Reading Conferences
1More
Book: Ten Traits of Resilience by @JamesHilton300 via @BloomsburyEd - 5 views
-
"This book is remarkable gem. It is easy to read but offers great challenge and inspiring ideas in a carefully explained and encouraging way. The author draws on his experience, in an honest and true-to-life style. He is open and honest and shares some of his worst experiences in a modest and humble style. As I picked up the book I wasn't sure that resilience was the key feature of leadership that I would have highlighted - I think I would have wanted resilience in my top ten characteristics of good leadership, following other books and courses I've been on I'm sold on the benefits - but I was slightly surprised to find a book putting resilience at the heart. Until I started reading, and quickly I was convinced."
1More
Book: Making every maths lesson count by @MccreaEmma via @CrownHousePub - 4 views
-
"Making Every Maths Lesson Count is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and presents 52 high-impact strategies designed to streamline teacher workload and ramp up the level of challenge in the maths classroom. Throughout this book, Emma McCrea (through extensive research and practice) explores how to manage mathematical misconceptions with practical ideas on many areas of the required curriculum. The six pedagogical principles mentioned above form the heart of the book, with metacognitive questioning given space in developing cognitive strategies with pupils. "
15More
5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views
threeteacherstalk.wordpress.com/...ecially-in-high-school-english
SDW reading conferences literacy high school sdwwl conferring 21daysSDW
shared by Sharin Tebo on 21 Oct 15
- No Cached
-
One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
- ...12 more annotations...
-
The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
-
Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
-
Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
-
when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
-
Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
-
We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
-
We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
-
Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
-
I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
-
Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
9More
Response: Advice From The "Book Whisperer," Ed Week Readers & Me About Teaching Reading... - 1 views
-
-
Other ways I encourage these kinds of discussions includes having students choose their own groupings and books for independent book "clubs" and using the Web as a vehicle to create audio and/or video "book trailers."
-
- ...6 more annotations...
-
One facet of our reading instruction that cannot be overlooked is the importance of teacher readers in building a classroom reading community. According to Morrison, Jacobs, and Swinyard (1999), "perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school."
-
-
Share your reading life with your students. Show your students what reading adds to your life. If you are reading a nonfiction book at the moment, tell them what you are learning. Pass the children's books you are reading to them when you are done. Describe the funny, sad, or interesting moments in the books you read. When you read something challenging, talk with your students about how you work through difficult text. It will surprise them that you find reading hard at times, too, but choose to read, anyway.
-
Many students in today's world do not read books outside of school. When they do read, it is text-messages, web pages or homework assignments. For students who did not grow up in homes with books, with adults who read and who read to them, this time to read in school is both necessary and pleasurable. Many of my students need catch-up time when it comes to "hours-in" reading. The 10 minutes at the beginning of each period that I allow my juniors each day equals hours of reading across the months of the school year. My most dedicated readers begin books in the classroom, finish them at home, and return to the classroom/school library to check out new books.
-
-
This is an important distinction in that I believe (and research indicates) that our kids ARE reading more than ever before. But it comes in non-traditional forms. We must acknowledge that web based reading is still reading, but it differs. Research also indicates that when kids read digitally, they read in a different pattern. In traditional reading, they read in a z pattern down a page. Digital reading is more of an F pattern,indicating skim and scan.
-
1More
Review: Don't Send Him In Tomorrow by @JarlathOBrien - 6 views
-
The general population is an eclectic mix of individuals. No two people are the same, and the challenges of one person will ultimately be outweighed by the challenges of another person. For those who fall outside the 'norms' of society, the challenges of everyday life are even more profound, unable to access the daily privileges that most people take for granted...
1More
Book: The Thinking School by Kulvarn Atwal (EdD) via @JohnCattEd - 6 views
-
"In the book, Atwal challenges the more traditional means of providing professional development for teachers - usually involving the implementation of government imposed initiatives, rather than individualised professional learning opportunities. The challenge is finding space to deliver a more dynamic learning environment for teachers - a thinking school that is fundamental to improving children's learning experiences."
1More
Book Review: Living Contradiction by @Sean_S_Warren & @StephenBigger - 2 views
-
PROS: An important book that questions an authoritarian school culture. The book grapples with both the philosophical and the pragmatic aspects of school culture. A resonatory self-examination of teacher identity and a significant contribution to the debate about how schools and classrooms are run. A survey of a wide range of related research that challenges the status quo on the effectiveness of punishment and authoritarianism as approaches to behaviour management."
3More
New Hampshire Parent Challenges 'The Hunger Games' - 68 views
-
To censorship expert Pat Scales, the main concern is one parent attempting to set policy for the children of others. And this challenge, which comes on the heels of the American Library Association's (ALA) Banned Book Week, is a cautionary tale other parents should note, she adds.
-
What amazes me is how inconsistent administrators are. As she hasn't read the book herself, why even give her an audience? Right off the bat she sited incorrect information as Kat wasn't the only one to survive and at the heart of the book is all about ethics and standing up for what is right. Isn't that the lesson we want our children to learn?
1More
Giving Away 1000 Energizing Brain Break Books - 83 views
brainbreaks.blogspot.com/...000-energizing-bran-break.html
energizingbrainbreaks brain breaks brain breaks 1000
shared by David Sladkey on 04 Jan 11
- No Cached
-
We are going to give 1000 Energizing Brain Breaks books away to needy schools. Schools that have a free or reduced lunch program of 40% or more qualify to get the books. See below for more details. 25% of the profits of Energizing Brain Breaks Book are going to underprivileged schools. We have given over 1000 books away to schools all over the United States. We need to give another 1000 away. We will give 25 books (a $375 value) to each school that meets the criteria. There will be no shipping and no cost involved. All you will need to do is fill out the form and send it in to get the books. Energizing Brain Breaks are 1-2 minute brain and body challenges to help your students refocus in class. More info at www.energizingbrainbreaks.com
1More
Using Groups Effectively: 10 Principles » Edurati Review - 50 views
-
"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
1More
"Based on a book" book club - 53 views
clatoolbox.ca/...283barbour.html
book clubs school libraries high school university and college preparation
shared by Derrick Grose on 12 Oct 10
- No Cached
1More
Book: Developing Tenacity by @LucasLearn & @DrEllenSpencer - 2 views
-
"What are those key phrases you hear from frustrated teachers in the staffroom during breaks? Or on those rare occasions, you get to meet up with teachers from other schools on training courses? For me it is the following: 'They give up so easily,' 'Where is their stickability?' 'Why do they fear making a mistake?' However it is phrased, you get the gist, that pupils today have no resilience, they aren't prepared to keep going in the face of challenge or set back. They can't think their way around a problem. In discussions with staff within my own school (a large primary in an area of high deprivation in the north of England) I am frequently asked how we can help these children. As part of our school's SLT I have already supported staff to make daring changes to our curriculum but we still seem to be falling short of what we state in our vision; that we want our children to become resilient learners, confident individuals, critical thinkers and lifelong learners. (Traits that I am sure many schools up and down the land wish for their pupils to develop.) Why are our pupils struggling with 'resilience'? What opportunities can we, as a school, provide our children so that they develop these skills? After reading the blurb and the introductory pages, I was, as you can imagine, excited to delve further into this book to see if it could answer some of my questions."
Why We Read: Reflections After Completing the Goodreads Book Challenge #NCTE15 | Readin... - 30 views
Scholastic Principal Challenge: On the Hunt for a Good Book | Reading By Example - 27 views
readingbyexample.com/...ge-on-the-hunt-for-a-good-book
scholastic principal challenge hunt book reading
shared by Matt Renwick on 13 Nov 14
- No Cached
"Harvest" a Good Book - the @BookItProgram Principal Challenge #youngreaders #cpchat | ... - 23 views
readingbyexample.com/...ge-youngreaders-litlead-cpchat
harvest book principal challenge reading example
shared by Matt Renwick on 10 Nov 15
- No Cached
17More
Common Core Reading: Difficult, Dahl, Repeat : NPR Ed : NPR - 42 views
-
Ms. Wertheimer warms them up with a text-dependent question: "Are all of these native peoples nomadic?"
-
"On page 6, paragraph 2," he says, "the first sentence: 'The Haida and Tlingit of the Northwest built permanent wooden homes called longhouses.' "
-
seems to engage the kids
- ...7 more annotations...
-
tiring work for the kids
-
dives into the packet
-
It's a way of labeling books based on the skill needed to read them.
-
counterbalance to the tough stuff
64More
RTI Talks | RTI for Gifted Students - 9 views
-
learning contracts with the student focused on work that takes the students interests in to account may be helpful.
- ...59 more annotations...
-
From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
-
The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
-
A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
-
Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
-
, with high-end differentiation and expectations, we are able to support the development of potential in all students.
-
This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
-
likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
-
If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
-
One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
-
make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
-
recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
-
This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
-
This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
-
These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
-
first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
-
children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
-
use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
-
Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
-
Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
-
additional learning opportunities that both challenge the learner and address high interest learning topics.
1More
Adoption Themes - An Annotated Bibliography of Picture Books - 6 views
clatoolbox.ca/...293adoption.html
adoption families picture books transracial adoptive families single parent families same-sex parents blended families
shared by Derrick Grose on 12 Oct 11
- No Cached
1More
The Wealth of Networks » Chapter 1: Introduction: A Moment of Opportunity and... - 0 views
-
Yochai Benkler's wealth of nations book online Next Chapter: Part I: The Networked Information Economy » read paragraph Chapter 1: Introduction: A Moment of Opportunity and Challenge 1 Information, knowledge, and culture are central to human freedom and human development. How they are produced and exchanged in our society critically affects the way we see the state of the world as it is and might be; who decides these questions; and how we, as societies and polities, come to understand what can and ought to be done. For more than 150 years, modern complex democracies have depended in large measure on an industrial information economy for these basic functions. In the past decade and a half, we have begun to see a radical change in the organization of information production. Enabled by technological change, we are beginning to see a series of economic, social, and cultural adaptations that make possible a radical transformation of how we make the information environment we occupy as autonomous individuals, citizens, and members of cultural and social groups. It seems passé today to speak of "the Internet revolution." In some academic circles, it is positively naïve. But it should not be. The change brought about by the networked information environment is deep. It is structural. It goes to the very foundations of how liberal markets and liberal democracies have coevolved for almost two centuries.