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Anthony Stewart

Horning, Reading Across the Curriculum - 0 views

wac.colostate.edu/...horning2007.cfm

shared by Anthony Stewart on 23 Jan 12 - Cached
  • Critical literacy By the end of first year composition, students should: Understand interactions among ideas or characters in the text which are subtle, involved or deeply embedded. Appreciate the richness of highly sophisticated information conveyed through data, visual arrays or literary devices. Perceive structure, following texts or visual materials organized in ways that are elaborate and sometimes unconventional. Notice the style, tone and use of language, visual or digital elements, which may be intricate. Comprehend vocabulary, even when the author's choice of words is demanding and highly context dependent. Attend to an author's intent in writing the text, even if it is implicit and sometimes ambiguous. (adapted from American, 2006, p. 17) And to these goals, I would add two more: Be able to summarize main ideas and key details from a text or electronic display. Analyze, synthesize and evaluate written and/or visual material and integrate that material into their own writing for their own purposes.
  • The survey data reported in NALS, NAAL and IALS is not the only place that shows the need for a much greater focus on reading. Other studies such as the study of literary reading called Reading at Risk (United States, National Endowment for the Arts, 2004) show a decline in reading in the population at large based on a representative survey of 17,000 adults drawn from census data.
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  • Strategies for Reading Across the Curriculum
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  • Relationships: Interactions among ideas or characters in the text are subtle, involved or deeply embedded. Richness: The text possesses a sizable amount of highly sophisticated information conveyed through data or literary devices. Structure: The text is organized in ways that are elaborate and sometimes unconventional. Style: The author's tone and use of language are often intricate. Vocabulary: The author's choice of words is demanding and highly context dependent. Purpose: The author's intent in writing the text is implicit and sometimes ambiguous. (American, 2006, p. 17)
  • Anthony Stewart on 23 Jan 12
     
    Literacy
Michaela Klusman

Sun - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Sun

shared by Michaela Klusman on 23 Jan 12 - Cached
  • Taken by Hinode's Solar Optical Telescope on January 12, 2007, this image of the Sun reveals the filamentary nature of the plasma connecting regions of different magnetic polarity.
  • The Sun is currently behaving unexpectedly in a number of ways.
  • It is in the midst of an unusual sunspot minimum, lasting far longer and with a higher percentage of spotless days than normal; since May 2008. It is measurably dimming; its output has dropped 0.02% at visible wavelengths and 6% at EUV wavelengths in comparison with the levels at the last solar minimum.[130] Over the last two decades, the solar wind's speed has dropped by 3%, its temperature by 13%, and its density by 20%.[131] Its magnetic field is at less than half strength compared to the minimum of 22 years ago. The entire heliosphere, which fills the Solar System, has shrunk as a result, thereby increasing the level of cosmic radiation striking the Earth and its atmosphere.
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    • Michaela Klusman
      Michaela Klusman on 23 Jan 12
       
      Maybe that's why we can do parkour now.
  • Michaela Klusman on 23 Jan 12
     
    I googled SUN. 
Lori Losinski

Journal #1 Supporting Struggling Readers Using Interactive Read-Alouds and Graphic Orga... - 3 views

www.naeyc.org/...Barrett-Mynes.pdf

TEMS520

shared by Lori Losinski on 26 Jan 12 - No Cached
  • Lori Losinski on 26 Jan 12
     
    Barrett-Mynes, J., Moran, M. J., & Tegano, D. (2010). Supporting struggling readers using interactive read-alouds and graphic organizers. Voices of Practitioners, 5(2), 1-12. This article discusses a four week study that was done in order to determine the effects that collaborative discussion and child-created graphic organizers used during read-alouds had on children's comprehension. Over the course of the study it was found that: 1. The children need less guidance from their teacher and became more collaborative with their peers in their discussions. 2. The use of graphic organizers became more child-created and required less teacher guidance. 3. Students in the study received higher scores on standardized tests. The article concludes that both collaborative discussions and child-created graphic organizers enable students to construct new knowledge and begin to organize their thinking in response to the comprehension of text. It was also found that by depending less on the the teacher for guidance, children were able to take more control and ownership of their learning. When I taught first and second grade, I loved using graphic organizers and read-alouds to help build reading and comprehension skills. I liked the fact that graphic organizers can be as creative and/or as structured as you would like. The most important factor for me is that graphic organizers can be used with any subject to help a child organizer their learning in a way that is helpful for them as learners.
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  • Linda Clinton on 27 Jan 12
     
    I thought it was rather interesting that the author let students create their own GOs. She mentions modeling three in the first week. I think students must have had other experiences with GOs to be able to use them rather independently within the four-week course of the study.
  • Lori Losinski on 28 Jan 12
     
    I agree, it seems like the student's in the study would have had to have some prior experience with graphic organizers to be able to create their own. I loved using graphic organizers in my classroom, although with 1st and 2nd graders they were primarily teacher guided, I think that they were helpful for students to organizer their thoughts and be able to have a visual representation.
  • Linda Clinton on 28 Jan 12
     
    In first/second grade it is absolutely appropriate for the teacher to guide and scaffold the student use of graphic organizers.
Monica Orlando

Journal #1: What RTI Means for Content Area Teachers - 10 views

Dr. Clinton, when you stated that RTI is not legislation, I looked back on the article to see where I had misinterpreted information. The article states exactly what you commented on, that RTI is ...

TEMS520 reading literacy strategies

started by Monica Orlando on 29 Jan 12 2 follow-ups, last by Monica Orlando on 31 Jan 12
Linda Clinton

Literacy Builders: An Epidemic of Poor Comprehension - 1 views

www.literacy-builders.blogspot.com/...mic-of-poor-comprehension.html

TEMS520 reading comprehension strategies

shared by Linda Clinton on 28 Jan 12 - No Cached
  • aspects of our strategy instruction may well be counterproductive.  I sense that we may overemphasize things like making connections and predictions and underemphasize things like synthesis and determining importance.
  • Linda Clinton on 29 Jan 12
     
    I re-read this (highlighted) passage from the article about 3 times to absorb it. When I first became a literacy coach about 10 years ago, our district was just transitioning to the idea of leveled text and guided reading. It was all about giving struggling readers text at their instructional level--easier to access. Now the Common Core State Standards (CCSS) necessitate a shift in that thinking as we need to push students to interact with more complex texts at a higher level of thinking. So I think we can still consider instructional levels (and need to) to help students become proficient readers, but we need to "up the ante" in our book talks to help students go deeper into the meaning.
Colleen Fell

Journal #1: The Enhanced Reading Opportunities Study - 4 views

Link to article: http://www.eric.ed.gov/PDFS/ED511811.pdf Corrin, W., Levin, J., Salinger, T., Sepanik, S., Somers , M., & Zmack, C. Education Publications Center , U.S. Department of Education. (...

TEMS520 reading literacy research

started by Colleen Fell on 30 Jan 12 no follow-up yet
Michelle Voelker

Journal #2 - Comprehension through Rereading - 3 views

http://rpsagsu.svsu.edu/gale-go/ps/i.do?action=interpret&id=GALE%7CA224989288&v=2.1&u=lom_saginawvsu&it=r&p=AONE&sw=w&authCount=1

TEMS520 reading strategies MS ELA informational text

started by Michelle Voelker on 06 Feb 12 1 follow-up, last by Michelle Voelker on 06 Feb 12
Linda Clinton

Reader's Theatre: Giving Students a Reason to Read Aloud - 6 views

Lots of free online resources for readers theater, too!

TEMS520 reading

started by msterri24 on 08 Feb 12 3 follow-ups, last by Linda Clinton on 09 Mar 12
Linda Clinton

Journal 2: 10 Strategies to Enhance Students' memory - 5 views

Nice job picking out the highlights of--what was the article about again-- lol Seriously, some great points that apply to more than just reading.

TEMS520 reading strategies memory

started by Kevin Kerbrat on 05 Feb 12 1 follow-up, last by Linda Clinton on 12 Feb 12
Linda Clinton

Journal #2 - Shared Reading Goes High-Tech - 5 views

You mentioned the article has "neat tips." Any that you might incorporate?

TEMS520 reading strategies elementary

started by Anna Scott on 06 Feb 12 1 follow-up, last by Linda Clinton on 12 Feb 12
Linda Clinton

Book Review: 7 Keys to Comprehension: How to Help Your Kids Read and Get It - 5 views

I haven't seen too many books that are equally useful for teachers and parents. I'll have to take a look at this book. Might be something to pick up for door prizes for our parent involvement activ...

TEMS520 bookreview

started by Lori Losinski on 14 Feb 12 1 follow-up, last by Linda Clinton on 26 Feb 12
Michelle Repokis

Book Review: The Leader in Me - 7 views

Book Review: The Leader in Me by Stephen R. Covey Summary/Main Idea: Stephen Covey is also the author of the world recognized book The 7 Habits of Highly Effective People. In this book, s...

TEMS520 bookreview behavior academics attitudes education

started by Michelle Repokis on 13 Feb 12 no follow-up yet
Lauren Scherr

Journal #3 Making Inferences - 4 views

The middle school I am teaching in has been doing a yearly exam across all three grade levels that is called the Reading Comprehension Measurement (RCM). We created (and when I say we, I was actual...

TEMS520 reading Literacy strategies education comprehension inferences vocabulary

started by Lauren Scherr on 27 Feb 12 no follow-up yet
Gina Dettloff

Journal Critique #3: My idea of a graphic organizer on the topic of Vocabulary - 1 views

www.livebinders.com/...play_or_edit

TEMS520 education vocab ELL

shared by Gina Dettloff on 27 Feb 12 - No Cached
  • Gina Dettloff on 27 Feb 12
     
    I read this article with the idea that I would do a graphic organizer, except once I got started I realized that this held some important information, but I kept getting confused with the layout of the article - i.e. finding what were the big points and the sub points. So, I decided to use Livebinders.com to find a way to organize it, visually, for myself and anyone else who wanted to take a peek. This is the website for the original article: http://www.prel.org/products/re_/ES0419.htm This is the website for my livebinder: http://www.livebinders.com/play/play_or_edit?id=322029
Paul Pelc

Journal Article #2 Information I shared with my principal while student teaching - 5 views

I Entered the Citation above of the book I mentioned in my last post.

TEMS520 strategies bookreview

started by Paul Pelc on 08 Mar 12 2 follow-ups, last by Paul Pelc on 09 Mar 12
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