Student Profiles: Reading and Language Archives
Byon November 23, 2015 11:54 AM
Rosanne Muldoon earned the Reading and Language MA in Education Degree. She is a teacher at Helen Lehman Elementary School in Santa Rosa, having taught both first and sixth grade. Muldoon took a special assignment as the intervention coordinator for the "Walk to Read" program at Helen Lehman. While serving in that capacity, she built her Master's cognate project.
She introduced an after school tutorial which focused on a reading workshop model and integrated it into the existing "Walk to Learn" program. She hoped to determine if the program would work in conjunction with the "Walk to Read" model in place for the intermediate grades. Rosanne Muldoon continues to be responsible for coordinating the "Walk to Read" program for first, second and third grades, curriculum support, monitoring student progress through assessments and more. She is passionate about her job and being able to cultivate students' love for reading.
Byon November 23, 2015 11:54 AM
Kelly Sporer obtained her multiple ubject teaching credential at Sonoma State University in 2003 with two supplemental credentials in mathematics and science. She then went on to earn her Master's degree in Curriculum, Teaching and Learning with an added Reading Certification in 2015. She has been an eighth grade teacher at Hillcrest Middle School for fifteen years and recently took an assignment on a district wide creative arts program (ENRICH) which offers art and technology enrichment classes to the students.
As her cognate project, Sporer addressed the Common Core requirements by designing a blogging project that combined writing, communication skills and technology to allow students to express their ideas regarding the readings that were presented. Through the project, students took on the role of facilitators and active directors in their own literature clubs. Sporer used an online blogging platform for the students to complete self-led discussion on literature. Supporting her belief, the students were able to find the social and political themes running through the novels they were reading. They began to make cultural connections and draw conclusions about themes, much more than what she had previously seen them express in traditional assignments with formal prompts and requirements. Sporer's cognate project reflected her interest in finding alternative ways for students to express their learning in the classroom with self-led discussion.
Byon October 9, 2015 10:49 AM
Jose Cortes is a recent graduate from the Reading and Language Masters program who also earned his TESOL certificate in his time at Sonoma State. He now works at Solono College in the Literacy Lab, working with english language learners and remedial students.
Jose is looking forward getting the opportunity to teach in the classroom and help students realize there potential. He discusses how valuable the TESOL certificate has been to him and how it has allowed him better understand language learners and more effectively cater to their needs.
Byon October 9, 2015 10:10 AM
Danya Dranow is a candidate in both the Masters in Reading and Language program, as well as the Reading Specialist program. She is a first grade teacher at Spring Creek Elementary School in Santa Rosa and will be entering her sixth year teaching.
Danya discusses how she as always had an interest in education but found her passion for teaching during her senior year of high school and solidified that passion in her undergraduate education.
Byon December 3, 2014 3:09 PM
Area of Emphasis: Reading and Language
Martha Bello is a second grade teacher in the Konocti Unified School District and is currently in her 11th year teaching. Martha enrolled in the Reading and Language MA program at SSU with the goal of becoming a better teacher. She wanted to discover the best ways to help children learn and to help guide others in her school and district to focus on the child rather than the curriculum.
For her Reading and Language master's project, Martha studied what happens when students choose their own books for reading groups, and observed increases in learner engagement and motivation for interacting with books. Differentiated reading groups is one way to assist students at their current reading level and teach them the strategies required to read increasingly difficult texts. The purpose of this study is to determine how students' views of themselves as readers change when given the opportunity to choose authentic text during differentiated reading groups.
Byon October 10, 2013 1:20 PM
School of Education alumna Diane Dalenberg has made it her purpose to find a solution to this question, attempting to spark interest while also improving literacy for students at all levels of skill and ability. Her approach focuses on working with technology, instead of against it, to foster more positive attitudes in young readers. As an avid reader herself, Dalenberg encourages frequent and strategic reading for the purpose of practice and enjoyment.
In 2011 Dalenberg completed SSU's Educational Leadership program, earning an Administrative Credential. She continued on to obtain a master's in Educational Leadership, with a concentration in Reading and Language in 2012.
While finishing her master's, Dalenberg coordinated the Summer Reading Academy for 3rd graders of Sonoma Valley Unified School District as her cognate project. Working alongside Professor MaryAnn Nickel, she designed the program at El Verano Elementary School to mirror Sonoma State's summer academy, repurposing it to shift the focus on student engagement.
Dalenberg worked with another seasoned School of Education Alumna, El Verano School principal Maite Iturri. Iturri received multiple teaching credentials, an Administrative Services credential and a Master's in Educational Administration from Sonoma State.
Together, the two created a hands-on summer program designed to foster excitement for reading and imaginative engagement. "First and foremost the goal is gained confidence and a growing love of reading...that's number one," said Dalenberg.
The structure of the program is built upon self-selection of reading material. Teachers aid students in choosing a "homerun" or "just right" book, one that they just can't put down. Not only does this allow them to select content based on their interests, but also allows an opportunity to self-assess their reading abilities by determining material that is too challenging. Dalenberg said it was challenging to find the "homerun" match for some students.
To provide greater resources, Dalenberg incorporated the use of technology through the introduction of websites and online libraries. "Our school and class libraries are wonderful," she said "but they can be limited, and don't always have the material [students] are looking for." By allowing the children access to several online libraries, they had a much broader range of material.
The selected sites also offer additional tools (such as audio support and highlighted tracking on screen) that can be very helpful for young readers. These tools create an interactive experience and help students catch their own mistakes. "They can be the judge of their own fluency, and react to their own reading, which is huge," said Dalenberg.
"I think using technology to get the kids engaged is her greatest strength," said Nickel. "Depending on the child, they may be much more motivated to read from a computer than from a book."
Dalenberg cites on her website that the greatest challenge with teaching reading is the "frenzy" to cover standards. In large classrooms, students are given less individualized instruction, so they're generally taught reading and writing methods solely in preparation for standardized testing. The benefit of the Summer Reading environment is the freedom of creative and individual growth.
The overall success was measured by student and teacher evaluations at the conclusion of the three-week program. Based on the comparison of before-and-after attitudes of self-rating and enjoyment, the results reflected an overall improvement in all categories.
The academy returned for Summer 2013, this time growing to incorporate a class of 2nd-4th graders and more teachers. In the future she hopes to include more parent outreach and instruction on how parents can keep their kids engaged at home.
"When I started my master's I had no idea what I would do for my project. It's much easier when it's like 'this is my path and these are the steps to take." She added happily, "I couldn't have imagined when I started that this is what would blossom from it."