Aliza Hernandez

Link to Interactive Course on Versal: CLICK HERE FOR THE COURSE Login: ahernandez@brooklyncollegeacademy.com testing123

About Me

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My name is Aliza Hernandez and I live in Brooklyn, New York. I received a B.A. in English with a concentration in Secondary Education and a minor in theater from St. Joseph’s College NY. I am currently a 10th grade English teacher at Brooklyn College Academy. Last year was my first year teaching and I definitely learned a lot!

I am obsessed with technology, and hope to create educational programs one day.

When I have time, I enjoy reading and performing in musicals. I also love analyzing books, film and art.

This is my first semester at UAlbany, and am enrolled in the CDIT program. I am excited to see how these courses can enhance my pedagogy and my own curriculum.

My Topic/Purpose

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My mini course will be exploring how students can make cross curricula connections, with a focus on making students critical readers by using a multi-colored pen. A noticed need in my classroom is that students are not activating their prior knowledge to help store new knowledge. Additionally, students need a guided strategy to help them indicate what information they need to hold themselves accountable for. Therefore, by implementing a color-coding system, students can engage in guided active reading that will help them make connections with prior knowledge and understand the text.

Learning outcomes

Participants will be able to...

  • Identify the benefits of having a guided reading tool
  • Analyze how a guided reading tool can be used to benefit reading comprehension
  • Practice how to use the color coding system in different content areas
  • Design a reading in participant’s content area and use the color-coding system to effectively analyze the reading.

Needs Assessments

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The Nature to What is to be Learned: This course is designed to help instructors implement a color-coded annotating system so that students can become active readers and better essay writers.

Instructional Problem: There are many students who are not prepared to take the NYS 11th grade Common Core English Exam, because they lack reading comprehension skills. Part of the reason that they are lacking reading comprehension is because they do not know what to look for while they are reading. In result, they are also not making connections to other classes and possible prior knowledge, which puts them at a disadvantage to creating analysis in their essay writing.

Solution: Instructor will implement a color-coded annotating system in the classroom so that he/she is aware of what is hindering students to become better readers and writers. When students use the pen to identify vocabulary, prior knowledge, the goal/task, and given information the instructor can see where there are educational gaps.

Analysis of the Learner and Content

Instructor will have students take a MAZE (a multiple-choice cloze task) that helps identify reading levels. Once the reading levels for each student are identified, instructor will provide appropriate reading where students will use their Annotator. When students are completed reading and annotating the text, instructor will analyze what the students labeled to identify the reading comprehension gaps.

Perfomance Objectives

By taking this mini-course, participants will be able to...

  • Identify the benefits of having a guided reading tool
  • Analyze how a guided reading tool can be used to benefit reading comprehension
  • Practice how to use the color coding system in different content areas
  • Design a reading in participant's content area and use the color-coding system to effectively analyze the reading.

Task Analysis

Participant Pre-Requisites:

  • Participants should be secondary-education educators that are seeking to help students with reading comprehension skills.
  • Participants should have a background in the Common Core Initiative.
  • Participants should know how to use Google Docs and Google Drive.

Supportive Pre-Requisites

  • Participants should have background knowledge using the internet.
  • Participants should have a background with using online learning platforms.

Technical Requirements

  • Participants need to have a access to a computer with internet connection. They will also need to click on a link that will direct them to the actual interactive course.

Performance Objectives

Unit 1: Introduction to "The Annotator"

In this unit, participants will...

  • Identify the objectives of the mini-course by reading the list of objectives for the course.
  • Discuss the reading and writing problems that they are encountering in their classroom, by participating in a discussion thread.
  • Discover what is "The Annotator" and how it can be used in the classroom, by watching an infomercial created by the instructor.
  • Evaluate how you could use "The Annotator" in their classroom, by reflecting on our previous answers in our discussion board.


Unit 2: Why use "The Annotator"?

In this unit, participants will...

  • Explore why "The Annotator" is useful in the classroom, by reading research in groups.
  • Analyze research that supports the use of "The Annotator" in the classroom, by completing a graphic organizer with their groups.
  • Evaluate why we should use a device such as "The Annotator" in the classroom, by reflecting on the data collected in the group graphic organizer.


Unit 3: How can I practice using "The Annotator"?

In this unit, participants will...

  • Examine how "The Annotator" is used, by viewing images and a multimedia demonstration.
  • Practice using "The Annotator" key to help us understand what we are reading, by using a Google Doc.
  • Evaluate your experience using "The Annotator" color-coding key by answering questions.


Unit 4: How can I Apply "The Annotator" in my Classroom"

In this unit, participants will...

  • Create their own text on a Google Doc
  • Test their knowledge on "The Annotator" color-coding system, by using it's key to annotate a peer's text.
  • Evaluate how one could use "The Annotator" cross curricula, by reflecting on the Google Docs that was created by participants.

Curriculum Map

The curriculum map for this course can be found on the attached file below:

File:The Annotator Curriculum Map.pdf

References and Resources

Cornoldi, C., & Oakhill, J. (2013). Reading Comprehension Difficulties: Processes and Intervention (p. 390). Routledge.

Gallagher, K. (2004). Color-coding. In Deeper Reading: Comprehending Challenging Texts, 4-12 (p. 228). Stenhouse.

Kelley, M., & Clausen-Grace, N. (2013). Making Connections. In Comprehension Shouldn't Be Silent: From Strategy Instruction to Student Independence (p. 264). International Reading Association.