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This is a rubric on the T4 strategy. It discusses what T4 is, how to use it as an assessment tool, what concepts teachers' should model, and gives a rubric for assessing the strategy. Very helpful if you are interested in teaching your students this strategy.

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.

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.

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.

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.

In first/second grade it is absolutely appropriate for the teacher to guide and scaffold the student use of graphic organizers.