Group items tagged They - TEMS520

Book Review: "The Teaching For Understanding Guide - 5 views

I don't think I've seen this book before. It sounds intriguing. I'll have to check it out.

TEMS520 bookreview strategies education

started by Kevin Kerbrat on 21 Feb 12 2 follow-ups, last by Linda Clinton on 26 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>

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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: 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: 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

Book Review: Derrick Jensen's walking on Water - 1 views

I choose Derrick Jensen's book Walking on Water to review, mainly because he offers specific details on how to reform education, but focuses on students' attitudes on writing and reading. Jensen te...

TEMS520 literacy bookreview

started by Colleen Fell on 14 Feb 12 no follow-up yet

"A Puzzle To The Rest of Us": Who is a "Reader" Anyway? - 3 views

www.readingonline.org/...lit_index.asp

TEMS520

shared by Renee Spaman on 27 Jan 12 - Cached

Renee Spaman on 27 Jan 12

This article was about labeling "readers" and how teachers identify students by whether they were or were not "readers". Not everybody has the same definition or meaning of the word "reader". What characteristics do we as teachers assume someone possesses when he or she is (or is not) a reader? The article suggests that most people refer to the word "reader" as someone that possesses the ability to recognize letters and decode some words and sentences. Yet the people in the study often categorized reading as an activity that they regarded as more focused, literary, and part of high culture, not daily life. Also, the reading that happens every day is not what most teachers mean when they talk about a student being a reader. This article further states that being a "reader" is generally a positive identity for young children and often negative for adolescents. The following paragraph was meaningful to me and truly hit home: I believe it is important that we talk more with our students about what kind of qualities we expect from the people we identify as readers. For one thing, we need to explore with students the multiple and varied nature of reading. We need to remind them that they are constantly being readers as they go about their lives, and we need to talk with them about all the ways they engage in reading and for what purposes. (We can also remind them that reading is often pleasurable and can be so in school as well as outside of it.) After reading this article, I believe teachers should take into account that outside of the classroom students are reading such texts as video game magazines. I plan on emphasizing to my students that good readers do not necessarily read fast, do not necessarily understand what they read the first time, usually read important works more than once, and often finish reading with more questions than they started.

<div class="cArrow"> </div><div class="cContentInner">This article was about labeling "readers" and how teachers identify students by whether they were or were not "readers". Not everybody has the same definition or meaning of the word "reader". What characteristics do we as teachers assume someone possesses when he or she is (or is not) a reader? The article suggests that most people refer to the word "reader" as someone that possesses the ability to recognize letters and decode some words and sentences. Yet the people in the study often categorized reading as an activity that they regarded as more focused, literary, and part of high culture, not daily life. Also, the reading that happens every day is not what most teachers mean when they talk about a student being a reader. This article further states that being a "reader" is generally a positive identity for young children and often negative for adolescents. The following paragraph was meaningful to me and truly hit home: I believe it is important that we talk more with our students about what kind of qualities we expect from the people we identify as readers. For one thing, we need to explore with students the multiple and varied nature of reading. We need to remind them that they are constantly being readers as they go about their lives, and we need to talk with them about all the ways they engage in reading and for what purposes. (We can also remind them that reading is often pleasurable and can be so in school as well as outside of it.) After reading this article, I believe teachers should take into account that outside of the classroom students are reading such texts as video game magazines. I plan on emphasizing to my students that good readers do not necessarily read fast, do not necessarily understand what they read the first time, usually read important works more than once, and often finish reading with more questions than they started.</div>

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Linda Clinton on 27 Jan 12

"I plan on emphasizing to my students that good readers do not necessarily read fast, do not necessarily understand what they read the first time, usually read important works more than once, and often finish reading with more questions than they started." This is so important, Renee! Students need to know that even adults as experienced readers sometimes struggle with text or go back and re-read. Kelly Gallagher talks about how, as a high school English teacher, his kids don't realize that he "gets" all the symbolism, etc. in the Shakespeare works because he's read them 20 times. This article also gave me a different perspective on our "Me as a Reader" activity. Thanks for sharing!

<div class="cArrow"> </div><div class="cContentInner">"I plan on emphasizing to my students that good readers do not necessarily read fast, do not necessarily understand what they read the first time, usually read important works more than once, and often finish reading with more questions than they started." This is so important, Renee! Students need to know that even adults as experienced readers sometimes struggle with text or go back and re-read. Kelly Gallagher talks about how, as a high school English teacher, his kids don't realize that he "gets" all the symbolism, etc. in the Shakespeare works because he's read them 20 times. This article also gave me a different perspective on our "Me as a Reader" activity. Thanks for sharing!</div>

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Journal 1 Building World Knowledge: Motivating Children to Read and Enjoy Informational... - 4 views

You keyed in on some very important points. Informational texts requires a somewhat different approach from narrative text, and we do have to help students learn strategies to be successful in meet...

Journal1 TEMS520 reading literacy strategies elementary education

started by Kevin Kerbrat on 30 Jan 12 1 follow-up, last by Linda Clinton on 30 Jan 12

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>

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Educational Leadership:Reading: The Core Skill:Every Child, Every Day - 0 views

www.ascd.org/...Every-Child,-Every-Day.aspx

CCSS reading literacy instruction TEMS520

shared by Linda Clinton on 01 Apr 12 - No Cached

research has demonstrated that access to self-selected texts improves students' reading performance (Krashen, 2011), whereas no evidence indicates that workbooks, photocopies, or computer tutorial programs have ever done so
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If school principals eliminated the budget for workbooks and worksheets and instead spent the money on real books for classroom libraries, this decision could dramatically improve students' opportunities to become better readers.
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Studies of exemplary elementary teachers further support the finding that more authentic reading develops better readers
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...15 more annotations...
struggling readers typically encounter a steady diet of too-challenging texts throughout the school day
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remediation that emphasizes comprehension can change the structure of struggling students' brains.
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to enable the brain to develop the ability to read: It takes lots of reading and rereading of text that students find engaging and comprehensible.
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he intensity and volume of high-success reading, that determines a student's progress in learning to read
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exemplary teachers were more likely to differentiate instruction so that all readers had books they could actually read accurately, fluently, and with understanding.
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Writing provides a different modality within which to practice the skills and strategies of reading for an authentic purpose.
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Time for students to talk about their reading and writing is perhaps one of the most underused, yet easy-to-implement, elements of instruction
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Research has demonstrated that conversation with peers improves comprehension and engagement with texts in a variety of settings
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better outcomes when kids simply talked with a peer about what they read than when they spent the same amount of class time highlighting important information after reading
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When students write about something they care about, they use conventions of spelling and grammar because it matters to them that their ideas are communicated, not because they will lose points or see red ink if they don't
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This high-impact, low-input strategy is another underused component of the kind of instruction that supports readers
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simply requires a decision to use class time more effectively.
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eliminate almost all worksheets and workbooks
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ban test-preparation activities and materials from the school day
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no studies demonstrating that engaging students in test prep ever improved their reading proficiency—or even their test performance
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Reading Support Class - Before and During Reading Strategies - 1 views

My student teaching right now is predominately in 6th grade Language Arts classrooms. In addition to these, I am in a 6th grade reading support class and a 7th-8th grade reading support class. I th...

TEMS520 reading Literacy strategies education MS research comprehension

started by Lauren Scherr on 22 Feb 12 no follow-up yet

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

Kelly Gallagher - Resources - 0 views

kellygallagher.org/...articles.html

TEMS520 reading MS HS comprehension writing lessons

shared by Linda Clinton on 13 Feb 12 - Cached

Linda Clinton on 13 Feb 12

"Part of the reason my students have such a hard time reading is because they bring little prior knowledge and background to the written page. They can decode the words, but the words remain meaningless without a foundation of knowledge. To help build my students' prior knowledge, I assign them an "Article of the Week" every Monday morning. By the end of the school year I want them to have read 35 to 40 articles about what is going on in the world. It is not enough to simply teach my students to recognize theme in a given novel; if my students are to become literate, they must broaden their reading experiences into real-world text." Includes links to articles used as well as articles used in previous years.

<div class="cArrow"> </div><div class="cContentInner">"Part of the reason my students have such a hard time reading is because they bring little prior knowledge and background to the written page. They can decode the words, but the words remain meaningless without a foundation of knowledge. To help build my students' prior knowledge, I assign them an "Article of the Week" every Monday morning. By the end of the school year I want them to have read 35 to 40 articles about what is going on in the world. It is not enough to simply teach my students to recognize theme in a given novel; if my students are to become literate, they must broaden their reading experiences into real-world text." Includes links to articles used as well as articles used in previous years.</div>

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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

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 #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>

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GuidedInstruction.pdf - 1 views

aft.org/...GuidedInstruction.pdf

TEMS520 instruction research teaching strategies

shared by Linda Clinton on 18 Mar 12 - No Cached

Linda Clinton on 18 Mar 12

This is actually 2 articles from American Educator Spring 2011 -Putting Students on the Path to Learning: The Case for Fully Guided Instruction -Principles of Instruction: Research-Based Strategies That All Teachers Should Know The first article asserts that "teachers are more effective when they provide explicit guidance accompanied by practice, not when they require students to discover many aspects of what they must learn." The second article presents 10 research-based principles of instruction, along with suggestions for classroom practice.

<div class="cArrow"> </div><div class="cContentInner">This is actually 2 articles from American Educator Spring 2011 -Putting Students on the Path to Learning: The Case for Fully Guided Instruction -Principles of Instruction: Research-Based Strategies That All Teachers Should Know The first article asserts that "teachers are more effective when they provide explicit guidance accompanied by practice, not when they require students to discover many aspects of what they must learn." The second article presents 10 research-based principles of instruction, along with suggestions for classroom practice.</div>

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Story Starters Generator - 5 views

+2

TEMS520 writing reading Literacy

started by Elly Salkic on 24 Mar 12 1 follow-up, last by Linda Clinton on 09 Apr 12

Products - Thinking Maps - 1 views

www.thinkingmaps.com/products.php

TEMS520 graphicorganizers maps reading comprehension CCSS text structure

shared by Linda Clinton on 11 Mar 12 - No Cached

visual teaching tools that foster and encourage lifelong learning. They are based on a simple yet profound insight: The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes.
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Linda Clinton on 11 Mar 12

"Thinking Maps, developed by Dr. David Hyerle, are visual teaching tools that foster and encourage lifelong learning. They are based on a simple yet profound insight: The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes."

<div class="cArrow"> </div><div class="cContentInner">"Thinking Maps, developed by Dr. David Hyerle, are visual teaching tools that foster and encourage lifelong learning. They are based on a simple yet profound insight: The one common instructional thread that binds together all teachers, from pre-kindergarten through postgraduate, is that they all teach the same thought processes."</div>

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Linda Clinton on 11 Mar 12

Graphic organizers is our topic for Monday, March 12.

<div class="cArrow"> </div><div class="cContentInner">Graphic organizers is our topic for Monday, March 12.</div>

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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

Writing by Hand to Create a Deeper Engagement in the Classroom | The Digital Realist - 1 views

gxgraham.wordpress.com/...er-engagement-in-the-classroom

writing CCSS tems520 Strategies HS MS

shared by Linda Clinton on 05 Jun 13 - No Cached

Neurologists at the University of Indiana found more advanced neural activity in children when they wrote by hand as opposed to typing. An educational psychologist at the University of Washington found that 2nd, 4th, and 6th graders in a study there “expressed more ideas when writing essays by hand versus using a keyboard to compose.”
- Linda Clinton on 05 Jun 13
  
  This is contrary to upcoming online writing assessments.
  
  <div class="cArrow"> </div><div class="cContentInner">This is contrary to upcoming online writing assessments.</div>
  
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emphasizes the importance of taking one’s time by making a connection between writing and drawing: before her students even start writing, she asks them to take fifteen minutes or so to make a sketch of the scene they want to create. When they are done, she has them list all of the sensory details in the picture.
- Linda Clinton on 05 Jun 13
  
  Stragegies we use with developing writers...used by a college professor!
  
  <div class="cArrow"> </div><div class="cContentInner">Stragegies we use with developing writers...used by a college professor!</div>
  
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you are creating the containers where you will eventually do your thinking.  If you are just thinking, on a screen, where you can write so fast and erase so fast, it’s kind of like Frost’s thing of playing tennis without a net.”
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...4 more annotations...
“getting your mind on the page, without the interference of the editor, the fake voices, the cleaner-upper, the conformist.”
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Sellers believes writing by hand can improve literacy by deepening students’ engagement with word and world.
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They have to do the handwriting thing for thirty minutes a day for thirty days. For many of them, it’s the only time in the day they are alone.  It’s a form of meditation, right? To sit with oneself and discover what’s in there.  Writing by hand, then, is a great way, of creating a conversation with oneself.  That’s vital for the first year writer—maybe the most vital thing.”
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“And I’m not sure writing by hand is right for every teacher, every writer, every classroom. I just want to make sure we don’t lose methods that really work.”
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Linda Clinton on 05 Jun 13

Fascinating!

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

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Group items tagged