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Michelle Voelker

Book Review: Focus - Elevating the Essentials to Radically Improve Student Learning - 5 views

http://www.ascd.org/Publications/Authors/Mike-Schmoker.aspx?id=772617157001

TEMS520 bookreview education

Linda Clinton

KnightCite Citation Service - 0 views

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    Knight Cite is a website that creates citations for reference page of papers. You select the style and type and fill in the fields it asks for. After that all you have to do is copy the citation into your document.
Linda Clinton

Book Review: Guiding Readers and Writers - 10 views

A nicely done, comprehensive (therefore helpful) review. I'd love to see the book if you wouldn't mind bringing it to class.

TEMS520 reading literacy ELA

Lauren Scherr

Book Review: Teaching Text Structures (A Key to Nonfiction Reading Success) - 4 views

This is a phenomenal book for teaching text structures. For those who aren't familiar with text structure, it's basically the format that an author chooses to write a text in. Text structure is usu...

TEMS520 reading literacy strategies comprehension ELA text structures nonfiction

Linda Clinton

Non Fiction Text Features Posters - Primary Punch - TeachersPayTeachers.com - 1 views

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    This packet contains colorful posters to teach 14 non-fiction text features! -guide words -title page -table of contents -index -glossary -heading -keywords -illustrations & photographs -captions -diagrams -labels -text box -maps -charts
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    Free downloadable posters to teach text features!
Linda Clinton

Michigan's Mission Possible - 0 views

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    This website was build collaboratively by many Michigan ISD and RESA centers. The mission is to get all adolescents literate and learning. The resources and links on the pages are a collection of websites that have been either created or identified as useful in supporting adolescent literacy.
Linda Clinton

Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success - 0 views

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    Carnegie report
Linda Clinton

WritingFix: prompts, lessons, and resources for writing classrooms - 1 views

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    "WritingFix is a teacher resource website that contains lessons and ideas for any educator to freely use in their K-12 classrooms....The site is sponsored by the Northern Nevada Writing Project, a not-for-profit professional development organization that is located on the University of Nevada-Reno Campus." An absolutely amazing goldmine collection of writing ideas: mentor texts, 6 traits, revision, genres, and MORE!
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    I realize the focus of our class is reading. This resource is too good not to bring to your attention.
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    Though it does not focus on reading, I have found that WritingFix absolutely saved me in my first year teaching ELA. Even if it is simply "saved for later" this is something all teachers should review.
Jamie Facine

Journal #1:Giants Steps with Nonfiction Writing - 1 views

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    This article gives excellent advise on how to step-by-step teach non-fiction writing to ELLs. It gives tips on do's and don't's and reasons why things work and don't work when teaching students new to the country that are especially helpful for grades 3 and up. I believe strongly that reading and writing need to be linked to have meaning for students. As we teach reading in our content areas, we also need to teach writing skills to go with those reading skills.
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    Do you think any of the suggestions in the article could be used in your setting? Have you had similar experiences with your ELL students? What do you take away from the reading?
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    The article says that most ELL students who had schooling in their former country will try to write in their own language and then translate into English and this becomes problematic, because the formats of sentence structure do not match in most languages. I don't really have this problem, but understand how this could become a problem. I do have the problem of sentence structure with the way my students speak, therefore when they write, the sentence structure is not proper. The article gives a step-by-step guide starting with organizers to teach non-fiction writing. I really liked the fact that it said to use sentences in the organizers. I have been using organizers with my class and trying to teach them to write fragments and then write the sentences later and found that problematic. I thought that I was trying to teach them to get their ideas on paper quicker, but after reading the article believe that it would be easier to teach them to write the proper sentence in the organizer and then transfer it to paper.
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    I do love it when I find something that contradicts what I've previously done or known. Gives me pause to think. It will be interesting to see if this change in your thinking produces results in your students' writing. Keep us posted!
Elly Salkic

Journal #1: English Language Learners and the Five Essential Components of Reading Inst... - 22 views

Hey Michelle, your story made me laugh too. Thanks for sharing the book title, I actually have heard of it and was interested in reading it, and then just completely forgot the title. :)

TEMS520 reading literacy strategies ELA

Michaela Klusman

Journal #1 - 4 views

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    For my first journal, I read this article about multi-sensory language arts instruction.  It claims that if you can provide students with visual, auditory, and tactile-kinesthetic methods for learning, they are more likely to be successful.  One of the things that I agreed with most strongly that it seems many educators today shy away from is the idea that students should "practice to the point of automatization."  Automatic reading is not the key to comprehension but it is surely a necessary foundation for meaningful reading.  When I was a student, we practiced grammar and spelling until it was second-nature and generally my current abilities testify to that.  However, we have steered away from correctness in favor of sparing student egos.  I do not think that it has done them any good.  I wholeheartedly agree with this article that we MUST train our students to be good readers and writers. 
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    More emphasis is being placed on fluency. You can't understand what a text means if you can't figure out what it says. We don't want students to simple "bark at print" but there has to be a balance between fluency and comprehension.Was there anything in the article you would apply to your own teaching?
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

Linda Clinton

Journal #1 - Unlocking Text Features in Expository Text - 6 views

You did a nice job of summarizing the article and making connections to your own practice. Around 1990, I took a 2-week summer course on reading in the content areas. The instructor was actually ou...

TEMS520 reading strategies MS elementary expository text Identifying Important Info

Erin Visger

Journal #3: T-4, Guided Highlighted Reading, and Close and Critical Reading (CCR) - 13 views

Hi Michelle!!! Yes, everything you mentioned for Question 2 is what we also have our students focus on. How is the text portraying the article? How is dialouge used between characters, etc. I comp...

TEMS520

Renee Spaman

Websites For Teachers - 2 views

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    This site is full of excellent links for teachers. Hope this is helpful
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    Thank you for sharing this site! :)
Renee Spaman

Guiding Readers and Writers - 0 views

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    Here is the Amazon link for "Guiding Readers and Writers"
Michelle Voelker

Mike Schmoker - Focus: Elevating the Essentials to Radically Improve Student Learning - 2 views

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    Mike Schmoker's "Focus" is a tremendous commentary on the elements of good instruction and the current state of education and teaching.
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    This reference text is divided into two sections: "What we teach, How we teach, and Literacy" and "Curriculum, Instruction, and Literacy in the Content areas." If one was to read this book, you would not necessarily need to read it "cover to cover." I believe that Section I is important for all teachers or those who have a hand in education. Section II, because of the way it is divided, could be read based on interests. There are specific discussions about how to integrate literacy into content areas. I felt that the discussion of literacy in mathematics and science was extremely interesting. Mike Schmoker's message was calling educators "back to the basics." As I read, I found myself scribbling in the margins, because the comments being made were so true they were almost "taboo." Schmoker contradicts the current "educational bandwagons" that so many administrators and districts may jump on. He quotes Pfeffer and Sutton, saying "leaders resist simplicity; they are often irrationally enamored by novelty and complexity" (p 16). It was refreshing to read such a strong argument for "pure, effective teaching." Regardless of the technology or other tools in the classroom, without a firm grasp on the ways to provide clear instruction, students will not learn. I have already used sections from this text in my building's PLC time. Though I have not used a specific strategy, I opened the dialogue about what should "be in a good lesson." Schmoker encourages the "five minute limit" where lectures cannot span longer than that before students are given a moment to talk or write. Formative assessments need to be used throughout daily lessons in order for the teacher to be guided into the next portion of the lesson. I have started to integrate more of these checks for understanding into my teaching, and I have found that I catch more misconceptions sooner than I would have normally. I also see that sections I felt required more time were grasped at a faster rate than anticipated
Linda Clinton

Common Core - Symbaloo - 0 views

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    Collection of resources related to CCSS. Includes links to various state Common Core sites as well as instruction strategy sites.
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    Here is another Symbaloo collection!
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