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Colleen Fell

Journal #2: Toward a Lifetime of Literacy: The Effect of Student-Centered and Skills-B... - 0 views

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    This article focused on a study done in a second grade private school over a four week period. Two different instructional practices were implemented by the researcher (who was also the teacher), and observations, focus groups with students, assignment evaluations, as well as student surveys were used to collect data. The instructional practices were student-centered instructional model and skills-based instructional model. The student-based instructional model focuses on student interest in reading, small groups and personal reading time, and student driven goals with their reading. I love the idea of student -centered instructional methods in the classroom, especially in an elementary setting when student attitudes towards reading are formed and develop into life long habits. In the article, students expressed feeling better when they were allowed to make choices about the reading that they do. Observations also showed that when students were forced to read aloud the students who were struggling mouthed the words and were too intimidated to participate. Also, the advanced readers were disinterested in the reading that was given by the teacher, as they had moved beyond it. If educators expect to create enthusiastic and self directed readers, then we must allow them to feel empowered by the reading they do in the classroom. I did an article previously on given boys choices in what they read, and this practice seems to ring true in this article as well. Allowing students to read in smaller groups with peers at their reading level allows for students to gain self esteem that is so important when moving forward with their reading education.
Linda Clinton

GuidedInstruction.pdf - 1 views

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    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.
Monica Orlando

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

Linda Clinton

Book Review: Classroom Instruction that Works - 11 views

Please know that I genuinely am trying to get everything back within a week. Really, I am! ;)

TEMS520 bookreview

Michelle Voelker

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
Michelle Repokis

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...

TEMS 520 reading literacy strategies

Linda Clinton

Michigan's Teaching for Learning Framework - 0 views

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    "The Teaching for Learning Framework, a project of the Michigan Department of Education - Office of Education Improvement and Innovation, was created to support effective instruction in challenging content across all grade levels and content areas. The Framework outlines 77 research-based Essential Skills (organized into __ Fundamental Processes and three Core Elements) that can be learned, practiced, and utilized by classroom teachers to efficiently and effectively deliver instruction."
Renee Spaman

Delivering What Urban Readers Need - 0 views

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    This article was very interesting to me. I teach reading in an urban district so 'Delivering What Urban Readers Need' caught my eye. The article talks about the reading difficulty in schools that are predominately minority and economically disadvantaged. This article contains information on: 'An Acute Problem', 'Strategies for Urban Readers', 'Provide Balanced Reading Instruction', 'Identify Those At Risk', 'Provide Supplemental Instruction', 'Encourage Active Student Responding', 'Teach Within Small Groups', 'Monitor Student Learning', 'Create Peer-Mediated Learning Environments', ' Practice Nonexclusionary Classroom Management', 'Help Parents Reinforce Learning', and 'Offering Learners Their Best Chance'. I found the section on providing a balanced reading instruction to be the most relative and intriguing to me. After reading this article, I feel more confident then ever that all students need repitition! "Good reading instruction is explicit, intensive, and systematic. Such instruction is beneficial for all learners, but it is nonnegotiable for students at risk for reading failure." This article is important for teachers in urban districts or even if you have 'at risk' students...truly worth a look.
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Jamie Facine

Differentiated Instruction for Math - 0 views

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    Great article that sums up differentiated instruction and further gives suggestions on how to differentiate instruction for math. 
Wendy Morales

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
Michelle Voelker

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

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

TEMS520 bookreview education

Linda Clinton

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

  • 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
  • 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.
  • he intensity and volume of high-success reading, that determines a student's progress in learning to read
  • ...15 more annotations...
  • struggling readers typically encounter a steady diet of too-challenging texts throughout the school day
  • remediation that emphasizes comprehension can change the structure of struggling students' brains.
  • 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.
  • Studies of exemplary elementary teachers further support the finding that more authentic reading develops better readers
  • exemplary teachers were more likely to differentiate instruction so that all readers had books they could actually read accurately, fluently, and with understanding.
  • Writing provides a different modality within which to practice the skills and strategies of reading for an authentic purpose.
  • 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
  • Research has demonstrated that conversation with peers improves comprehension and engagement with texts in a variety of settings
  • 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
  • Time for students to talk about their reading and writing is perhaps one of the most underused, yet easy-to-implement, elements of instruction
  • This high-impact, low-input strategy is another underused component of the kind of instruction that supports readers
  • simply requires a decision to use class time more effectively.
  • eliminate almost all worksheets and workbooks
  • ban test-preparation activities and materials from the school day
  • no studies demonstrating that engaging students in test prep ever improved their reading proficiency—or even their test performance
Michelle Repokis

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
Michelle Voelker

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

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

The Angry Birds Effect « Byron's Babbles - 2 views

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    The author presents a convincing argument for emulating instructional design found in "Angry Birds."
Linda Clinton

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

Linda Clinton

Products - Thinking Maps - 1 views

  • 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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    "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."
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    Graphic organizers is our topic for Monday, March 12.
Linda Clinton

Literacy Builders: An Epidemic of Poor Comprehension - 1 views

  • aspects of our strategy instruction may well be counterproductive.  I sense that we may overemphasize things like making connections and predictions and underemphasize things like synthesis and determining importance.
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    I re-read this (highlighted) passage from the article about 3 times to absorb it. When I first became a literacy coach about 10 years ago, our district was just transitioning to the idea of leveled text and guided reading. It was all about giving struggling readers text at their instructional level--easier to access. Now the Common Core State Standards (CCSS) necessitate a shift in that thinking as we need to push students to interact with more complex texts at a higher level of thinking. So I think we can still consider instructional levels (and need to) to help students become proficient readers, but we need to "up the ante" in our book talks to help students go deeper into the meaning.
Michelle Voelker

Journal #2 - Comprehension through Rereading - 3 views

http://rpsagsu.svsu.edu/gale-go/ps/i.do?action=interpret&id=GALE%7CA224989288&v=2.1&u=lom_saginawvsu&it=r&p=AONE&sw=w&authCount=1

TEMS520 reading strategies MS ELA informational text

Linda Clinton

Book Review: The Cafe Book: Engaging All Students in Daily Literary Assessment and Inst... - 1 views

by Anna Scott (reposted as a topic) The Café Book is written by The Two Sisters, Joan Moser and Gail Boushey. The book is written in conjunction with The Daily 5, also written by them. The Daily...

TEMS520 bookreview

started by Linda Clinton on 27 Feb 12 no follow-up yet
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