Read 3204 March 16, 2010


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READ 3204 March 16, 2010

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Read 3204 March 16, 2010

  1. 1. READ 3204 <br />Tuesday, March 16, 2010<br />
  2. 2. Announcements<br />Tar River Reading Council Meeting: April 15th(Register by emailing Susan Brown @<br />Scholastic Book Order - Due tonight MARCH 16th<br />Review:Tuesday, March 2: Midterm Exam (in-class exam)Thursday, March 4: 2nd Picture Book Literature Circle; Response Activity Due to Moodle; Practicum Plan Due to Moodle<br />Practicum Update:<br />All practicum protocols have been graded.<br />See Moodle for guidelines on the practicum project.<br />
  3. 3. In Lieu of Class on Thursday<br /> To earn your participation points, view the video and post a substantive response/question on Wall Wisher.<br />1. Go to the Annenberg Video site click on the VOD button for the BOOK BUDDIES VIDEO. It is approximately 20 minutes long. <br />2. Jot down notes as you watch it. When you’re done, upload your notes to our Moodle site.<br />3. Post your reactions, connections, questions, etc. on our Wallwisher site:<br />Choose a name on Wall Wisher that identifies you so you can get the participation points!<br /> Be sure to do this before midnight on Thursday <br /> night to be awarded the points.<br />
  4. 4. Round Robin Reading<br />
  5. 5. Round Robin and Popcorn Reading – ACK!!!!<br />Popcorn Reading, in which the order in which the students read is ‘‘random’’;<br />Combat Reading, in which the students call on each other, attempting to catch each other ‘‘off task’’;<br />Popsicle Reading, in which the students’ names are written on popsicle sticks, and the order in which they read is based upon when their names are drawn; and<br />Round Robin Reading, in which students are called on in a predetermined order, usually following their current seating arrangement.<br />
  6. 6. No researchers promote these reading formats, but teachers in elementary, middle, and high school continue to hang onto this practice in reading. Even savvy teachers are using this format in social studies and science<br />
  7. 7. Research <br />Less actual reading time for each student<br />Models non-fluent reading<br />Disrupts automatic word recognition and development of proficient decoding ability because peers or teacher often provide a word that a student hesitates on before he or she can decode it. <br />Has been shown to damage some students’ social and emotional growth<br />Puts stress on those reading below grade level and bores those who read above.<br />
  8. 8. Want to know more?<br />Check out this article:<br /> Ash, G. E., Kuhn, M. R., & Walpole, S. (2009). Analyzing inconsistencies in practice: Teachers' continued use of round robin reading. Reading and Writing Quarterly, 25, 87-103.<br />
  9. 9. Video<br /> Students Making Choices<br />Becky Pursley<br />What is the reading format at the beginning of the <br />video? (shared reading, guided reading, buddy reading, <br />independent reading)<br />What do you notice about how the teacher brings students’ attention to the ways that words work?<br />How does the teacher assess her students?<br />What is the point of readers’ theater? How many times do the students in this class practice before they perform it?<br />How are the students grouped for guided reading? What do you notice about the guided reading lesson?<br />What did you connect to that Mrs. Pursley said about teaching reading?<br />What are the characteristics of writers’ workshop? <br />What are the steps in writing?<br />What is the step that Mrs. Pursley finds most difficult for her students?<br />What is BEAR Time?<br /><br />
  10. 10. Read Aloud<br />Sit-In: How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney and Brian Pinkney<br />