Group items tagged English - TEMS520

Journal #3 - High School Literacy - Voices from the Field - 1 views

www.alliance.brown.edu/...adlit.shtml

shared by Michaela Klusman on 19 Feb 12 - Cached

Michaela Klusman on 19 Feb 12

Christine Cziko, a former high school English teacher, writes about a year-long undertaking that she was a part of that sought to transform students into capable readers. Her desire to do something about the lack of reading ability that her students exhibited came out of her concern about her students' apparent inability to read independently or to understand what they read. I was greatly impacted by this whole idea. I would LOVE to do something like this at my school. I have taught high school English at a private school where many common issues don't exist and I still had students not doing the reading or not understanding what they read. However, once we read CS Lewis' The Great Divorce (which is written at a very high level) they were engaged and devoured the difficult text. We would then come together and ask questions, discuss, and analyze the text. I didn't have to beg my students to read it, they WANTED to. One of the big differences was that I talked it up and let them know that it was going to be very difficult but that people would be impressed to know that they had read it in high school. They were so proud to have read, analyzed, and understood this difficult text.

<div class="cArrow"> </div><div class="cContentInner">Christine Cziko, a former high school English teacher, writes about a year-long undertaking that she was a part of that sought to transform students into capable readers. Her desire to do something about the lack of reading ability that her students exhibited came out of her concern about her students' apparent inability to read independently or to understand what they read. I was greatly impacted by this whole idea. I would LOVE to do something like this at my school. I have taught high school English at a private school where many common issues don't exist and I still had students not doing the reading or not understanding what they read. However, once we read CS Lewis' The Great Divorce (which is written at a very high level) they were engaged and devoured the difficult text. We would then come together and ask questions, discuss, and analyze the text. I didn't have to beg my students to read it, they WANTED to. One of the big differences was that I talked it up and let them know that it was going to be very difficult but that people would be impressed to know that they had read it in high school. They were so proud to have read, analyzed, and understood this difficult text. </div>

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anonymous on 19 Feb 12

This year my students read "The Westing Game" by Ellen Raskin. They absolutely loved the book and I had to beg them not to go ahead because doing so would spoil the ending. Teaching reading (or any subject matter) is so much more fun when the students are engaged. I wish we had these same experiences in everything we taught!

<div class="cArrow"> </div><div class="cContentInner">This year my students read "The Westing Game" by Ellen Raskin. They absolutely loved the book and I had to beg them not to go ahead because doing so would spoil the ending. Teaching reading (or any subject matter) is so much more fun when the students are engaged. I wish we had these same experiences in everything we taught!</div>

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Journal #2 Talking in Class Build English Learners' Proficiency - 1 views

www.fisherandfrey.com/...ell_talk_ca_reader.pdf

TEMS520

shared by Lori Losinski on 02 Feb 12 - No Cached

Lori Losinski on 02 Feb 12

Ross, A. & Fisher, D. (2009). Talking in class builds English learners' proficiency. California English, 14(4), 10-12. This week in class we touched on the importance of "talk" in the classroom and so when I found this article I thought it was a great connection to what we discussed in class. The article talks about the importance of purposeful talk in the classroom and how it allows students to be actively involved in the learning process. Two of the key components that must first be done by the teacher are to set a purpose and model the academic language and thinking that is needed to complete the task. After the purpose is set and the modeling is finished, student must have time to work with their peers. It is during this work time that students talk with one another using academic language and create meaning by being active learners. For me this article reminds us that "talk" in the classroom is a necessary part of the learning process for all students, not just English language learners. My classroom was always a place of active learning, a place where students were encouraged to talk about what they were learning and I found that when students could talk with their peers, they could explain the subject in a way that was meaningful and peer friendly. I also like that this article discusses ways that teachers can facilitate student talk such as, reciprocal teaching, collaborative posters ( I have never heard of this technique, but love it), and learning stations. I think that this article would be a great one to share with staff and school leaders, especially those that frown on "talk" in the classroom because there is too much learning to be done and not enough time.

<div class="cArrow"> </div><div class="cContentInner">Ross, A. & Fisher, D. (2009). Talking in class builds English learners' proficiency. California English, 14(4), 10-12. This week in class we touched on the importance of "talk" in the classroom and so when I found this article I thought it was a great connection to what we discussed in class. The article talks about the importance of purposeful talk in the classroom and how it allows students to be actively involved in the learning process. Two of the key components that must first be done by the teacher are to set a purpose and model the academic language and thinking that is needed to complete the task. After the purpose is set and the modeling is finished, student must have time to work with their peers. It is during this work time that students talk with one another using academic language and create meaning by being active learners. For me this article reminds us that "talk" in the classroom is a necessary part of the learning process for all students, not just English language learners. My classroom was always a place of active learning, a place where students were encouraged to talk about what they were learning and I found that when students could talk with their peers, they could explain the subject in a way that was meaningful and peer friendly. I also like that this article discusses ways that teachers can facilitate student talk such as, reciprocal teaching, collaborative posters ( I have never heard of this technique, but love it), and learning stations. I think that this article would be a great one to share with staff and school leaders, especially those that frown on "talk" in the classroom because there is too much learning to be done and not enough time.</div>

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Journal # 2-Reading 101 for English Language Learners - 8 views

Professor Clinton- It also makes me realize that teaching these students the position of their mouth/tongue/etc when producing these sounds is extremely important. When speaking to a Title I Aide t...

TEMS520 reading ELL strategies phonemic awareness phonics vocabulary fluency comprehension

started by Michelle Repokis on 06 Feb 12 3 follow-ups, last by Michelle Repokis on 12 Feb 12

Journal 1: If You Lead Horses to Water They Will Drink: Introducing Second Language Adu... - 13 views

The article is available through ERIC: http://www.eric.ed.gov/PDFS/ED423718.pdf

TEMS520 Journal 1:Tse Lucy If You Lead Horses to Water They Will Drink: Introducing Second Language Adults Books in English California Reader v29 n2 p14-17 1996

started by Maria Moldovan on 29 Jan 12 3 follow-ups, last by Linda Clinton on 06 Feb 12

Book Review: 99 Ideas and Activities for Teaching English Learners with The SIOP Model ... - 2 views

"I have found it easiest to focus on using one strategy at a time and practice using it until it becomes part of my routine." This is excellent advice for applying almost anything new in the classr...

TEMS520 strategies ESL education

started by Jamie Facine on 13 Feb 12 1 follow-up, last by Linda Clinton on 26 Feb 12

Book Review: Change is Gonna Come, Transforming Literacy Education for African American... - 10 views

This sounds like an interesting read. I have a couple of journal articles you might like. I have always been interested in this subject, because part of my own journey toward literacy has been ba...

TEMS520 African American Literacy education culture bookreview

started by Carolyn Beyer on 18 Feb 12 1 follow-up, last by Anthony Stewart on 23 Feb 12

Combining Dictogloss and Cooperative Learning to Promote Language Learning - 3 views

This week's topic is "Making and Taking Notes." One of the suggested activities in our text is "dictoglos," a strategy first proposed by Wajnryb (1990; see text for original citation). Through some...

TEMS520 reading ELL ESL

started by Linda Clinton on 18 Mar 12 no follow-up yet

Common Core Standards findings - 1 views

www.nytimes.com/...-in-new-york-city-schools.html

TEMS520 reading Literacy education

shared by Colleen Fell on 22 Mar 12 - No Cached

Gina Dettloff on 22 Mar 12

Although different opinions grumbled both sides in this article, I think it had a large nugget of truth attached to it. For the last three years, a pilot program in NYC were taught to read using this Core Knowledge program. Although a bit more complicated than this explanation, the Core Knowledge Program means that students primarily read non fiction books of their choosing in schools while teachers would conference from desk to desk with the students. The study said it was most pronounced in kindergarten, where students that were apart of the study scored five times higher than those peers who were not apart of the study. Note: it did not say what was on this brief reading test given to both parties.

<div class="cArrow"> </div><div class="cContentInner">Although different opinions grumbled both sides in this article, I think it had a large nugget of truth attached to it. For the last three years, a pilot program in NYC were taught to read using this Core Knowledge program. Although a bit more complicated than this explanation, the Core Knowledge Program means that students primarily read non fiction books of their choosing in schools while teachers would conference from desk to desk with the students. The study said it was most pronounced in kindergarten, where students that were apart of the study scored five times higher than those peers who were not apart of the study. Note: it did not say what was on this brief reading test given to both parties.</div>

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Colleen Fell on 23 Mar 12

This New York Times article focuses on students reading non-fiction, especially in content areas other than English. The studies show that students gain reading achievements higher than students who did not have this program in place. I think that nonfiction reading has taken a back seat, and students should learn how to read informational text. Newspapers, lab preps, and the like need to be expanded upon and used more in the classroom. Nonfiction reading is another great way to get boys interested in becoming active and engaged readers. Not to pigeon hold boys as total nonfiction readers, but I feel that many boys become tired of just reading fiction book in the English classroom, and content area reading is a great way to strengthen male students reading skills and attitudes.

<div class="cArrow"> </div><div class="cContentInner">This New York Times article focuses on students reading non-fiction, especially in content areas other than English. The studies show that students gain reading achievements higher than students who did not have this program in place. I think that nonfiction reading has taken a back seat, and students should learn how to read informational text. Newspapers, lab preps, and the like need to be expanded upon and used more in the classroom. Nonfiction reading is another great way to get boys interested in becoming active and engaged readers. Not to pigeon hold boys as total nonfiction readers, but I feel that many boys become tired of just reading fiction book in the English classroom, and content area reading is a great way to strengthen male students reading skills and attitudes.</div>

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Linda Clinton on 09 Apr 12

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Journal #1-Word Walk: Vocabulary Instruction for Young Readers - 10 views

Beauchat, A. K., & Blamey, L.J. (2011). Word Walk: Vocabulary Instruction for Young Readers. The Reading Teacher, 65.1, p 71-75. For my first journal critique, I chose to read an article abou...

TEMS520 reading literacy vocabulary journal1

started by Michelle Repokis on 30 Jan 12 no follow-up yet

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

started by Elly Salkic on 29 Jan 12 5 follow-ups, last by Elly Salkic on 05 Feb 12

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

started by Erin Visger on 21 Feb 12 3 follow-ups, last by Erin Visger on 27 Feb 12

Journal #3: Engaging Gifted Boys in New Literacies - 1 views

www.eric.ed.gov/EJ893805.pdf

TEMS520 reading education Journal 3 boys

shared by Colleen Fell on 25 Feb 12 - No Cached

Colleen Fell on 25 Feb 12

Herbert , Thomas P., and Alexander P. Pagnani. "Engaging Gifted Boys in New Literacies ." Gifted Child Today . 33.3 (2010): 36-45. Print. This article discussed the issue of the achievement gap between boys and girls reading abilities and habits. Girls have reading habits that are recognized and rewarded in schools, while boys read more nonfiction, science fiction, and action novels that are not valued as much. The article discusses how boys do not find dialogue, character interaction, and other literary devices as interesting as girls, and prefer to read for the sake of gaining information, and have plots that are action driven rather than character driven. Although the achievement gap between boys and girls with reading comprehension and leisurely reading is well known, the article points out that less attention is given to this achievement gap than the one that occurs in math. Herbert and Pagnani discuss how high quality new literature is out there for boys to read, and can be incorporated in the classroom. This approach can lead to boys having a higher reading, writing, and comprehension level. I found this article helpful for several reasons. First, I think it is imperative that teachers change their thinking about what is considered quality literature. You can hook boys with things that interest them, and then guide them slowly into literature that is considered part of the literary cannon later on when you have built up their confidence level and academic abilities. The reasoning behind boys literature preferences needs to be not only understood but respected by educators in order to teach them effectively. Secondly, my English classes are ten to one girls, and this scares me as I read this article. As many already know, people tend to teach the same way that they learn. If women and girls have the same reading preferences and appreciate the same things about literature, than many boys will be left to the wayside in English classrooms. I hope to learn more

<div class="cArrow"> </div><div class="cContentInner">Herbert , Thomas P., and Alexander P. Pagnani. "Engaging Gifted Boys in New Literacies ." Gifted Child Today . 33.3 (2010): 36-45. Print. This article discussed the issue of the achievement gap between boys and girls reading abilities and habits. Girls have reading habits that are recognized and rewarded in schools, while boys read more nonfiction, science fiction, and action novels that are not valued as much. The article discusses how boys do not find dialogue, character interaction, and other literary devices as interesting as girls, and prefer to read for the sake of gaining information, and have plots that are action driven rather than character driven. Although the achievement gap between boys and girls with reading comprehension and leisurely reading is well known, the article points out that less attention is given to this achievement gap than the one that occurs in math. Herbert and Pagnani discuss how high quality new literature is out there for boys to read, and can be incorporated in the classroom. This approach can lead to boys having a higher reading, writing, and comprehension level. I found this article helpful for several reasons. First, I think it is imperative that teachers change their thinking about what is considered quality literature. You can hook boys with things that interest them, and then guide them slowly into literature that is considered part of the literary cannon later on when you have built up their confidence level and academic abilities. The reasoning behind boys literature preferences needs to be not only understood but respected by educators in order to teach them effectively. Secondly, my English classes are ten to one girls, and this scares me as I read this article. As many already know, people tend to teach the same way that they learn. If women and girls have the same reading preferences and appreciate the same things about literature, than many boys will be left to the wayside in English classrooms. I hope to learn more </div>

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Book Review: Readicide: How Schools Are Killing Reading and What You Can Do About it - 4 views

This definitely sounds like a worthwhile read! I often feel we kill the joy of reading by always trying to move on quickly and tie every bit to testing! I always try to carefully look at where to...

TEMS520 reading Literacy strategies education research bookreview

started by Michaela Klusman on 06 Mar 12 1 follow-up, last by Dianna Morrison on 11 Mar 12

English/Language Arts classes in Middle School and High School - 0 views

www.internet4classrooms.com/lang_mid.htm

tem tems520 reading literacy comprehension MS elementary strategies education

shared by Lauren Scherr on 15 Apr 12 - Cached

Lauren Scherr on 15 Apr 12

This site has a lot of good resources pulled together for teachers to use to find high-interest reading pieces for teaching to students such as Aesop's Fables, word-a-day, and comic strips. It seems really useful! Language Arts resources for lesson preparation, for teachers, parents, and students, Internet4Classrooms

<div class="cArrow"> </div><div class="cContentInner">This site has a lot of good resources pulled together for teachers to use to find high-interest reading pieces for teaching to students such as Aesop's Fables, word-a-day, and comic strips. It seems really useful! Language Arts resources for lesson preparation, for teachers, parents, and students, Internet4Classrooms</div>

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Why Integrate Literacy and Social Studies? - 2 views

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reading literacy comprehension TEMS520

started by Kevin Kerbrat on 16 Apr 12 1 follow-up, last by Linda Clinton on 16 Apr 12

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

started by Renee Spaman on 12 Feb 12 1 follow-up, last by Linda Clinton on 13 Feb 12

Journal #1 Studying the "Reading Transition" from High School to College: What Are Our ... - 6 views

A thorough analysis of a fascinating article! I think when the authors were referring to "minutiae of students' rituals" it was more to help the reader understand the students wrote in their readin...

TEMS520 reading

started by Anthony Stewart on 13 Feb 12 3 follow-ups, last by Linda Clinton on 21 Feb 12

Journal #2 Words Made Flesh: Fusing Imagery and Language in a Polymorphic Literacy - 5 views

Another fascinating article. I appreciate how you share your thinking about your own literacy experiences, and what you hope to bring to students.

TEMS520 reading literacy

started by Anthony Stewart on 13 Feb 12 2 follow-ups, last by Linda Clinton on 21 Feb 12

Starfall's Learn to Read with phonics - 1 views

www.starfall.com

TEMS520

shared by Erin Visger on 29 Mar 12 - Cached

Erin Visger on 29 Mar 12

This is the cutest website ever! If I taught elementary school, I would use this starfall website. There are different links from the main page that will help guide a young students learning. I looked at the first topic which was about teaching the sounds of the alphabet to students. I loved all the graphics and how the announcer sounded out each letter clearly. Very great tool. Check it out!!!! Starfall.com opened in September of 2002 as a free public service to teach children to read with phonics. Our systematic phonics approach, in conjunction with phonemic awareness practice, is perfect for preschool, kindergarten, first grade, second grade, special education, homeschool, and English language development (ELD, ELL, ESL).

<div class="cArrow"> </div><div class="cContentInner">This is the cutest website ever! If I taught elementary school, I would use this starfall website. There are different links from the main page that will help guide a young students learning. I looked at the first topic which was about teaching the sounds of the alphabet to students. I loved all the graphics and how the announcer sounded out each letter clearly. Very great tool. Check it out!!!! Starfall.com opened in September of 2002 as a free public service to teach children to read with phonics. Our systematic phonics approach, in conjunction with phonemic awareness practice, is perfect for preschool, kindergarten, first grade, second grade, special education, homeschool, and English language development (ELD, ELL, ESL).</div>

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...1 more comment...
msterri24 on 29 Mar 12

I love Starfall! My students use that in the beginning of the year every morning. I still have some students that need the help with letters and sounds and I will put them on it.

<div class="cArrow"> </div><div class="cContentInner">I love Starfall! My students use that in the beginning of the year every morning. I still have some students that need the help with letters and sounds and I will put them on it.</div>

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Erin Visger on 07 Apr 12

This past week I watched my three year old nephew Brady. We tried out the Starfall website together, and Brady loved it. He knows most of his letters in the alphabet, but he really enjoyed the picutres that came after each letter. Great website and it was wonderful to see Brady so excited to interact with the picutres.

<div class="cArrow"> </div><div class="cContentInner">This past week I watched my three year old nephew Brady. We tried out the Starfall website together, and Brady loved it. He knows most of his letters in the alphabet, but he really enjoyed the picutres that came after each letter. Great website and it was wonderful to see Brady so excited to interact with the picutres.</div>

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Linda Clinton on 09 Apr 12

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Learning journals - 0 views

www.audiencedialogue.net/journal.html

TEMS520

shared by Erin Visger on 29 Mar 12 - Cached

Erin Visger on 29 Mar 12

As I found this article on reflective journaling, I thought what a great idea for an English middle or high school classroom. The point is to have students sit and reflect about their learning for that day, week, month, and even the entire school year. By thinking back on their learning process students and even adults can begin to understand how their knowledge has grown over a specific period of time. The article quotes the following, "you don't know what you know till you've written it down." What is a reflective journal? A reflective journal - often called a learning journal - is a steadily growing document that you (the learner) write, to record the progress of your learning. You can keep a learning journal for any course that you undertake, or even for your daily work.

<div class="cArrow"> </div><div class="cContentInner">As I found this article on reflective journaling, I thought what a great idea for an English middle or high school classroom. The point is to have students sit and reflect about their learning for that day, week, month, and even the entire school year. By thinking back on their learning process students and even adults can begin to understand how their knowledge has grown over a specific period of time. The article quotes the following, "you don't know what you know till you've written it down." What is a reflective journal? A reflective journal - often called a learning journal - is a steadily growing document that you (the learner) write, to record the progress of your learning. You can keep a learning journal for any course that you undertake, or even for your daily work.</div>

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Linda Clinton on 09 Apr 12

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Group items tagged

Journal #3 - High School Literacy - Voices from the Field - 1 views

Journal #2 Talking in Class Build English Learners' Proficiency - 1 views

Journal # 2-Reading 101 for English Language Learners - 8 views

Journal 1: If You Lead Horses to Water They Will Drink: Introducing Second Language Adu... - 13 views

Book Review: 99 Ideas and Activities for Teaching English Learners with The SIOP Model ... - 2 views

Book Review: Change is Gonna Come, Transforming Literacy Education for African American... - 10 views

Combining Dictogloss and Cooperative Learning to Promote Language Learning - 3 views

Common Core Standards findings - 1 views

Journal #1-Word Walk: Vocabulary Instruction for Young Readers - 10 views

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

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

Journal #3: Engaging Gifted Boys in New Literacies - 1 views

Book Review: Readicide: How Schools Are Killing Reading and What You Can Do About it - 4 views

English/Language Arts classes in Middle School and High School - 0 views

Why Integrate Literacy and Social Studies? - 2 views

Book Review: Guiding Readers and Writers - 10 views

Journal #1 Studying the "Reading Transition" from High School to College: What Are Our ... - 6 views

Journal #2 Words Made Flesh: Fusing Imagery and Language in a Polymorphic Literacy - 5 views

Starfall's Learn to Read with phonics - 1 views

Learning journals - 0 views

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