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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
Linda Clinton

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...

TEMS520 reading strategies MS elementary expository text Identifying Important Info

started by Michelle Voelker on 30 Jan 12 1 follow-up, last by Linda Clinton on 30 Jan 12
Lauren Scherr

Book Review: Teaching Text Structures (A Key to Nonfiction Reading Success) - 4 views

This is a phenomenal book for teaching text structures. For those who aren't familiar with text structure, it's basically the format that an author chooses to write a text in. Text structure is usu...

TEMS520 reading literacy strategies comprehension ELA text structures nonfiction

started by Lauren Scherr on 13 Feb 12 1 follow-up, last by Lauren Scherr on 13 Feb 12
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
Linda Clinton

Book Review: Guiding Readers and Writers - 10 views

A nicely done, comprehensive (therefore helpful) review. I'd love to see the book if you wouldn't mind bringing it to class.

TEMS520 reading literacy ELA

started by Renee Spaman on 12 Feb 12 1 follow-up, last by Linda Clinton on 13 Feb 12
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
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

started by Michelle Voelker on 06 Feb 12 1 follow-up, last by Michelle Voelker on 06 Feb 12
Linda Clinton

Non Fiction Text Features Posters - Primary Punch - TeachersPayTeachers.com - 1 views

www.teacherspayteachers.com/...-Fiction-Text-Features-Posters

TEMS520 reading comprehension infotext text features CCSS elementary MS ELA printables

shared by Linda Clinton on 25 Mar 12 - No Cached
  • Linda Clinton on 25 Mar 12
     
    This packet contains colorful posters to teach 14 non-fiction text features! -guide words -title page -table of contents -index -glossary -heading -keywords -illustrations & photographs -captions -diagrams -labels -text box -maps -charts
  • Linda Clinton on 25 Mar 12
     
    Free downloadable posters to teach text features!
Anthony Stewart

Horning, Reading Across the Curriculum - 0 views

wac.colostate.edu/...horning2007.cfm

shared by Anthony Stewart on 23 Jan 12 - Cached
  • Critical literacy By the end of first year composition, students should: Understand interactions among ideas or characters in the text which are subtle, involved or deeply embedded. Appreciate the richness of highly sophisticated information conveyed through data, visual arrays or literary devices. Perceive structure, following texts or visual materials organized in ways that are elaborate and sometimes unconventional. Notice the style, tone and use of language, visual or digital elements, which may be intricate. Comprehend vocabulary, even when the author's choice of words is demanding and highly context dependent. Attend to an author's intent in writing the text, even if it is implicit and sometimes ambiguous. (adapted from American, 2006, p. 17) And to these goals, I would add two more: Be able to summarize main ideas and key details from a text or electronic display. Analyze, synthesize and evaluate written and/or visual material and integrate that material into their own writing for their own purposes.
  • The survey data reported in NALS, NAAL and IALS is not the only place that shows the need for a much greater focus on reading. Other studies such as the study of literary reading called Reading at Risk (United States, National Endowment for the Arts, 2004) show a decline in reading in the population at large based on a representative survey of 17,000 adults drawn from census data.
  • Strategy 1:
  • ...5 more annotations...
  • Strategy 2:
  • Strategies for Reading Across the Curriculum
  • Strategy 3:
  • Strategy 4:
  • Relationships: Interactions among ideas or characters in the text are subtle, involved or deeply embedded. Richness: The text possesses a sizable amount of highly sophisticated information conveyed through data or literary devices. Structure: The text is organized in ways that are elaborate and sometimes unconventional. Style: The author's tone and use of language are often intricate. Vocabulary: The author's choice of words is demanding and highly context dependent. Purpose: The author's intent in writing the text is implicit and sometimes ambiguous. (American, 2006, p. 17)
  • Anthony Stewart on 23 Jan 12
     
    Literacy
anonymous

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...

TEMS520 reading strategies Math

started by anonymous on 30 Jan 12 no follow-up yet
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!
Linda Clinton

Teaching Text Structure - 1 views

www.slideshare.net/...teaching-text-structure

TEMS520 reading text structure FFch1

shared by Linda Clinton on 20 Jan 12 - Cached
  • Linda Clinton on 20 Jan 12
     
    Slideshare by Emily Kissner gives good explanations of various text structures, and why they are important to teach to students. Also included are examples of books which can be used to teach the structure.
  • Michelle Voelker on 22 Jan 12
     
    Thank you for sharing this! I often struggle with explaining these concepts to my team's content teachers. Perhaps this would help me to outline the text structures they most frequently provide to students and how best to teach them.
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
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
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

started by Michelle Voelker on 16 Feb 12 1 follow-up, last by Michelle Voelker on 16 Feb 12
Linda Clinton

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
  • 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.
  • Studies of exemplary elementary teachers further support the finding that more authentic reading develops better readers
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  • 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.
  • he intensity and volume of high-success reading, that determines a student's progress in learning to read
  • 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.
  • Time for students to talk about their reading and writing is perhaps one of the most underused, yet easy-to-implement, elements of instruction
  • 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
  • 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
  • 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 Voelker

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

www.ascd.org/...Mike-Schmoker.aspx

TEMS520 bookreview essentials strategies literacy research

shared by Michelle Voelker on 12 Feb 12 - No Cached
  • Michelle Voelker on 12 Feb 12
     
    Mike Schmoker's "Focus" is a tremendous commentary on the elements of good instruction and the current state of education and teaching.
  • Michelle Voelker on 12 Feb 12
     
    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

Dan Kurland's www.criticalreading.com -- Strategies for Critical Reading and Writing - 1 views

www.criticalreading.com

reading CCSS CCR thinking

shared by Linda Clinton on 25 Feb 12 - Cached
  • Linda Clinton on 25 Feb 12
     
    Reading is more than looking at the words on a page. Critical reading involves re-reading text to "dentify patterns of elements -- information, values, assumptions, and language usage-- throughout the discussion. These elements are tied together in an interpretation, an assertion of an underlying meaning of the text as a whole."
LeAnn Maynard

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.
Lori Losinski

Building World Knowledge: Motivating children to read and enjoy informational text - 0 views

www.readingrockets.org/...33920

TEMS520 reading

shared by Lori Losinski on 21 Mar 12 - No Cached
  • Lori Losinski on 21 Mar 12
     
    Although this article is brief, it details three techniques that teachers can use to improve skills needed for informational reading. The techniques that the article details are: text impression, guided questions, and retelling pyramid. If you hope to encourage your students to read informational text and understand it, the three techniques described in the article are simple ways that can help you teach these skills to your class.
  • Linda Clinton on 09 Apr 12
     
    +2
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