Group items tagged Journal#3 - TEMS520

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 #1:Guided Reading In Inclusive Middle Years Classrooms - 3 views

isc.sagepub.com.huaryu.kl.oakland.edu/...158.full.pdf

tems520

shared by Gina Dettloff on 28 Jan 12 - No Cached

Gina Dettloff on 28 Jan 12

Lyons, W. & Thompson, S.A. (2011, October). Guided Reading in Inclusive Middle Years Classrooms. Intervention in School and Clinic, 47: 158. Retrieved January 27, 2012, from http://isc.sagepub.com.huaryu.kl.oakland.edu/content/47/3/158.full.pdf This study was interesting, because it focuses on something that I am sure so many teachers struggle with - how to teach students who demonstrate a wide variety/range of ability and needs. This study took a really "rough" socioeconomic level of 4th -8th graders and their teachers, and using guided reading as their main method of instruction DID see an 80% of students advance at least one, if not more levels. This was attributed to the fact that in small guided reading groups teachers could spend more time with small groups of students, targeting individual needs. That was the warm fuzzy. Of course, the part that this article mentions in the end, and would stop most teachers in their tracks before attempting to duplicate this, is that each classroom was equipped with several teachers and teacher assistants to make this work. Additionally, there were many times where the rest of the class NOT consisting of the 3 to 5 students in the guided reading group were supposed to work independently. All in all, every study has its flaws - the interesting thing here is that despite them, students still improved overall.

<div class="cArrow"> </div><div class="cContentInner">Lyons, W. & Thompson, S.A. (2011, October). Guided Reading in Inclusive Middle Years Classrooms. Intervention in School and Clinic, 47: 158. Retrieved January 27, 2012, from <a href="http://isc.sagepub.com.huaryu.kl.oakland.edu/content/47/3/158.full.pdf" rel="nofollow" target="_blank">http://isc.sagepub.com.huaryu.kl.oakland.edu/content/47/3/158.full.pdf</a> This study was interesting, because it focuses on something that I am sure so many teachers struggle with - how to teach students who demonstrate a wide variety/range of ability and needs. This study took a really "rough" socioeconomic level of 4th -8th graders and their teachers, and using guided reading as their main method of instruction DID see an 80% of students advance at least one, if not more levels. This was attributed to the fact that in small guided reading groups teachers could spend more time with small groups of students, targeting individual needs. That was the warm fuzzy. Of course, the part that this article mentions in the end, and would stop most teachers in their tracks before attempting to duplicate this, is that each classroom was equipped with several teachers and teacher assistants to make this work. Additionally, there were many times where the rest of the class NOT consisting of the 3 to 5 students in the guided reading group were supposed to work independently. All in all, every study has its flaws - the interesting thing here is that despite them, students still improved overall.</div>

...

Cancel
...1 more comment...
Linda Clinton on 28 Jan 12

Gina, nice job on the critique. Because this article was retrieved through OU, please provide the complete citation with author(s), date, journal title, volume & number. Also bring a printout of the article to class or (preferably) email it to me if possible. :)

<div class="cArrow"> </div><div class="cContentInner">Gina, nice job on the critique. Because this article was retrieved through OU, please provide the complete citation with author(s), date, journal title, volume & number. Also bring a printout of the article to class or (preferably) email it to me if possible. :)</div>

...

Cancel
Gina Dettloff on 28 Jan 12

oops...ok I edited my post and stuck the citation in it...thanks!

<div class="cArrow"> </div><div class="cContentInner">oops...ok I edited my post and stuck the citation in it...thanks!</div>

...

Cancel
Linda Clinton on 28 Jan 12

Interesting to note some of the different terms used in the Canadian Schools, such as "families living in vulnerable circumstances" and "enhanced funding." Probably akin to our use of "at-risk" and "Title I." You are right, most teachers would "stop in their tracks" with regard to the two teachers. This article refers to an inclusion setting, in which the special ed teacher "pushes in" with the special ed students and co-teaches with the gen ed teacher. I did a NCA QAR visit last spring in a school with 4 or 5 teachers in a grade, and 4 paras in the school. It was either 2nd or 3rd grade. Every day at the designated time, all the paras would go into that pod of the school, and the students would move around to different teachers or paras and everyone got guided reading every day. It requires a shift in thinking and lots of collaboration and cooperation, but it can be done.

<div class="cArrow"> </div><div class="cContentInner">Interesting to note some of the different terms used in the Canadian Schools, such as "families living in vulnerable circumstances" and "enhanced funding." Probably akin to our use of "at-risk" and "Title I." You are right, most teachers would "stop in their tracks" with regard to the two teachers. This article refers to an inclusion setting, in which the special ed teacher "pushes in" with the special ed students and co-teaches with the gen ed teacher. I did a NCA QAR visit last spring in a school with 4 or 5 teachers in a grade, and 4 paras in the school. It was either 2nd or 3rd grade. Every day at the designated time, all the paras would go into that pod of the school, and the students would move around to different teachers or paras and everyone got guided reading every day. It requires a shift in thinking and lots of collaboration and cooperation, but it can be done.</div>

...

Cancel

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>

...

Cancel

Journal #3: Literacy Instruction For Older Struggling Readers: What is the Role of Te... - 4 views

 http://teacher.scholastic.com/products/read180/pdfs/Hasselbring_and_Goin_technology_literacy_professional_paper.pdf This article from Scholastic is meaningful to me because in general, olde...

TEMS520 Journal#3 Literacy reading research technology

started by Wendy Morales on 24 Feb 12 no follow-up yet

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

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

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

Journal #3: Second-Language Reading Comprehension and Vocabulary Learning with Multimedia - 0 views

rpsagsu.svsu.edu/...20063468

TEMS520 ESL vocabulary reading_comprehension

shared by Jamie Facine on 12 Mar 12 - No Cached

Jamie Facine on 12 Mar 12

Second-Language Reading Comprehension and Vocabulary Learning with Multimedia Lee B. Abraham Hispania , Vol. 90, No. 1 (Mar., 2007), pp. 98-108 Published by: American Association of Teachers of Spanish and Portuguese Article Stable URL: http://www.jstor.org/stable/20063468 This article presents a research study where ESL students were put into 3 groups a control group, a forced look-up group, and a choice look-up group. The study was trying to find out if using multimedia would aide in the increase in vocabulary in ESL students. The study found that students in the control group had little vocabulary growth, but the students in the two other groups had the same percentage growth of 18%. When I first started reading this article, I was interested to see if using multimedia tools would increase the vocabulary. I was specifically interested in the use of technology. There is no differentiation about which types of multimedia are better. As I further read, I thought that the students who were given a choice of what to look up would make more growth, because they would be working off their own motivation, but the study showed that whether they were forced to look up words or had a choice, they made the same growth. This reinforces the importance of teaching my students to use context clues, but when that doesn't help, to learn how to use a dictionary and the computer to find the meaning for words.

<div class="cArrow"> </div><div class="cContentInner">Second-Language Reading Comprehension and Vocabulary Learning with Multimedia Lee B. Abraham Hispania , Vol. 90, No. 1 (Mar., 2007), pp. 98-108 Published by: American Association of Teachers of Spanish and Portuguese Article Stable URL: <a href="http://www.jstor.org/stable/20063468" rel="nofollow" target="_blank">http://www.jstor.org/stable/20063468</a> This article presents a research study where ESL students were put into 3 groups a control group, a forced look-up group, and a choice look-up group. The study was trying to find out if using multimedia would aide in the increase in vocabulary in ESL students. The study found that students in the control group had little vocabulary growth, but the students in the two other groups had the same percentage growth of 18%. When I first started reading this article, I was interested to see if using multimedia tools would increase the vocabulary. I was specifically interested in the use of technology. There is no differentiation about which types of multimedia are better. As I further read, I thought that the students who were given a choice of what to look up would make more growth, because they would be working off their own motivation, but the study showed that whether they were forced to look up words or had a choice, they made the same growth. This reinforces the importance of teaching my students to use context clues, but when that doesn't help, to learn how to use a dictionary and the computer to find the meaning for words. </div>

...

Cancel

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

www.everythingesl.net/...eps_nonficti_writing_96247.php

TEMS520 nonfiction writing strategies ELA ELL

shared by Jamie Facine on 30 Jan 12 - Cached

Jamie Facine on 30 Jan 12

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

...

Cancel
...1 more comment...
Linda Clinton on 01 Feb 12

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?

<div class="cArrow"> </div><div class="cContentInner">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?</div>

...

Cancel
Jamie Facine on 07 Feb 12

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

...

Cancel
Linda Clinton on 10 Feb 12

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!

<div class="cArrow"> </div><div class="cContentInner">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!</div>

...

Cancel

Journal #2 - Comprehension through Rereading - 1 views

rpsagsu.svsu.edu/...i.do

TEMS520 reading strategies MS informational text

shared by Michelle Voelker on 06 Feb 12 - No Cached

Michelle Voelker on 06 Feb 12

Hedin, L.R. & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. Doi: 10.1598/RT.63.7.3 "Striving readers may view the purpose of reading as decoding an assigned section rather than building knowledge." When I read this quote, I knew that this article would be of interest to me. As my building continues to examine the ramifications of the Common Core, informational text is something of concern. Should other content teachers be required to teach reading strategies using informational text? (Here, I am hoping, my readers reply with a resounding "YES!") This article gives specific strategies to use with students, with a focus on encouraging rereading. Below is an email that was sent to my colleagues: Subject: The Secret to Informational Text Perhaps my subject line was a bit misleading... Attached may not be "The Secret" to our informational text woes, but the article details strategies we can use in our classrooms now that will help our students with comprehension. After reviewing our NWEA scores, we have all seen the difficulties our students have with informational text and comprehension. The Common Core has a significant focus on informational reading and writing. In order to prepare for this shift in instruction and curriculum, I have found this very useful article. "Teaching Students to Comprehend Informational Text Through Rereading," details key ideas like helping our striving readers set the purpose for reading, identify text features, and strategies we can use in our daily instruction to strengthen their comprehension of texts. It questions whether our students are simply great "decoders" (they can read the words because they understand sound/letter relationships) or are they truly constructing meaning. The role content teachers play in the development of successful readers is HUGE! Many of these strategies seem basic, but because of that, they will be simple t

<div class="cArrow"> </div><div class="cContentInner">Hedin, L.R. & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. Doi: 10.1598/RT.63.7.3 "Striving readers may view the purpose of reading as decoding an assigned section rather than building knowledge." When I read this quote, I knew that this article would be of interest to me. As my building continues to examine the ramifications of the Common Core, informational text is something of concern. Should other content teachers be required to teach reading strategies using informational text? (Here, I am hoping, my readers reply with a resounding "YES!") This article gives specific strategies to use with students, with a focus on encouraging rereading. Below is an email that was sent to my colleagues: Subject: The Secret to Informational Text Perhaps my subject line was a bit misleading... Attached may not be "The Secret" to our informational text woes, but the article details strategies we can use in our classrooms now that will help our students with comprehension. After reviewing our NWEA scores, we have all seen the difficulties our students have with informational text and comprehension. The Common Core has a significant focus on informational reading and writing. In order to prepare for this shift in instruction and curriculum, I have found this very useful article. "Teaching Students to Comprehend Informational Text Through Rereading," details key ideas like helping our striving readers set the purpose for reading, identify text features, and strategies we can use in our daily instruction to strengthen their comprehension of texts. It questions whether our students are simply great "decoders" (they can read the words because they understand sound/letter relationships) or are they truly constructing meaning. The role content teachers play in the development of successful readers is HUGE! Many of these strategies seem basic, but because of that, they will be simple t</div>

...

Cancel

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 - 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>

...

Cancel
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>

...

Cancel

Journal Article #3: Media Literacy Education in the Social Studies: Teacher Perceptions... - 4 views

I chose this article because one of my classes this semester is about teaching social studies, and so I thought it would be interesting to combine two of my classes. The article discusses the impor...

TEMS520 literacy media social studies education

started by Carolyn Beyer on 18 Feb 12 no follow-up yet

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

Journal Article #3: Recommendations for Improving Adolescent Literacy - 1 views

www.adlit.org/27737

TEMS520 reading Literacy Current Events

shared by LeAnn Maynard on 20 Feb 12 - No Cached

LeAnn Maynard on 20 Feb 12

This article provides five strategies for improving adolescent literacy. The first stragegy is to help students with explicit vocabulary instructions, and then on to comprehension strategies like being careful about what text you select and showing them the strategies to use for that type of text. The third strategy was providing extended forum for discussing vocabulary and text, and that is something that I need to work on with my ninth graders. One of the goals of this article is to improve adolescent literacy and the strategy is to increase student motivation and engagement, which I latched on to right away. One of the ways this article suggest doing it is by making "literacy experiences more relevant to student interests, everyday life, or important current events." I am using this technique in my Ninth-Grade Civics class this semester. Students are learning that the way you read a newspaper is different than reading a textbook. Each week they must select a current event related to Civics and write a brief report about it. Three students are randomly selected to give information on their current event each week. I use a form to help guide them through current event articles, and focus on textual evidence in articles. In other words, what statistics and facts are the writers using to make his/her point? Also, what adjectives, adverbs, nouns, and verbs does the writer use to convey a message or tone of the article? The students' vocabulary and reading are increasing, and they are becoming more informed citizens. It brings Civics alive for them and into the present day.

<div class="cArrow"> </div><div class="cContentInner">This article provides five strategies for improving adolescent literacy. The first stragegy is to help students with explicit vocabulary instructions, and then on to comprehension strategies like being careful about what text you select and showing them the strategies to use for that type of text. The third strategy was providing extended forum for discussing vocabulary and text, and that is something that I need to work on with my ninth graders. One of the goals of this article is to improve adolescent literacy and the strategy is to increase student motivation and engagement, which I latched on to right away. One of the ways this article suggest doing it is by making "literacy experiences more relevant to student interests, everyday life, or important current events." I am using this technique in my Ninth-Grade Civics class this semester. Students are learning that the way you read a newspaper is different than reading a textbook. Each week they must select a current event related to Civics and write a brief report about it. Three students are randomly selected to give information on their current event each week. I use a form to help guide them through current event articles, and focus on textual evidence in articles. In other words, what statistics and facts are the writers using to make his/her point? Also, what adjectives, adverbs, nouns, and verbs does the writer use to convey a message or tone of the article? The students' vocabulary and reading are increasing, and they are becoming more informed citizens. It brings Civics alive for them and into the present day.</div>

...

Cancel

Journal #3 Facing the Lion - 2 views

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-previewing-using-226.html In using Anticipation guides I have had very good luck with bringing attention to...

TEMS520 reading bookreview

started by Paul Pelc on 12 Mar 12 no follow-up yet

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

...

Cancel
...1 more comment...
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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

...

Cancel
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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

...

Cancel
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.

<div class="cArrow"> </div><div class="cContentInner">In first/second grade it is absolutely appropriate for the teacher to guide and scaffold the student use of graphic organizers.</div>

...

Cancel

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

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

Lots of free online resources for readers theater, too!