strategies (8.5 pts) |
Discussion is presented but not directed towards specific comprehension strategies or skills. (7 pts) |
Little to no substantive discussion is present. (5.5 pts) |
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Strategies for improvement InTASC 8 CAEP R1.3 |
Suggestions for improvement of process focused on increasing student achievement and effectiveness of instruction; Suggestions are precise and identify specific instructional strategies or techniques (10 pts) |
Suggestions for improvement of process focused on increasing student achievement and effectiveness of instruction (8.5 pts) |
Suggestions for improvement of process focused on increasing student
achievement OR effectiveness of instruction (7 pts) |
Little to no substantive suggestions for improvement of the activity are presented (5.5 pts) |
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APA formatting x 1 |
Consistently follows APA format. There is a properly formatted and accurate reference page (NO errors) (5 pts.) |
Consistently follows APA format. There is a properly formatted and accurate reference page (1-2 MINOR errors). (4.25) |
Limited (3-5) APA errors in APA format including title page, running heads, citations, quotations or references. (3.5 pts.) |
More than 5 APA errors in format including title page, running heads, citations, quotations or references. (2.75 pts) |
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Mechanics x 1 |
The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. (5 pts.) |
The presentation demonstrates consistent use of standard English conventions (mechanics, usage, (1-2 MINOR errors). (4.25) |
The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors). (3.5 pts.) |
The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors). (2.75 pts) |
2
Reading for MUD
Directions: Watch the video three times.
With each viewing, record your responses and thinking in the boxes provided.
M
Main Ideas
Title: Balto Endurance, Fidelity, and Intelligence
Balto was the leader of a sled dog team.
Balto lead his team in the Serum Race.
Togo L. Seppalos Leader – Hero of Nome Serum Race
U
Understanding
(What does the author want me to remember about this?)
Balto and his team made it to their destination, safely.
Balto was honored for his leadership of his team and his owner Seppalos.
Balto and Togo were intelligent and heroic dogs.
“The World’s Greatest” is playing because the best dogs were used to get to Nome.
D
Significant Details
The sled team endured harsh weather with snow and sometimes ice. Throughout the video, I see snow but in the beginning of the video, the dogs were traveling on ice. Even when snow and ice was not on the ground, it was still cold. I know this because when the dog was breathing, you could see the clouds of condensation coming from his mouth. The dogs and their owner made several stops to rest. The video shows them resting on the ground. The video shows Balto sniffing the ground, so Balto’s nose kept them on track while trying to get to their destination. The sled team made it to Serum safely because one part of the video shows the sled with a bag on it; while another portion of the video shows the sled without the bag. I also know that they made it to their destination because several statues were made in honor of Balto. Balto was even painted by an artist. The townspeople came to see the dogs off and cheer them on. When Balto was honored for his heroic deeds, the townspeople were there to support him. I don’t recall seeing a statue of Togo.
Reflect on the process you just completed.
After watching the video, each time I watched it, I recorded responses in each section of the MUD document. Each time that I watched the video, I saw something that I missed. The MUD graphic organizer is a great document to get students to take notes and write down their thoughts and concepts. I watched the video before I read the two passages. Therefore, I thought that the sled team was in an actual race. In actuality, the sled team was racing to get medication to a doctor so that he could treat the citizens of the town who had a disease called diphtheria. For the information that I recorded under significant details I felt that I needed to explain how I knew that information so I cited evidence to show how I came up with the information.
How can it help students improve text comprehension?
Using the MUD graphic organizer with a video is a great pre-reading strategy. The students are already thinking before they ever read the passages. Therefore, when students begin to read the text, they will soon realize that the information in the graphic organizer is similar to the text that they read. They have background knowledge of what they are reading without even knowing. Just like I thought that the dogsled team was in an actual race, the students will possibly think the same way. When the students are done reading the text, they can fill in the parts that were missing from the video. This strategy also makes students better readers because they have established background knowledge from watching the video before reading the text. This allows students to get a better understanding of what they are reading because they are breaking down the information into their language. The students can also cite evidence from the video. For example, if students say that the dogs made it to their destination. The can use the video and say that Balto was honored for this or they could state the information about the bag being on the sled when they left. This shows that students can comprehend what they watched. It also gives students more practice with citing textual evidence.
How can you improve on this activity?
I could improve this activity by providing the same graphic organizer for both of the passages. The students would have to read the passages one at a time and fill out the main ideas, what the author wants them to remember, and the significant details from the passage. Once students have all three organizers filled out, they can compare them. What is the same in each graphic organizer? What is different about each one? This allows students to see a visual representation of the story in three ways. It also allows the students to break down the information read into smaller chunks which makes it easier for students to understand what they read. Consequently, the students are engaged in what they are doing because they watched a video and read two passages that relate to the video. Plus filling out the graphic organizers keeps them actively engaged in the learning process.
References
NA. (2008).
1925 Serum run tribute. Retrieved from https://www.youtube.com/watch?v=zxLqqtvqelE
1
Unit7 : Writing Assign
m
ent
LahQiana Fain
Belhaven University
EDU622: Teaching Reading and Math Skills
Dr.Garmon
26 February 2021
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Unit 7: Writing Assignment
Directions: Watch the video three times. With each viewing, record your
responses and thinking in the boxes provided.
M
Main Ideas
1. Canines are well trained dogs.
2. Balto and Togo are well honored dogs within the
community and gifted statutes in their remembrances.
3. Serum had a duty of saving a small community from an
emerging epidemic.
U
Understanding
(What does the author want
me to remember about this?)
Each time I watched this video the song “ World’s Greatest”
stood out the most to me. The song being played in the
background is conveying that this was a great event and paid
tribute to the greatest dog who made it possible ( canine).
Ultimately the author want wants us to remember how much of
contribution the dog made to stop the spread of the disease
beyond Nome , Alaska.
D
Significant Details
1. Although many breeds of dogs contributed to this great
act (huskies) , canine dogs played the biggest role.
2. Many dogs lost their lives saving other lives.
3. Togo should have received more recognition than he
received for performing in such courageous ways.
4. Seppala and Togo covered the most miles.
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3
“Graphic Organizer are important and effective pedagogical tools for organizing content and
ideas and facilitating learners’ comprehension of newly acquired information (McKnight , 2010).
MUD stands for Main Ideas, Understanding and Details. The MUD organizer is a great strategy
to implement especially for close readings. Using this strategy can help student pull out specific
details throughout the story and ultimately lead to overall improvement of comprehension skills.
The use of this strategy helps students dissect the text repeatedly. Repeatedly allow the student to
identify something new within the text each time.
Each time I watched the video I learned something new, and gained a new overall perspective
of what the video was trying to convey. Being that I do not have much background knowledge on
Serum Run, each time I viewed the video I learned something new. Upon initially watching the
video I was a bit lost, but I understood it had something to do with heroic dogs. Being that I was
lost I had to go read the story that was provided to clear up some of the confusion. Immediately
after reading the story everything was so clear to mean I was actually able to form a connection
to another text (cartoon) “ Balto”, one of my childhood cartoons. Tying the background
knowledge provides by the text and the lyrics of the song “World Greatest” I was able to deeper
comprehend the video.
If could implement this into my classroom setting I would use the organizer in group settings.
I would also make an engaging activity using key details and vocabulary words. I can improve
this activity by making games out of the vocabulary words and then review the words. I could
use the differentiations of the two activities to initiate class discussions and do some journaling.
References
This study source was downloaded by 100000753124661 from CourseHero.com on 06-15-2021 14:47:13 GMT -05:00
https://www.coursehero.com/file/82471165/unit7-LFdocx/
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McKnight, K. (2010). “Teacher’s big book of graphic organizers.
The 1925 Serum Run To Nome: The Incredible Story of How a Remote Alaskan Town Was
Saved From an Epidemic. (2021). Retrieved 25 February 2021, from
https://www.amusingplanet.com/2020/09/the-1925-serum-run-to-nome-incredible.html
This study source was downloaded by 100000753124661 from CourseHero.com on 06-15-2021 14:47:13 GMT -05:00
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