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.
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Journal #1:Guided Reading In Inclusive Middle Years Classrooms - 3 views
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Gina Dettloff on 28 Jan 12Lyons, 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.
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Gina Dettloff on 28 Jan 12oops...ok I edited my post and stuck the citation in it...thanks!
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Linda Clinton on 28 Jan 12Interesting 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.
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...
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...
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.
Book Review: The Daily 5 - 18 views
This book is a wonderful! The students become very independent and teachers are able to work with guided reading groups or individual conferences. It amazing what students can be trained to do with...
Journal Article #2 Information I shared with my principal while student teaching - 5 views
I Entered the Citation above of the book I mentioned in my last post.
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...
Journal #2 - Comprehension through Rereading - 1 views
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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
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...
Book Review: The Leader in Me - 7 views
Book Review: The Leader in Me by Stephen R. Covey Summary/Main Idea: Stephen Covey is also the author of the world recognized book The 7 Habits of Highly Effective People. In this book, s...
Journal # 1 - Literacy Strategies for Improving Mathematics Instruction - 2 views
Diana Metsisto, 2005, http://www.ascd.org/publications/books/105137/chapters/Reading-in-the-Mathematics-Classroom.aspx As a math teacher, I wanted to find some information on reading in my content...
Journal #1 - Unlocking Text Features in Expository Text - 6 views
You did a nice job of summarizing the article and making connections to your own practice. Around 1990, I took a 2-week summer course on reading in the content areas. The instructor was actually ou...
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...
Making the Student the Star - 1 views
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The article I read was inspirational and made me think about my teaching style/methods in a whole new way. The article was about helping children use literature as a way to grow intellectually and emotionally. This article described that no matter what the medium, we must create educational experiences that strive to make the individual learner the central focus-the star of the lesson. If we do this, then the lessons have an outstanding chance of helping children grow. Throughout the reading, a study of an inner city, African American adolescent named Kevin is depicted. Kevin struggled to succeed in school and in life. He received tutoring from the author of this article (Terrence Hackett). After getting to know Kevin, Hackett realized that he had a difficult life and the fact that Kevin saw himself as a survivor. Kevin's home life was in turmoil in ways that are unfortunately all too common for inner-city single parent families. As his tutor, Hackett decided to have him read the novel, "Hatchet" by Gary Paulsen. This book united his world in a meaningful way. Kevin's real life was a survival story. This book matched his lived experience. It was personally relevant to him, and as a result he was interested and engaged.
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It's probably not realistic to make every student a star in every lesson. Being aware of different ways to reach different students--and being wiling to try--is important. Thanks for sharing this article.
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I believe we need to make learning and reading relevant to all students. It is a challenge to find ways to engage all students, but I think we can come up with common themes with kids in our classrooms as a springboard for doing this. Thanks for the link! :)
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.
Book Review: Clock Watchers: Six Steps to Motivating and Engaging Disengaged Students ... - 8 views
Great question I didn't address in the review. All the examples used are middle to high school oriented and seem to require a level of maturity that elementary students would not possess. I think...
Journal #3: Second-Language Reading Comprehension and Vocabulary Learning with Multimedia - 0 views
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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.
Journal #1:Teaching Reading In The Social Studies - 1 views
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Ediger, M. (2000). Teaching Reading In The Social Studies [Abstract]. College Student Journal. Retrieved January 29, 2012, from http://findarticles.com/p/articles/mi_m0FCR/is_1_34/ai_62839401/?tag=content;col1 For my first journal article I choose an article that covers teaching in reading in social studies. The article discusses how teachers should use methods of guiding students to comprehension and understanding of ideas in print. Students need word recognition skills which can lead to meaningful learning. This is crucial for students to develop necessary skills to achieve a higher understanding in this subject area. To do this teaching reading across the subject will benefit as students learn the important facts, concepts, and ideas the curriculum. As a social studies teacher, you need to be active in students reading by helping with comprehension which can lead to a better understanding of the material. The article offers several methods on how to do this. These include adding new words found in readings as vocabulary, reading orally in small groups, using a student aid to read orally, using tape recordings of the section, individual readings, and using journals during readings. Overall I thought this article was great because while it provided you many ideas and practices that you could actually use in your classroom. In the end, having actual methods to use first hand will benefit us as teachers the most. It will just be up to use to master using them in the classroom.
Book Review: Focus - Elevating the Essentials to Radically Improve Student Learning - 5 views
http://www.ascd.org/Publications/Authors/Mike-Schmoker.aspx?id=772617157001