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Michelle Repokis

Journal # 2-Reading 101 for English Language Learners - 8 views

Professor Clinton- It also makes me realize that teaching these students the position of their mouth/tongue/etc when producing these sounds is extremely important. When speaking to a Title I Aide t...

TEMS520 reading ELL strategies phonemic awareness phonics vocabulary fluency comprehension

started by Michelle Repokis on 06 Feb 12 3 follow-ups, last by Michelle Repokis on 12 Feb 12
Lori Losinski

Journal #1 Supporting Struggling Readers Using Interactive Read-Alouds and Graphic Orga... - 3 views

www.naeyc.org/...Barrett-Mynes.pdf

TEMS520

shared by Lori Losinski on 26 Jan 12 - No Cached
  • Lori Losinski on 26 Jan 12
     
    Barrett-Mynes, J., Moran, M. J., & Tegano, D. (2010). Supporting struggling readers using interactive read-alouds and graphic organizers. Voices of Practitioners, 5(2), 1-12. This article discusses a four week study that was done in order to determine the effects that collaborative discussion and child-created graphic organizers used during read-alouds had on children's comprehension. Over the course of the study it was found that: 1. The children need less guidance from their teacher and became more collaborative with their peers in their discussions. 2. The use of graphic organizers became more child-created and required less teacher guidance. 3. Students in the study received higher scores on standardized tests. The article concludes that both collaborative discussions and child-created graphic organizers enable students to construct new knowledge and begin to organize their thinking in response to the comprehension of text. It was also found that by depending less on the the teacher for guidance, children were able to take more control and ownership of their learning. When I taught first and second grade, I loved using graphic organizers and read-alouds to help build reading and comprehension skills. I liked the fact that graphic organizers can be as creative and/or as structured as you would like. The most important factor for me is that graphic organizers can be used with any subject to help a child organizer their learning in a way that is helpful for them as learners.
  • ...1 more comment...
  • Linda Clinton on 27 Jan 12
     
    I thought it was rather interesting that the author let students create their own GOs. She mentions modeling three in the first week. I think students must have had other experiences with GOs to be able to use them rather independently within the four-week course of the study.
  • Lori Losinski on 28 Jan 12
     
    I agree, it seems like the student's in the study would have had to have some prior experience with graphic organizers to be able to create their own. I loved using graphic organizers in my classroom, although with 1st and 2nd graders they were primarily teacher guided, I think that they were helpful for students to organizer their thoughts and be able to have a visual representation.
  • Linda Clinton on 28 Jan 12
     
    In first/second grade it is absolutely appropriate for the teacher to guide and scaffold the student use of graphic organizers.
Dianna Morrison

Journal #2: Cool Books for Tough Guys: 50 Books Out of the Mainstream of Adolescent Lit... - 2 views

scholar.lib.vt.edu/...Baines.html

reading literacy strategies education

shared by Dianna Morrison on 05 Feb 12 - No Cached
  • Dianna Morrison on 05 Feb 12
     
    "Teachers of English need to reach the tough guys out there, and they are probably not going to do it by prescribing another go at The Sound and the Fury. The problem is not so much that tough guys lack the brainpower to read: they simply do not want to." I like the suggestions given for books to motivate adolescent male readers given in this article. I appreciate how Lawrence Baines has collected information over the years to share with us as teachers.
  • ...2 more comments...
  • Michelle Voelker on 06 Feb 12
     
    I smiled when I saw this... I have had some "tough guys" in middle school Language Arts, especially when we read only 1 text that has a male protagonist in the 8th grade. Luckily, we just started teaching Glory Road, a screen play about a college basketball team during the 1960s and my boys connected very well to that text. I actually found "Crime Lab 101: Experimenting with Crime Detection" at the Salvation Army over the summer and bought it. (It was one of my "grab everything on the shelf and buy it" days). A student that "hates reading" found that book and I actually have heard from other teachers that he "doesn't pay attention in class because of that book." I think there could be worse reasons for not paying attention. :)
  • Linda Clinton on 12 Feb 12
     
    What ideas do you have for getting "tough guys" to read.?
  • Dianna Morrison on 12 Feb 12
     
    I always try to do an interest inventory with students and find books that fall into these interests to offer for independent reading time. I also love informational books that center around sports and life oddities, such as Ripley's or Guiness Book of World Records. Boys seem to like these types of books. I have used Sports Illustrated for Kids also as an offer for reading. For class books, I have used "The Air Down Here" by Gil Alicea, a teenage boy from the Bronx. It is written in journal format and tells about his life in his own words. I used this with 8th graders and the boys especially seemed to "grudgingly" get interested and want to read more! I also found that books about aliens, Big Foot, Sasquatch and those types of informational books were interesting to them as well!
  • Linda Clinton on 20 Feb 12
     
    When I was a media center teacher, I could not keep the Guinness or Ripley books on the shelf! I think besides the "ew" factor, another draw is (of course) the pictures, and small chunks of text.
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
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

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
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
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

started by Monica Orlando on 29 Jan 12 2 follow-ups, last by Monica Orlando on 31 Jan 12
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.
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
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.
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.
Michaela Klusman

Journal #1 - 4 views

www.keystoliteracy.com/...basic-teaching-principles.pdf

reading literacy strategies education ELA elementary MS writing TEMS520

shared by Michaela Klusman on 29 Jan 12 - No Cached
  • Michaela Klusman on 29 Jan 12
     
    For my first journal, I read this article about multi-sensory language arts instruction.  It claims that if you can provide students with visual, auditory, and tactile-kinesthetic methods for learning, they are more likely to be successful.  One of the things that I agreed with most strongly that it seems many educators today shy away from is the idea that students should "practice to the point of automatization."  Automatic reading is not the key to comprehension but it is surely a necessary foundation for meaningful reading.  When I was a student, we practiced grammar and spelling until it was second-nature and generally my current abilities testify to that.  However, we have steered away from correctness in favor of sparing student egos.  I do not think that it has done them any good.  I wholeheartedly agree with this article that we MUST train our students to be good readers and writers. 
  • Linda Clinton on 30 Jan 12
     
    More emphasis is being placed on fluency. You can't understand what a text means if you can't figure out what it says. We don't want students to simple "bark at print" but there has to be a balance between fluency and comprehension.Was there anything in the article you would apply to your own teaching?
Michelle Repokis

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...

TEMS520 bookreview behavior academics attitudes education

started by Michelle Repokis on 13 Feb 12 no follow-up yet
Scott Ceglarek

How to Create Behavorial Intervention Plans - 0 views

www.brighthub.com/...78144.aspx

TEMS520 behavior intervention plans strategies education autism

shared by Scott Ceglarek on 16 Apr 12 - No Cached
  • Scott Ceglarek on 16 Apr 12
     
    With classrooms becoming more and more mainstreamed I thought that this article/website would help general education teacher understand how to create a Behavior Intervention Plan. This text focuses more on kids with autism which I found to be important because of the increased awareness of students with this disability. Student with autism can be a challenge for any teacher to teach. The skills that they usually can be taught are social, daily living, and task skills. One way to help in assisting teachers and the students in doing this is creating behavior intervention plans. With autistic students we need to use special strategies to teach them these skills and the behavior intervention plans provide that strategy. There are several steps that go into the behavior intervention plans that ensure that the students get the most out of the plan. First the teacher will need to record the student's behavior. The behaviors the teacher is looking for are problem behaviors like biting and throwing objects and skill behaviors like language or social skills. Also the teacher will need to record the frequency, duration, and time of these behaviors. Next would be an ABC analysis of the student. The A part means antecedent, what happened before the behavior. The B part would require an analysis of the behavior itself. The C part would be the consequence of the behaviors or what happened after. Following this be choosing a target for the student or goal such as choosing 1-2 skill behaviors and 1 problem behavior to work on. The last few steps include choosing a Right Intervention Strategy for the student with autism. This could include choosing reinforcement such as sensory time, making a structured schedule, and consistent intervention to any issues. In the end you should always continue to analyze the behavior intervention plan.
Gina Dettloff

Racial Lens Used to Cull Curriculum in Arizona - NYTimes.com - 0 views

www.nytimes.com/...ull-curriculum-in-arizona.html

nytimes com curriculum arizona

shared by Gina Dettloff on 22 Mar 12 - No Cached
  • Gina Dettloff on 22 Mar 12
     
    Although none of us are currently teachers in Arizona, I thought this article hit close to home.  In a nutshell, the Arizona curriculum (led by a Republican state education superintendent) is banning minority study type books because of a fear that teachers may not use them appropriately.  So, even though schools need to teach a minority studies, they can still be removed if it is determined that by using an antiwhite curriculum to foster social activism. What a load of bunk when trying to shape young minds.  Scary how quickly a government can decide what books to offer and not offer students, regardless of what political party you sway towards.
  • Linda Clinton on 09 Apr 12
     
    +2
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
  • ...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.
  • 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
Scott Ceglarek

Journal #1:Teaching Reading In The Social Studies - 1 views

findarticles.com/...ai_62839401

TEMS520 reading education social studies secondary MS comprehension elementary strategies literacy

shared by Scott Ceglarek on 30 Jan 12 - No Cached
  • Scott Ceglarek on 30 Jan 12
     
    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.
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
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