GroupMe - 1 views
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Roland O'Daniel on 29 Nov 10Group texting site. Create a group and text everyone in one single text.
This way, each kid reads every fifth chapter, all the way through the book.
Group items tagged
SRTrainingSummer09 / Chapter 6- Group 2 - 0 views
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I a little scared about this so far...:( I tried something like this once with not so great results...but let's keep reading. -
I felt the same way b4 starting Lit Circles
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the expert for each chapter recounted the key elements of the chapter to the rest of the kids, who hadn’t read it After this round of highlights from each chapter, the groups transitioned into general discussion about the five-chapter segment of the novel.
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(recognizing that reading doesn’t necessarily guarantee remembering)
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OK Students need to engage with the text in order to remember.
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Non-fiction Text Structures! - 1 views
Check out my blog post for teaching text structures to support comprehension of informational text!
Common Core in ELA/ Literacy: Shift 4 - Text-based Answers | EngageNY - 1 views
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If you are looking for materials to support new ELA standards, here is a series from NY. this particular video addresses Shift 4: text based answers.
ATOS Readability - ATOS for Text - 1 views
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Quantitative analysis for readability from the makers of Accelerated Reader. Compares nicely to the Lexile Reading Levels, and is in the Common Core for use in analyzing text.
Dartmouth Dante Project - 0 views
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The Dartmouth Dante Project (DDP) is a searchable full-text database containing more than seventy commentaries on Dante's Divine Comedy - the Commedia. Use the links on the right to search the the text of the poem and the commentaries, to read more about the project, to see a list of the commentaries in the database, and to learn how to use the database.
A Comparison of Single and Multiple Strategy Instruction on Third-Grade Sudents' Mathem... - 2 views
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This problem comprehension or schema knowledge is facilitated when the schema underlying a given text is used as a vehicle to translate the information in the text into a semantic representation. this would involve restating the problem, identifying the problem type (i.e. change), discerning relevant and irrelevant information, determining information that is needed for solution, and representing the problem as a diagram (Mayer, 1999). Problem solution requires representing the problem as a number sentence or list of operations or identifying subgoals for multistep problems (i.e. strategic knowledge) and carrying out single or chains of calculations (i.e. procedural knowledge; Mayer 1999). Because additive problem structures (i.e. change, group, compare) involve a "family" (e.g. 3, 5, 8), connecting the number family to the problem structures is critical to problem solution (Van de Walle, 2004). Although procedural knowledge is important, it (is extremely limited unless it is connected to a conceptual knowledge base" (Prawat, 1989, p. 10). SBI- Schema-based instructionGSI- General strategy instruction SBI Components (some not necessarily all) a) SBI that used either number line diagrams to understand the semantic structure of compare word problems or schematic diagrams to solve a range of word problems. b) schema-induction instruction, c) SBI that explicitly taught for transfer by focusing on similar problem types, and d) SBI combined with metacognitive instruction. different format, different question, unfamililiar vocabulary, irrelevent information, combining problem types, and mixing superficial features
How to Read Mathematics - 0 views
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Discusses the differences in how you read differnt kinds of text with a focus on the processes you use when reading mathematics text.
Catalogue of Digitized Medieval Manuscripts: About Us - 0 views
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Welcome to the Catalogue of Digitized Medieval Manuscripts. This site was designed to enable users to find fully digitized manuscripts currently available on the web. You can use the search box to quickly search on specific terms, or use the "Search Manuscripts" link to search on particular fields, such as date, or provenance information. You can also browse the Catalogue by the Location of an archive or library, the shelfmark of an item, by the author of a text (where that information is available), or by the language of a text (again, where available).
The Common Core State Standards: Supporting Districts and Teachers with Text Complexity - 0 views
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o provide states with additional Common Core State Standards implementation support, the Council of Chief State School Officers hosted a one-hour webinar on Thursday, January 26th at 2 p.m. EST to share tools and resources to support teachers and districts on text complexity, which is the linchpin of the ELA standards. The webinar featured Sue Pimentel, a member of the Common Core State Standards English language arts writing committee, as well as representatives from the Kansas and Louisiana Departments of Education.
Strategies for online reading comprehension - 2 views
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Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom. The following list includes some of the CSU strategies to strengthen reading comprehension, along with my thoughts on how to incorporate them into classroom instruction: Synthesize online reading into meaningful chunks of information. In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words. The same strategy can also work when synthesizing information from a web page. Use a reader’s ability to effectively scan a page, as opposed to reading every word. We often give short shrift to the ability to scan, but it is a valuable skill on may levels. Using one’s eye to sift through key words and phrases allows a reader to focus on what is important. Avoid distractions as much as necessary. Readbility is one tool that can make this possible. Advertising-blocking tools are another effective way to reduce unnecessary, and unwanted, content from a web page. At our school, we use Ad-Block Plus as a Firefox add-on to block ads. Understand the value of a hyperlink before you click the link. This means reading the destination of the link itself. It is easier if the creator of the page puts the hyperlink into context, but if that is not the case, then the reader has to make a judgment about the value, safety, and validity of the link. One important issue to bring into this discussion is the importance of analyzing top-level domains. A URL that ends in .gov, for example, was created by a government entity in the U.S. Ask students what it means for a URL to end in .edu. What about .org? .com? Is a .edu or .org domain necessarily trustworthy? Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation. However, a lesson in the classroom might do just that: draw a map of the path a reader goes on an assignment that uses the web. That visualization of the tangled path might be a valuable insight for young readers.
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Works great with diigo. Have students highlight the pertinent information and add a sticky note to share with their research group.
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We traditionally think of reading in terms of sounding out words, understanding the meaning of those words, and putting those words into some contextual understanding. f the kind of text our students are encountering in these online travels is embedded with so many links and media, and if those texts are connected to other associated pages (with even more links and media), hosted by who-knows-whom, the act of reading online quickly becomes an act of hunting for treasure, with red herrings all over the place that can easily divert one's attention. As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.
The Effects of Texting on your Grammar - 0 views
9 Awesome Group Text Messaging Tools for Educators - 0 views
10 Free Text to Speech Tools for Educators - 0 views
Great Free Text Messaging Tools to Use with your Students - 0 views
5 Free Speech to Text Apps for Teachers and Students - 0 views
Word of the day for 13th June 2010 - wordia - 1 views
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Great site for using the power of technology to add value to vocabulary instruction/learning: video, links, text, audio
No Pain, High Gain | Scholastic.com - 1 views
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Great article on looking at test preparation differently. It's not about answering a lot of questions similar to the ones on the test, but about learning processes that help students understand how to garner information from text/problems, etc.
Education Community Blog: Search Results - 3 views
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Obviously,I'm not a writing expert, but I love how this post describes the writing process this teacher is using at Duke with her students. The peer editing process is tested and this approach uses a screencast (video that can include audio of what is happening on a computer- mouse movements, ability to highlight text while commenting, etc.) I think it's right up our alley and incorporates free technology.