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Gina Dettloff

Journal #1:Guided Reading In Inclusive Middle Years Classrooms - 3 views

isc.sagepub.com.huaryu.kl.oakland.edu/...158.full.pdf

tems520

shared by Gina Dettloff on 28 Jan 12 - No Cached
  • Gina Dettloff on 28 Jan 12
     
    Lyons, W. & Thompson, S.A. (2011, October). Guided Reading in Inclusive Middle Years Classrooms. Intervention in School and Clinic, 47: 158. Retrieved January 27, 2012, from http://isc.sagepub.com.huaryu.kl.oakland.edu/content/47/3/158.full.pdf This study was interesting, because it focuses on something that I am sure so many teachers struggle with - how to teach students who demonstrate a wide variety/range of ability and needs. This study took a really "rough" socioeconomic level of 4th -8th graders and their teachers, and using guided reading as their main method of instruction DID see an 80% of students advance at least one, if not more levels. This was attributed to the fact that in small guided reading groups teachers could spend more time with small groups of students, targeting individual needs. That was the warm fuzzy. Of course, the part that this article mentions in the end, and would stop most teachers in their tracks before attempting to duplicate this, is that each classroom was equipped with several teachers and teacher assistants to make this work. Additionally, there were many times where the rest of the class NOT consisting of the 3 to 5 students in the guided reading group were supposed to work independently. All in all, every study has its flaws - the interesting thing here is that despite them, students still improved overall.
  • ...1 more comment...
  • Linda Clinton on 28 Jan 12
     
    Gina, nice job on the critique. Because this article was retrieved through OU, please provide the complete citation with author(s), date, journal title, volume & number. Also bring a printout of the article to class or (preferably) email it to me if possible. :)
  • Gina Dettloff on 28 Jan 12
     
    oops...ok I edited my post and stuck the citation in it...thanks!
  • Linda Clinton on 28 Jan 12
     
    Interesting to note some of the different terms used in the Canadian Schools, such as "families living in vulnerable circumstances" and "enhanced funding." Probably akin to our use of "at-risk" and "Title I." You are right, most teachers would "stop in their tracks" with regard to the two teachers. This article refers to an inclusion setting, in which the special ed teacher "pushes in" with the special ed students and co-teaches with the gen ed teacher. I did a NCA QAR visit last spring in a school with 4 or 5 teachers in a grade, and 4 paras in the school. It was either 2nd or 3rd grade. Every day at the designated time, all the paras would go into that pod of the school, and the students would move around to different teachers or paras and everyone got guided reading every day. It requires a shift in thinking and lots of collaboration and cooperation, but it can be done.
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
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
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?
Linda Clinton

Reader's Theatre: Giving Students a Reason to Read Aloud - 6 views

Lots of free online resources for readers theater, too!

TEMS520 reading

started by msterri24 on 08 Feb 12 3 follow-ups, last by Linda Clinton on 09 Mar 12
Linda Clinton

Book Review: Classroom Instruction that Works - 11 views

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

TEMS520 bookreview

started by Brett Hewitt on 20 Feb 12 2 follow-ups, last by Linda Clinton on 26 Feb 12
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
Monica Orlando

About | Khan Academy - 2 views

www.khanacademy.org/about

TEMS520 education tutorials

shared by Monica Orlando on 10 Apr 12 - No Cached
  • Monica Orlando on 10 Apr 12
     
    This is a great website for students and teachers of any grade level. It's great for students in a jam and needing help or a more permanent system for helping students progress in multiple areas. Topics include math, science, humanities, finance, and economics ranging from basic to highly complex lessons. students can track their individual progress; parents and teachers can target and monitor the progress of their children/students. It's free, easily accessible and a great tool for learning. Take a minute if you don't know about this website, it's really quite amazing.
  • Linda Clinton on 15 Apr 12
     
    +2
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
Lauren Scherr

Journal #3 Making Inferences - 4 views

The middle school I am teaching in has been doing a yearly exam across all three grade levels that is called the Reading Comprehension Measurement (RCM). We created (and when I say we, I was actual...

TEMS520 reading Literacy strategies education comprehension inferences vocabulary

started by Lauren Scherr on 27 Feb 12 no follow-up yet
Carolyn Beyer

Book Review: The Way They Learn: How to discover and teach to your child's strengths - 4 views

It's so interesting to me how some people don't buy into the "different learning styles" theory. I really want to check out this book now! I like how it seems to incorporate the idea that, yes, eve...

reading Literacy strategies education

started by LeAnn Maynard on 20 Feb 12 2 follow-ups, last by Carolyn Beyer on 26 Feb 12
Michelle Repokis

Journal #1-Word Walk: Vocabulary Instruction for Young Readers - 10 views

Beauchat, A. K., & Blamey, L.J. (2011). Word Walk: Vocabulary Instruction for Young Readers. The Reading Teacher, 65.1, p 71-75. For my first journal critique, I chose to read an article abou...

TEMS520 reading literacy vocabulary journal1

started by Michelle Repokis on 30 Jan 12 no follow-up yet
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
Wendy Morales

Journal #3: Literacy Instruction For Older Struggling Readers: What is the Role of Te... - 4 views

 http://teacher.scholastic.com/products/read180/pdfs/Hasselbring_and_Goin_technology_literacy_professional_paper.pdf This article from Scholastic is meaningful to me because in general, olde...

TEMS520 Journal#3 Literacy reading research technology

started by Wendy Morales on 24 Feb 12 no follow-up yet
Wendy Morales

Book Review - Amazon.com: The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child (9780743289610): Richard Lavoie: Books - 7 views

www.amazon.com/...ref=sr_1_cc_2

bookreview motivation TEMS520 Strategies

shared by Wendy Morales on 09 Feb 12 - No Cached
  • Wendy Morales on 09 Feb 12
     
     http://www.amazon.com/Motivation-Breakthrough-Secrets-Turning-Tuned-Out/dp/0743289617/ref=sr_1_cc_2?s=aps&ie=UTF8&qid=1328620537&sr=1-2-catcorr The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child, author Richard Lavoie, is a well written resource guide for teachers who wish to figure out how to motivate their students. Parents can learn from the guide as well, but the author primarily addresses educators who seek to improve relations with their students and figure out how to help them work to potential. Richard Lavoie is a consultant and a lecturer with over thirty years of experience as a teacher and an administrator at special education facilities. He explores strategies and techniques that are proven to inspire children to learn. He outlines strategies that will be most effective in igniting the interest and eagerness of kids, especially given their different needs. He outlines several different ways that children are motivated to do their best work. He teaches of the six Ps to motivate children. Some seek praise; others seek prizes, power, projects, or prestige. Some are people-oriented and are motivated when they work with people. Six different chapters address the various motivating factors and how they can be identified and used in the classroom. Personal accounts from Lavoie's years as a teacher allow us to see how he has put his lessons into practice. I appreciate the way that Lavoie challenges teachers to find out what motivates their students, even those students with special needs or who are classified as difficult. He encourages parents and teachers to work together to spark any child to reach his/her full potential. He covers learned hel
  • ...2 more comments...
  • msterri24 on 10 Feb 12
     
    great article!! Thanks :)
  • Renee Spaman on 12 Feb 12
     
    This sounds like an excellent book! I think I am going to have to add this to my professional resources. I believe motivating students is one of the hardest parts of being a teacher. It is very difficult for me to motivate students to do something they have absolutely no interest in doing. I am excited to read this book :) Thanks for sharing!
  • Linda Clinton on 13 Feb 12
     
    Wendy, it looks like maybe your review got cut off. You can add to it by adding an additional comment.
  • LeAnn Maynard on 13 Feb 12
     
    This sounds like an interesting book, and strategies for inspiring students to learn is always a good thing. I would like to add this book to my professional library. Even though I will not be a special education teacher per se, I have special education students in my classroom. Anything that I can do to help them will be valuable.
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.
Linda Clinton

Kelly Gallagher - Resources - 0 views

kellygallagher.org/...articles.html

TEMS520 reading MS HS comprehension writing lessons

shared by Linda Clinton on 13 Feb 12 - Cached
  • Linda Clinton on 13 Feb 12
     
    "Part of the reason my students have such a hard time reading is because they bring little prior knowledge and background to the written page. They can decode the words, but the words remain meaningless without a foundation of knowledge. To help build my students' prior knowledge, I assign them an "Article of the Week" every Monday morning. By the end of the school year I want them to have read 35 to 40 articles about what is going on in the world. It is not enough to simply teach my students to recognize theme in a given novel; if my students are to become literate, they must broaden their reading experiences into real-world text." Includes links to articles used as well as articles used in previous years.
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
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!
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!
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