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Sara Wilkie

ASCD Express 8.05 - Reading for Meaning - 0 views

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    "the hidden skills and cognitive processes that underlie reading comprehension. A number of researchers (see, for example, Pressley & Afflerbach, 1995; Wyatt et al., 1993) focused their attention on a simple but unexplored question: What do great readers do when they read? By studying the behaviors of skilled readers, these researchers reached some important conclusions about what it takes to read for meaning, including these three:"
Sara Wilkie

Six Reasons Why Kids Should Know How to Blog | MindShift - 0 views

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    "In the digital age, kids need to have an understanding of what it means to be a responsible digital citizen. They need to learn the technical how-to's, as well as a more global comprehension of how to navigate the online world. To that end, Melbourne educator Jenny Luca made a commitment to help her students start blogging and to create ePortfolios. Here are five reasons why, at her school, these skills are now a high priority."
Sara Wilkie

Educational Leadership:Common Core: Now What?:Closing in on Close Reading - 0 views

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    "if responding personally to text isn't leading students to deeper understanding, then where should teachers turn to help students improve their comprehension? We should turn to the text itself. Enter close reading."
Sara Wilkie

Making Connections: Text to Self, Text to Text, Text to World - Diane Kardash - 0 views

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    "Schema theory explains how our previous experiences, knowledge, emotions, and understandings affect what and how we learn (Harvey & Goudvis, 2000). Schema is the background knowledge and experience readers bring to the text. Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. Struggling readers often move directly through a text without stopping to consider whether the text makes sense based on their own background knowledge, or whether their knowledge can be used to help them understand confusing or challenging materials. By teaching students how to connect to text they are able to better understand what they are reading (Harvey & Goudvis, 2000). Accessing prior knowledge and experiences is a good starting place when teaching strategies because every student has experiences, knowledge, opinions, and emotions that they can draw upon. "
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