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Linda Clinton

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
Linda Clinton

Journal #2 Reading, Literacy and Your Child - 13 views

Thanks for sharing your personal memories, Erin. I have deeply fond memories of my mom reading to us as kids, and doing different voiced. If you ask me in class, I'll share my favorite!

TEMS520

started by Erin Visger on 06 Feb 12 1 follow-up, last by Linda Clinton on 12 Feb 12
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

started by Elly Salkic on 12 Feb 12 5 follow-ups, last by Michelle Repokis on 13 Feb 12
Elly Salkic

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

Hey Michelle, your story made me laugh too. Thanks for sharing the book title, I actually have heard of it and was interested in reading it, and then just completely forgot the title. :)

TEMS520 reading literacy strategies ELA

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

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. 
  • 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!
msterri24

The Power of Planning Developing Effective Read-Alouds - 3 views

www.naeyc.org/...BTJReadingAloud.pdf

TEMS520

shared by msterri24 on 26 Jan 12 - No Cached
  • msterri24 on 26 Jan 12
     
    Journal # 1 Shedd, K.M., & Duke, N.K. (2008). The power of planning developing effective read-alouds. Beyond the Journal Young Children on the Web. November, 1-6. The article that I read is about the importance of reading aloud to students and the effectiveness of read-alouds. The study has found the effectiveness of read-alouds depends on a number of factors: * open-end questions * a careful selection of high-quality text * teacher excitement while reading read-alouds are important part of children's development of literacy skills. The article gave many suggestions on how to select books appropriate for grade level and for the audience. There were also ideas on how to get students involved before, during and after the read alouds. After reading this article, it made think about how I do read-alouds in my classroom and if I incorporate all the suggestions from this article during my read-aloud.
  • Linda Clinton on 27 Jan 12
     
    What do you think you might do differently as you do read-alouds in your classroom? I found it interesting and found myself reflecting on my practices. I love to read aloud to students, and as a classroom teacher, did it almost exclusively for the enjoyment and the experience of story for students. As I learned more about developing literacy, my read-alouds changed, and became more intentional. But after reading this article, I think I could do even more to plan for even more effective use of the strategy. I really like the idea of using the sticky notes to mark spots to question. (PS--I love Nell Duke. She really knows her stuff. Got to see her at the MRA pre-conference last year.)
  • msterri24 on 27 Jan 12
     
    I do read alouds throughout the day, which are books that we need to read for our Reading program, science or Paragon (history). At the end of the day I do author of the week, we talk about the author, illustrator, I go to the library every week and grab 5-7 books from the same author and don't really look inside the books to see if it is age appropriate. There has been a few times that the books have been over my students heads or too babyish for them. After reading the article I really need to take a minute and look at the pages and make sure the books are appropriate for my students.
Wendy Morales

Journal #1: Reading Strategies for Special Education: Improving Reading Comprehension a... - 2 views

www.brighthubeducation.com/...ding-comprehension-and-fluency

journal1 special education reading strategies education improving comprehension fluency

shared by Wendy Morales on 28 Jan 12 - No Cached
  • Wendy Morales on 28 Jan 12
     
    Since my goal is to be a special education teacher I figure I'd make that the focus of my article search. This particular article is meaningful because it lists specific strategies to help the student with a reading disability. The first strategy listed is to encourage reading by finding reading material that the student enjoys. Reading material they want to read will help to improve reading comprehension and fluency because the student won't feel forced to read something they are not interested in. Keeping a graph of the student's reading progress helps to motivate them to improve their reading skills by making it a challenge. Also readers who struggle can track with their finger or a ruler in order to keep their place and their focus. Sounding out stumble words is a strategy to use when the student is struggling with a particular word. A strategy that I have never thought to use before is to record the student reading so they are able to listen back and judge their own fluency. For secondary students, have them keep a word journal notebook. They can record the words they get stuck on when reading and then study them. Lastly, using reading games is a great strategy for any age group. Even high school special education students enjoy a game of Scrabble, and playing word games improves their reading skills. The bottom line is to make reading fun for all students, and especially for readers with disabilities.
  • Linda Clinton on 29 Jan 12
     
    Nice job pulling out the specific strategies, Wendy.
Linda Clinton

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
Renee Spaman

"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.
  • 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!
Dianna Morrison

Helping Underachieving Boys Read Well and Often. ERIC Digest. - 1 views

www.ericdigests.org/...boys.html

TEMS520 reading research

shared by Dianna Morrison on 30 Jan 12 - Cached
  • Dianna Morrison on 30 Jan 12
     
    The ability to read well is the most important skill children can acquire. Reading ability and the desire to read vary significantly among groups of children, however. This article discusses the results of a study taken in 98-99 of kindergarteners. It provides information on how schools and families can improve the reading skills of native English speaking children, particularly poor elementary school level boys of color. It states that boys typically learn to read at an older age than girls, take longer to learn, and comprehend less easily than girls. It talks about reading genres that boys prefer, such as adventure, science fiction and fantasy and books that have characters like themselves. They discuss the value of reading aloud to students and in providing silent reading time along with a wide variety of books for boys to choose from. Lastly, it gives suggestions for parents and communities to provide opportunities for young people to help engage them in regular reading.
  • ...2 more comments...
  • Dianna Morrison on 30 Jan 12
     
    Oh phooey....I forgot to put Journal #1 on my posting and the author....Wendy Schwartz. Here I was so proud I figured out how to get it there too! Sorry! :)
  • Colleen Fell on 30 Jan 12
     
    I love the idea of allowing boy readers to read what interests them. I think a lot of times boys reading for information is viewed as negative, as girls are more apt to discuss and analyze the text. This is something that is just as valuable and can add a lot to the classroom climate and teachers should learn to value this too.
  • Linda Clinton on 05 Feb 12
     
    Based on reading this article, what strategies might you incorporate in your classroom/school? Have you previously engaged in any practices to increase boys' reading?
  • Dianna Morrison on 05 Feb 12
     
    I always try to do a survey with students for likes/dislikes, strengths/weaknesses. I use this information to help students find reading material they are interested in and give them a choice when reading. I also purchased books like Guiness Book of World Records, Ripley's Believe It Or Not, and MythBusters to put on my informational book shelf. Boys seemed to have liked these books very much.
Michelle Voelker

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
Lauren Scherr

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
Erin Visger

Journal #1 Reading Aloud: Are Students Ever Too Old? - 8 views

http://www.educationworld.com/a_curr/curr081.shtml This article was very benefical to me. First off I loved the title, Are Students Ever Too Old? In this case the question was asking, when are st...

TEMS520

started by Erin Visger on 31 Jan 12 no follow-up yet
Anthony Stewart

Book Review: I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Re... - 7 views

I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers is a great resource for implementing reading comprehension strategies in the secondary classroom. The book is written ...

TEMS520 reading strategies comprehension

started by Anthony Stewart on 13 Feb 12 1 follow-up, last by Anthony Stewart on 14 Feb 12
Brett Hewitt

Journal #2: Contexts for Engagement and Motivation in Reading - 1 views

www.readingonline.org/...art_index.asp

TEMS520 reading education

shared by Brett Hewitt on 06 Feb 12 - Cached
  • Brett Hewitt on 06 Feb 12
     
    The article I read for this journal focused on the differences between readers who are engaged and those who aren't. An engaged reader is a student who wants to read both to gain knowledge and for their own enjoyment. Sometimes it seems as you talk to students that there aren't that many of these. As you could probably assume, students who are engaged in reading are more likely to be successful readers. The reason that I chose this article was first because it was directly applicable to our class. Another was that I would like to be able to get more students to become engaged readers. If it is possible to get some students to want to read on their own it would be a great accomplishment. I think very often students don't like to read because they aren't interested in the readings they are assigned. If, as a teacher, you are able to find subject matter that can interest students they would be much more likely to be engaged readers. The research in this article found some interesting information. One interesting bit was that students' motivation to read decreased as they aged. This seems to make a lot of sense to me. For one thing I believe that very often the reading that students are assigned is very, for a lack of a better word, boring. It could be a good thing to try to provide students with a greater variety of books that may be able to evoke more motivation to read. Another part of this article spoke to the idea that relating the information in readings to real life experiences. This seems to me to be one of the most important things a teacher can do. If teachers are able to relate the information in the readings to real world experiences the students are more likely to grasp the information. Simply having the students read a text and then not providing any real-world context doesn't accomplish a whole lot. For me, the information that has stuck with me the longest is that which was related directly to stories that the instructor told
  • Linda Clinton on 12 Feb 12
     
    Engagement and motivation are huge topics in education right now. Small things we can do to tap into students' interests can provide links to help students make connections between school content and their worlds.
Colleen Fell

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

www.eric.ed.gov/EJ910114.pdf

TEMS520 reading strategies education

shared by Colleen Fell on 12 Mar 12 - No Cached
  • Colleen Fell on 12 Mar 12
     
    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

I Resolve to Read - The Book Whisperer - Education Week Teacher - 2 views

blogs.edweek.org/...i_resolve_to_read.html

TEMS520 literacy reading books Blog

shared by Linda Clinton on 04 Jan 12 - No Cached
  • Linda Clinton on 04 Jan 12
     
    Sixth-grade language arts teacher Donalyn Miller joins other teachers and education bloggers who are including reading goals and challenges as part of their New Year's resolutions. Miller, who asks her students to reflect on the reading they did last year, encourages educators to participate and share goals of their own and their students for reading in 2012.
  • Linda Clinton on 04 Jan 12
     
    As reading teachers (and every teacher is a teacher of reading!) it is important for us to think about, and let students see, ourselves as readers. What are your personal reading goals?
  • Michelle Repokis on 16 Jan 12
     
    I just wanted to mention that I read the Book Whisperer and loved it! I also had the opportunity (along with Elvisa) to listen to Donalyn Miller speak at the MRA conference last year in Grand Rapids. She is inspiring! I hope to read 2 books during Mid-Winter break AND Spring break. It is hard to read for pleasure with work, college and the other endless commitments!
Erin Visger

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
Colleen Fell

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
Colleen Fell

Common Core Standards findings - 1 views

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

TEMS520 reading Literacy education

shared by Colleen Fell on 22 Mar 12 - No Cached
  • Gina Dettloff on 22 Mar 12
     
    Although different opinions grumbled both sides in this article, I think it had a large nugget of truth attached to it.  For the last three years, a pilot program in NYC were taught to read using this Core Knowledge program.  Although a bit more complicated than this explanation, the Core Knowledge Program means that students primarily read non fiction books of their choosing in schools while teachers would conference from desk to desk with the students.  The study said it was most pronounced in kindergarten, where students that were apart of the study scored five times higher than those peers who were not apart of the study.  Note: it did not say what was on this brief reading test given to both parties.
  • Colleen Fell on 23 Mar 12
     
    This New York Times article focuses on students reading non-fiction, especially in content areas other than English. The studies show that students gain reading achievements higher than students who did not have this program in place. I think that nonfiction reading has taken a back seat, and students should learn how to read informational text. Newspapers, lab preps, and the like need to be expanded upon and used more in the classroom. Nonfiction reading is another great way to get boys interested in becoming active and engaged readers. Not to pigeon hold boys as total nonfiction readers, but I feel that many boys become tired of just reading fiction book in the English classroom, and content area reading is a great way to strengthen male students reading skills and attitudes.
  • Linda Clinton on 09 Apr 12
     
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