Contents contributed and discussions participated by Leigh Newton - English Teachers

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MyRead Guide - Cooperative Reading As Simple As ABC - 18 views

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An Introduction to Critical Thinking - 12 views

www.freeinquiry.com/critical-thinking.html thinking critical Critical Thinking english literature writing reading teaching

shared by Leigh Newton on 02 Sep 10 - Cached

"It is strange that we expect students to learn, yet seldom teach them anything about learning."
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"We should be teaching students how to think. Instead, we are teaching them what to think."
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"Many 17-year-olds do not possess the 'higher-order' intellectual skills we should expect of them. Nearly 40 percent cannot draw inferences from written material; only one-fifth can write a persuasive essay; and only one-third can solve a mathematics problem requiring several steps."
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Critical thinking can be described as the scientific method applied by ordinary people to the ordinary world.
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Critical thinking is a learned ability that must be taught. Most individuals never learn it. Critical thinking cannot be taught reliably to students by peers or by most parents. Trained and knowledgable instructors are necessary to impart the proper information and skills.
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Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world.
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Leigh Newton on 02 Sep 10

""We should be teaching students how to think. Instead, we are teaching them what to think.""

<div class="cArrow"> </div><div class="cContentInner">""We should be teaching students how to think. Instead, we are teaching them what to think.""</div>

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MyRead Guide - Three Stages Of Reading - 11 views

www.myread.org/guide_stages.htm resources three stages english reading teaching tools education

shared by Leigh Newton on 12 Jul 10 - Cached

The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with ‘new’ information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text.
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Before Reading Stage
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One of the purposes of Before Reading is to acknowledge the different experiences and background knowledge that students bring to a text, influencing how they will read and learn from a particular text. By knowing what students bring to a text the teacher can provide students with appropriate scaffolds to make links between what is already known and new information presented in a text.
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During Reading Stage
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During this stage of the reading process students need structured means to integrate the knowledge and information they bring to the text with the ‘new or unknown’ within the text. They are processing the text and self-monitoring.
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After Reading Stage
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During the After Reading stage students articulate and process their understanding of what they have read and think critically about the validity of the text. Two tools that can be during this stage are Paired Reviews and Story Stars.
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Leigh Newton on 12 Jul 10

"The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with 'new' information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text."

<div class="cArrow"> </div><div class="cContentInner">"The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with 'new' information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text."</div>

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story star - 0 views

www.diigo.com/...xyj2 star proforma reading story

shared by Leigh Newton on 12 Jul 10 - No Cached

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Author's Craft - Narrative Elements - Setting - 12 views

udleditions.cast.org/craft_elm_setting.html narrative setting ks3 highschool writing

shared by Leigh Newton on 16 Feb 10 - Cached

Leigh Newton on 16 Feb 10

"Where is it? In a middleclass neighborhood; I'm not sure yet where it is.\nWhen is it? Wintertime in the evening, during an era when it was still common to see driving horses-maybe the late 1800s.\nWhat is the weather like? Cold, and the night falls early.\nWhat are the social conditions? In this neighborhood it seems people mostly stay inside in the evening; the narrator is aware of "rough tribes from the cottages" nearby-probably members of a lower social class.\nWhat is the landscape or environment like? Dark and quiet, with a sense of heaviness that contrasts with the narrator's shouting and playing.\nWhat special details make the setting vivid? Sensory details: the violet color of the sky, the dim lanterns, the stinging cold, the ashpits' odors, the music of the horse's harness."

<div class="cArrow"> </div><div class="cContentInner">"Where is it? In a middleclass neighborhood; I'm not sure yet where it is.\nWhen is it? Wintertime in the evening, during an era when it was still common to see driving horses-maybe the late 1800s.\nWhat is the weather like? Cold, and the night falls early.\nWhat are the social conditions? In this neighborhood it seems people mostly stay inside in the evening; the narrator is aware of "rough tribes from the cottages" nearby-probably members of a lower social class.\nWhat is the landscape or environment like? Dark and quiet, with a sense of heaviness that contrasts with the narrator's shouting and playing.\nWhat special details make the setting vivid? Sensory details: the violet color of the sky, the dim lanterns, the stinging cold, the ashpits' odors, the music of the horse's harness."</div>

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BetterWorldBooks.com: Buy Used Books to Fund Literacy Worldwide - 1 views

www.betterworldbooks.com books shopping bookstore literacy betterworldbooks.com literature used books nonprofit

shared by Leigh Newton on 05 Jan 10 - Cached

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WordCounter - 5 views

www.wordcounter.com writing wordcount words analysis

shared by Leigh Newton on 05 Jan 10 - Cached

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F-Shaped Pattern For Reading Web Content (Jakob Nielsen's Alertbox) - 4 views

www.useit.com/...reading_pattern.html writing ppt presentation

shared by Leigh Newton on 03 Jan 10 - Cached

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22 Things You Don't Know About Your Customers | Internet Marketing Strategy: Conversati... - 2 views

www.conversationmarketing.com/...-dont-know-about-customers.htm ppt presentations writing computer

shared by Leigh Newton on 03 Jan 10 - Cached

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Creativity Resource for Teachers » Elementary (grades K-5) - 1 views

creativity.denverartmuseum.org/...elementary k-5 elementary primary art lesson

shared by Leigh Newton on 15 Dec 09 - Cached

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What Are the Seven Reading Comprehension Strategies? - 22 views

www.choiceliteracy.com/...144.cfm comprehension reading literacy

shared by Leigh Newton on 09 Dec 09 - Cached

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Triptico | Eight Option Spinner - 0 views

www.triptico.co.uk/...eightLabels.html triptico spinner spelling

shared by Leigh Newton on 29 Jul 09 - Cached

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BBC - Schools Ages 4-11 - Literacy Sites - 0 views

www.bbc.co.uk/...literacy.shtml literacy resources reading 4-11 interactive education IWB bbc

shared by Leigh Newton on 26 Jul 09 - Cached

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fridge magnet poetry, poems, magnets - 1 views

www.thepixiepit.co.uk/magnets.htm english poetry interactive IWB magnetic_poetry development poems

shared by Leigh Newton on 26 Jul 09 - Cached

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Comics in the Classroom: 100 Tips, Tools, and Resources for Teachers | Teaching Degree.org - 0 views

www.teachingdegree.org/...ols-and-resources-for-teachers Comics resources reading comic Classroom Education GraphicNovels english

shared by Leigh Newton on 20 Jul 09 - Cached

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Michelle's Blog - 0 views

www.socialthinking.com/index.php

shared by Leigh Newton on 30 Jun 09 - Cached

This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
- Leigh Newton on 30 Jun 09
  
  Big ideas are not enough by themselves - they need details in order that the reader can understand.
  
  <div class="cArrow"> </div><div class="cContentInner">Big ideas are not enough by themselves - they need details in order that the reader can understand.</div>
  
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1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
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2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
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3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
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To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
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By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
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