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Roland Gesthuizen

Frayer Model | Classroom Strategies | AdLit.org - 62 views

www.adlit.org/22369

literacy GraphicOrganizers english vocabulary

shared by Roland Gesthuizen on 20 Mar 13 - No Cached
  • The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.
  • Roland Gesthuizen on 20 Mar 13
     
    "The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students. "
Martin Burrett

Into the Book - 123 views

reading.ecb.org/...index.html

reading Literacy vocabulary books stories

shared by Martin Burrett on 19 Sep 11 - Cached
  • Martin Burrett on 19 Sep 11
     
    A beautifully made resource showing students the different elements of a book/story and provides ideas and vocabulary for them to talk about their learning. http://ictmagic.wikispaces.com/English
Josh Flores

Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views

www.parcconline.org/...content-frameworks-elaliteracy

PARCC commoncore framework tools resources

shared by Josh Flores on 12 Mar 13 - No Cached
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Quarterly Modules - but could be adjusted for your school's purposes.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Ingredients!
  • shape the content within the modules in any way that suit their desired purposes
  • ...54 more annotations...
  • re-order
  • order in which the four modules may be used is not critical
  • ocus and emphasis on the types of texts
  • What changes
  • is the
  • analytic reading
  • examining its meaning
  • read and reread deliberately.
  • understand the central ideas
  • supporting details
  • entails the careful gathering of observations
  • overall understanding and judgment
  • omparison and synthesis of ideas
  • drawing on relevant prior knowledge
  • suggests that educators select a minimum number of grade-level-appropriate short texts
  • as well as one extended text
  • in lower grades, chosen texts should include content from across the disciplines.
  • upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      The Nonfiction Split
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Elementary and Secodnary
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Selecting Multiple Texts
  • present their analyses in writing and speaking
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
  • all students need access to a wide range of materials on a variety of topics and genres
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      INTERNETS: Open Resource Revolution!
  • students improve both their reading comprehension and their writing skills when writing in response to texts.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      I knew it!
  • notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Examples of Writing Practices
  • hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
  • narrative story and narrative description
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      TWO TYPES OF NARRATIVE Writing
  • creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
  • include writing under time constraints
  • writing over multiple drafts
  • generate writing pieces in response to teacher-provided prompts and to their own prompts
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      LEVEL Qs: Teach students to generate Academic Questions to explore
  • For reading and writing in each module
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Essential READING & WRITING Skills
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      for ELA/Literacy
  • Understand and apply grammar:
  • Cite evidence and analyze content
  • Understand and apply vocabulary
  • Conduct discussions and report findings:
  • grades 3-5
  • two standards progression charts for each grade level
  • Writing
  • peaking and Listening
  • Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
  • suggests both the number and types
  • Students
  • offer one way of organizing the standards
  • quarterly modules
  • reflects the integrated nature
  • four sections
  • to express an opinion/make an argument or to inform/explain
  • write
  • citing evidence
  • analyzing
  • grammar
  • vocabulary
  • discussions
  • reporting
Sharin Tebo

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
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • 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.
  • circles about engagement.
  • 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.
  • What kinds of questions work for you in your reading conferences?
Roland Gesthuizen

Frayer Model - WorksheetWorks.com - 82 views

www.worksheetworks.com/...frayer.html

literacy GraphicOrganizers english vocabulary

shared by Roland Gesthuizen on 20 Mar 13 - Cached
  • Roland Gesthuizen on 20 Mar 13
     
    "The Frayer Model is a vocabulary development tool. In contrast with a straight definition, the model helps to develop a better understanding of complex concepts by having students identify not just what something is, but what something is not."
Martin Burrett

Dobble - 118 views

www.slimekids.com/...dob.swf

spelling games English Literacy flash

shared by Martin Burrett on 01 Nov 11 - No Cached
  • Martin Burrett on 01 Nov 11
     
    This is a fun spelling game for younger students. Jump around this platform game collecting letters in the correct order to spell words. http://ictmagic.wikispaces.com/English
Amy Burns

Rewordify.com: Understand what you read - 85 views

rewordify.com/index.php

Reading literacy Vocabulary tools English ESL writing ell

shared by Amy Burns on 26 Aug 13 - No Cached
  • Michele Brown on 26 Aug 13
     
    Rewordify takes a complex passage and rephrases it in simpler terms. Students can adjust Rewordify's settings to match their needs. For example, students can add words to a "skip list" and those words will not be changed when they appear in a passage. Students can also use Rewordify to simply highlight difficult words instead of having them replaced.
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