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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
Carolyn Beyer

Journal Article #3: Media Literacy Education in the Social Studies: Teacher Perceptions... - 4 views

I chose this article because one of my classes this semester is about teaching social studies, and so I thought it would be interesting to combine two of my classes. The article discusses the impor...

TEMS520 literacy media social studies education

started by Carolyn Beyer on 18 Feb 12 no follow-up yet
Jamie Facine

Journal #1:Giants Steps with Nonfiction Writing - 1 views

www.everythingesl.net/...eps_nonficti_writing_96247.php

TEMS520 nonfiction writing strategies ELA ELL

shared by Jamie Facine on 30 Jan 12 - Cached
  • Jamie Facine on 30 Jan 12
     
    This article gives excellent advise on how to step-by-step teach non-fiction writing to ELLs. It gives tips on do's and don't's and reasons why things work and don't work when teaching students new to the country that are especially helpful for grades 3 and up. I believe strongly that reading and writing need to be linked to have meaning for students. As we teach reading in our content areas, we also need to teach writing skills to go with those reading skills.
  • ...1 more comment...
  • Linda Clinton on 01 Feb 12
     
    Do you think any of the suggestions in the article could be used in your setting? Have you had similar experiences with your ELL students? What do you take away from the reading?
  • Jamie Facine on 07 Feb 12
     
    The article says that most ELL students who had schooling in their former country will try to write in their own language and then translate into English and this becomes problematic, because the formats of sentence structure do not match in most languages. I don't really have this problem, but understand how this could become a problem. I do have the problem of sentence structure with the way my students speak, therefore when they write, the sentence structure is not proper. The article gives a step-by-step guide starting with organizers to teach non-fiction writing. I really liked the fact that it said to use sentences in the organizers. I have been using organizers with my class and trying to teach them to write fragments and then write the sentences later and found that problematic. I thought that I was trying to teach them to get their ideas on paper quicker, but after reading the article believe that it would be easier to teach them to write the proper sentence in the organizer and then transfer it to paper.
  • Linda Clinton on 10 Feb 12
     
    I do love it when I find something that contradicts what I've previously done or known. Gives me pause to think. It will be interesting to see if this change in your thinking produces results in your students' writing. Keep us posted!
Erin Visger

Book Review: After The End......Written By: Barry Lane - 7 views

If you are a English/Language Arts teacher then this book is for you. Barry Lane is brillant and creative in this book entitled, After The End. How many times do students approach two minutes after...

TEMS520

started by Erin Visger on 13 Feb 12 no follow-up yet
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
Colleen Fell

Book Review: Derrick Jensen's walking on Water - 1 views

I choose Derrick Jensen's book Walking on Water to review, mainly because he offers specific details on how to reform education, but focuses on students' attitudes on writing and reading. Jensen te...

TEMS520 literacy bookreview

started by Colleen Fell on 14 Feb 12 no follow-up yet
Colleen Fell

Journal #2: Toward a Lifetime of Literacy: The Effect of Student-Centered and Skills-Based Reading instruction on the Experiences of Children - 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.
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
     
    +2
Lauren Scherr

Toward a Critical Pedagogy of Popular Culture: Literacy Development Among Urban Youth - 4 views

www.readingonline.org/...lit_index.asp

TEMS520 reading literacy urban youth diversity

shared by Lauren Scherr on 30 Jan 12 - Cached
  • Lauren Scherr on 30 Jan 12
     
    Finding effective ways to teach today's student population is perhaps the greatest challenge facing literacy educators in the United States. As classrooms become increasingly diverse, educators struggle to find curricula and pedagogical strategies that are inclusive and affirmative yet facilitate the development of academic and critical literacies.
  • ...1 more comment...
  • Linda Clinton on 05 Feb 12
     
    How might you apply some of the researcher's findings in your own (current or future) practice? Do you know of teachers who have implemented aspects of this type of critical literacy?
  • Linda Clinton on 06 Feb 12
     
    How might you apply some of the researcher's findings in your own (current or future) practice? Do you now of teachers who have implemented aspects of this type of critical literacy?
  • Lauren Scherr on 07 Feb 12
     
    Prof. Clinton, in my own future practice the application from this article that I found most useful was teaching popular film and media in the classroom. in the new core curriculum I know that one of the standards includes comparing text to its corresponding film and evaluating and analyzing the changes that directors have made in adapting the text to film. It would just be a matter of finding a more current relevant film that has a corresponding novel that is grade appropriate and having students study the book before watching the film. I also see value in evaluating music lyrics in a poetry unit. As of right now the host teacher that I am working with hasn't done any of this. She abhors poetry and pretty much refuses to show films in class, although we haven't had much opportunity to since our school assigns readings based on lexile and right now there is no way to have a whole class read the same novel since their reading levels are all so different. I think with the core curriculum standards rolling out next year we'll really have to.
Lori Losinski

Journal #2 Talking in Class Build English Learners' Proficiency - 1 views

www.fisherandfrey.com/...ell_talk_ca_reader.pdf

TEMS520

shared by Lori Losinski on 02 Feb 12 - No Cached
  • Lori Losinski on 02 Feb 12
     
    Ross, A. & Fisher, D. (2009). Talking in class builds English learners' proficiency. California English, 14(4), 10-12. This week in class we touched on the importance of "talk" in the classroom and so when I found this article I thought it was a great connection to what we discussed in class. The article talks about the importance of purposeful talk in the classroom and how it allows students to be actively involved in the learning process. Two of the key components that must first be done by the teacher are to set a purpose and model the academic language and thinking that is needed to complete the task. After the purpose is set and the modeling is finished, student must have time to work with their peers. It is during this work time that students talk with one another using academic language and create meaning by being active learners. For me this article reminds us that "talk" in the classroom is a necessary part of the learning process for all students, not just English language learners. My classroom was always a place of active learning, a place where students were encouraged to talk about what they were learning and I found that when students could talk with their peers, they could explain the subject in a way that was meaningful and peer friendly. I also like that this article discusses ways that teachers can facilitate student talk such as, reciprocal teaching, collaborative posters ( I have never heard of this technique, but love it), and learning stations. I think that this article would be a great one to share with staff and school leaders, especially those that frown on "talk" in the classroom because there is too much learning to be done and not enough time.
Linda Clinton

Journal #2: Learning to Use Diverse Children's Literature in the Classroom: A Model for... - 7 views

I appreciate how you demonstrated that this article made you think about your own classroom, and changes you want to make.

reading research education TEMS520

started by Elly Salkic on 05 Feb 12 1 follow-up, last by Linda Clinton on 12 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
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
Dianna Morrison

Book Review: Readicide: How Schools Are Killing Reading and What You Can Do About it - 4 views

This definitely sounds like a worthwhile read! I often feel we kill the joy of reading by always trying to move on quickly and tie every bit to testing! I always try to carefully look at where to...

TEMS520 reading Literacy strategies education research bookreview

started by Michaela Klusman on 06 Mar 12 1 follow-up, last by Dianna Morrison on 11 Mar 12
Anna Scott

Book Review: "The Book Whisperer" by Donalyn Miller - 9 views

I have heard a lot about this book in recent months. The hand selection of books is amazing. I could not imagine doing that for my students. I like a lot of the ideas that you wrote about like t...

TEMS520 BookReview strategies

started by Gina Dettloff on 13 Feb 12 1 follow-up, last by Anna Scott on 27 Feb 12
Paul Pelc

Journal #3 Facing the Lion - 2 views

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-previewing-using-226.html in using Anticipation guides I have had very good luck with bringing attention to...

TEMS520 reading bookreview

started by Paul Pelc on 12 Mar 12 no follow-up yet
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
Lori Losinski

Journal #1 Supporting Struggling Readers Using interactive Read-Alouds and Graphic Organizers - 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.
Carolyn Beyer

http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D30%26q%3Dliteracy%2Bschools%2Beducation%26hl%3Den%26as_sdt%3D1%2C23%26as_ylo%3D2010%26as_subj%3Dsoc%2Beng - 1 views

repository.upenn.edu/...viewcontent.cgi

TEMS520 Identity literacy language education

shared by Carolyn Beyer on 29 Jan 12 - No Cached
  • Carolyn Beyer on 29 Jan 12
     
    Journal Article #1 Summary: Student's identities are formed through their social interactions and their literacy experiences. Literacy identity is often narrow: "good reader", "poor writer", etc. These are very inflexible descriptions and can lead students to be stuck in roles instead of growing their literacy skills. This article explores the development of identity through both students social interactions and their literacy experiences. Through three studies, it shows how these two concepts are interconnected. This article also discusses how literacy is a form of language and communication, how people interact because of literacy and the way that people define and construct themselves in order to accomplish life goals. This article also explores the role that teachers have in forming their students' literacy identities. It gives examples of three different and diverse classroom experiences with teachers who have different approaches to teaching literacy.  Link to PDF: http://repository.upenn.edu/cgi/viewcontent.cgi?article=1218&context=gse_pubs&sei-redir=1&referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D30%26q%3Dliteracy%2Bschools%2Beducation%26hl%3Den%26as_sdt%3D1%2C23%26as_ylo%3D2010%26as_subj%3Dsoc%2Beng#search=%22literacy%20schools%20education%22 Citation: Hall, L. et al. (2009) "Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and interaction in Secondary Schools." Teaching and Teacher Education. Vol. 26(2). p. 234-243.
  • Linda Clinton on 30 Jan 12
     
    Fascinating paper! Could you identify with any of the stories related in the paper? What will you take with you into your own teaching?
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