This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...Jane Farrall
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.
AAC & Literacy: In Partnership to Develop LanguageJane Farrall
This document provides information on strategies for combining augmentative and alternative communication (AAC) with emergent literacy instruction. It discusses why AAC and literacy should be partnered to develop language, noting the need for meaningful communication and engagement. Shared reading is recommended, using techniques like Comment, Ask, Respond (CAR) and its extension, Putting the CROWD in the CAR, which involves completion, recall, open-ended questions, WH- questions, and distancing. Predictable chart writing is also outlined as an interactive writing activity where students compose text with an adult using a repeated sentence structure.
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...Jane Farrall
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.
AAC & Literacy: In Partnership to Develop LanguageJane Farrall
This document provides information on strategies for combining augmentative and alternative communication (AAC) with emergent literacy instruction. It discusses why AAC and literacy should be partnered to develop language, noting the need for meaningful communication and engagement. Shared reading is recommended, using techniques like Comment, Ask, Respond (CAR) and its extension, Putting the CROWD in the CAR, which involves completion, recall, open-ended questions, WH- questions, and distancing. Predictable chart writing is also outlined as an interactive writing activity where students compose text with an adult using a repeated sentence structure.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
This document discusses using writing as a learning strategy in elementary classrooms. It provides examples of how "writing to learn" assignments like learning logs, exit slips, and quick writes can help students recall and clarify what they are learning. Brief writing assignments take less than 10 minutes and can be done in any content area. The document also addresses teaching students to write quality nonfiction pieces using mentor texts, the writing process, and 6 Traits. It emphasizes showing students examples of good writing and having them write frequently across genres.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
This document outlines the objectives and content of a seminar on spoken language and exploratory talk. It includes learning objectives around children's language development, key research on speaking and listening, and the role of the teacher in facilitating exploratory talk. The seminar schedule is provided, along with assignments on using exploratory talk to support reading comprehension. Background is given on exploratory talk, including definitions and characteristics. Examples of exploratory talk and ground rules are discussed.
This document provides strategies for motivating high school students to read literature in a foreign language. It discusses how motivation typically drops off during initial readings. It proposes incorporating pre-reading activities to build context and engagement before students read passages. Example activities include having students fill in missing text, create comics based on summaries, or arrange dialogue excerpts by color-coding speaker quotes. The goal is to help students form personal connections with the text before reading it directly. Additional tips suggest varying seating arrangements and assessment tools to keep lessons interactive and raise students' appreciation of literature in the target language.
1. Literacy is fundamental to individual and national prosperity as it allows people to engage productively in the knowledge economy and society.
2. A principal shared a story about a student who was able to express himself through writing what was happening in his mind, when he previously was unable to speak about it.
3. Students with intellectual disabilities at Willans Hill School made on average 1 year of reading progress in 1 year of instruction, showing that good instruction leads to progress for all students.
Learners and Learning: Section Four: Text as a context for learningSaide OER Africa
This section will explore the relationship between learners, text, and the world. We will find out how textbooks are written, how learners read, and how teachers can assist learners to read critically. What role do texts and literacy (reading and writing) play in learning, and how can teachers scaffold learning through text
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
This document outlines four approaches to beginning reading instruction:
1) Genuine Love for Reading which includes pre-reading activities to engage students
2) Critical Thinking which involves post-reading discussion of elements of the story
3) Grammar and Oral Language Development which teaches grammar concepts
4) Transfer Stage where decoding and encoding skills are developed
It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
This document provides guidance on teaching comprehension of nonfiction texts. It discusses the importance of activating background knowledge before reading, using strategies like questioning during reading, and making connections after reading. Specific strategies are modeled, including using graphic organizers like KWL charts, comment cards, and anticipation guides. The document emphasizes the teacher's role in explicitly modeling strategies and encouraging student-generated questions. Overall, it promotes an integrated approach to teaching comprehension that includes preparation, active engagement while reading, and reflection after reading.
Thinking and Discussing at Higher Levels in the Literacy BlockJennifer Jones
This document discusses strategies for promoting higher level thinking during guided reading sessions. It recommends engaging students in deeper comprehension of stories, even for emerging readers, by asking big questions that go beyond simple retellings or details. Guided reading should be conversational in format and help students problem-solve, connect, and discover independently. The goal is to teach students to comprehend text actively and think about it in sophisticated ways, developing habits they can apply elsewhere.
This document discusses strategies for teaching content area literacy. It begins by defining content literacy as using reading and writing skills to acquire new knowledge in a subject area. Several prereading strategies are described to activate students' prior knowledge, like anticipation guides and vocabulary exercises. The impact of schema, or background knowledge, on comprehension is explained. Tips are provided for struggling readers and an overview of the components of reading. Sample reading activities like KWL charts, SQ3R, and story impressions are outlined. The document concludes with recommendations for using textbooks and resources for further information.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Naeyc conference on vocabulary 2016 [autosaved]Fran Toomey
1) Developing a powerful vocabulary early is important for later school success and literacy development. Experts recommend intentionally teaching 50-100 key words per year that are developmentally appropriate and relate to children's experiences and interests.
2) Effective approaches include choosing a small set of words to focus on each week, reading books multiple times using strategies like highlighting words and reconstructing stories, and providing opportunities for children to use new words across different contexts.
3) When selecting words, teachers should consider words that help children communicate about themselves, interact with the world, think beyond the present, and learn how to learn new ideas and skills. Development of root word meanings follows a typical growth pattern up to age 5-6 years
The document discusses the importance of vocabulary instruction for reading comprehension. It notes that direct vocabulary instruction is needed, especially for subject-specific words, rather than relying only on incidental learning. Effective vocabulary instruction engages students actively in developing their understanding of words through strategies like semantic mapping, involves personalizing learning, immerses students in multiple exposures to words, and builds on multiple information sources. Dictionary use should supplement, not interrupt, the reading process.
The Four-Pronged Approach in Reading InstructionRycel Villar
The document discusses a four-pronged approach to reading instruction. The first prong aims to develop a genuine love of reading by choosing age-appropriate and engaging stories and poems and building motivation. The second prong focuses on critical thinking through discussion and interpretation of stories. The third prong uses literature to help students master the structures of the language. The fourth and final prong is the transfer stage where students transition to beginning reading through readiness activities.
Homework is an activity or task assigned by teachers for students to complete at home. There are arguments both for and against giving children homework. Some argue that children have enough work at school and need time for other activities and family after school. However, others argue that homework helps students develop responsibility and time management skills. It also allows teachers to assess if students can work independently without teacher support. The conclusion is that homework can be good if teachers consider not eliminating students' break time or family time.
This document contains information about active tenses and discusses various tenses used in the English language, including present, present continuous, present perfect, and others. It provides the function, time signal, and patterns for each tense. It also contains a sample discussion text on the topic of gene splicing and the structure and features of discussion texts. The document is a study material for a group of four students named in the first section. It covers tenses and writing structures to help with their English learning.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
This document discusses using writing as a learning strategy in elementary classrooms. It provides examples of how "writing to learn" assignments like learning logs, exit slips, and quick writes can help students recall and clarify what they are learning. Brief writing assignments take less than 10 minutes and can be done in any content area. The document also addresses teaching students to write quality nonfiction pieces using mentor texts, the writing process, and 6 Traits. It emphasizes showing students examples of good writing and having them write frequently across genres.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
This document outlines the objectives and content of a seminar on spoken language and exploratory talk. It includes learning objectives around children's language development, key research on speaking and listening, and the role of the teacher in facilitating exploratory talk. The seminar schedule is provided, along with assignments on using exploratory talk to support reading comprehension. Background is given on exploratory talk, including definitions and characteristics. Examples of exploratory talk and ground rules are discussed.
This document provides strategies for motivating high school students to read literature in a foreign language. It discusses how motivation typically drops off during initial readings. It proposes incorporating pre-reading activities to build context and engagement before students read passages. Example activities include having students fill in missing text, create comics based on summaries, or arrange dialogue excerpts by color-coding speaker quotes. The goal is to help students form personal connections with the text before reading it directly. Additional tips suggest varying seating arrangements and assessment tools to keep lessons interactive and raise students' appreciation of literature in the target language.
1. Literacy is fundamental to individual and national prosperity as it allows people to engage productively in the knowledge economy and society.
2. A principal shared a story about a student who was able to express himself through writing what was happening in his mind, when he previously was unable to speak about it.
3. Students with intellectual disabilities at Willans Hill School made on average 1 year of reading progress in 1 year of instruction, showing that good instruction leads to progress for all students.
Learners and Learning: Section Four: Text as a context for learningSaide OER Africa
This section will explore the relationship between learners, text, and the world. We will find out how textbooks are written, how learners read, and how teachers can assist learners to read critically. What role do texts and literacy (reading and writing) play in learning, and how can teachers scaffold learning through text
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
This document outlines four approaches to beginning reading instruction:
1) Genuine Love for Reading which includes pre-reading activities to engage students
2) Critical Thinking which involves post-reading discussion of elements of the story
3) Grammar and Oral Language Development which teaches grammar concepts
4) Transfer Stage where decoding and encoding skills are developed
It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
This document provides guidance on teaching comprehension of nonfiction texts. It discusses the importance of activating background knowledge before reading, using strategies like questioning during reading, and making connections after reading. Specific strategies are modeled, including using graphic organizers like KWL charts, comment cards, and anticipation guides. The document emphasizes the teacher's role in explicitly modeling strategies and encouraging student-generated questions. Overall, it promotes an integrated approach to teaching comprehension that includes preparation, active engagement while reading, and reflection after reading.
Thinking and Discussing at Higher Levels in the Literacy BlockJennifer Jones
This document discusses strategies for promoting higher level thinking during guided reading sessions. It recommends engaging students in deeper comprehension of stories, even for emerging readers, by asking big questions that go beyond simple retellings or details. Guided reading should be conversational in format and help students problem-solve, connect, and discover independently. The goal is to teach students to comprehend text actively and think about it in sophisticated ways, developing habits they can apply elsewhere.
This document discusses strategies for teaching content area literacy. It begins by defining content literacy as using reading and writing skills to acquire new knowledge in a subject area. Several prereading strategies are described to activate students' prior knowledge, like anticipation guides and vocabulary exercises. The impact of schema, or background knowledge, on comprehension is explained. Tips are provided for struggling readers and an overview of the components of reading. Sample reading activities like KWL charts, SQ3R, and story impressions are outlined. The document concludes with recommendations for using textbooks and resources for further information.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Naeyc conference on vocabulary 2016 [autosaved]Fran Toomey
1) Developing a powerful vocabulary early is important for later school success and literacy development. Experts recommend intentionally teaching 50-100 key words per year that are developmentally appropriate and relate to children's experiences and interests.
2) Effective approaches include choosing a small set of words to focus on each week, reading books multiple times using strategies like highlighting words and reconstructing stories, and providing opportunities for children to use new words across different contexts.
3) When selecting words, teachers should consider words that help children communicate about themselves, interact with the world, think beyond the present, and learn how to learn new ideas and skills. Development of root word meanings follows a typical growth pattern up to age 5-6 years
The document discusses the importance of vocabulary instruction for reading comprehension. It notes that direct vocabulary instruction is needed, especially for subject-specific words, rather than relying only on incidental learning. Effective vocabulary instruction engages students actively in developing their understanding of words through strategies like semantic mapping, involves personalizing learning, immerses students in multiple exposures to words, and builds on multiple information sources. Dictionary use should supplement, not interrupt, the reading process.
The Four-Pronged Approach in Reading InstructionRycel Villar
The document discusses a four-pronged approach to reading instruction. The first prong aims to develop a genuine love of reading by choosing age-appropriate and engaging stories and poems and building motivation. The second prong focuses on critical thinking through discussion and interpretation of stories. The third prong uses literature to help students master the structures of the language. The fourth and final prong is the transfer stage where students transition to beginning reading through readiness activities.
Homework is an activity or task assigned by teachers for students to complete at home. There are arguments both for and against giving children homework. Some argue that children have enough work at school and need time for other activities and family after school. However, others argue that homework helps students develop responsibility and time management skills. It also allows teachers to assess if students can work independently without teacher support. The conclusion is that homework can be good if teachers consider not eliminating students' break time or family time.
This document contains information about active tenses and discusses various tenses used in the English language, including present, present continuous, present perfect, and others. It provides the function, time signal, and patterns for each tense. It also contains a sample discussion text on the topic of gene splicing and the structure and features of discussion texts. The document is a study material for a group of four students named in the first section. It covers tenses and writing structures to help with their English learning.
This document discusses the structure and features of a discussion text. A discussion text presents both sides of a problematic issue or discourse, with a pro and contra position. It follows a generic structure of outlining the issue, supporting points for each side, and a conclusion or recommendation. Grammatical features include using the present tense, modal verbs, and additive/contrastive language. An example discussion text provided debates whether hacking is legal or illegal, presenting arguments on both sides before concluding some hackers are not inherently bad but could become so due to a focus on monetary gain.
The document discusses the debate around owning handguns. Some people argue that it is unnecessary for civilians to have handguns, as that is the role of law enforcement. However, others believe people still have the right to defend themselves, as intruders' intentions during a home invasion are unknown. While surveys show about 40,000 people are killed by guns annually, around 16,000 gun-related accidents in homes each year do not involve criminals, but rather end in mothers, fathers, and children being shot. Consideration must be given to regulating firearms through law while also upholding people's right to self-defense.
Discussion text presents at least two differing viewpoints on a controversial issue. It introduces the issue, states arguments for and against each position, and may conclude by recommending a viewpoint. Language features include general nouns, verbs expressing opinions, and connectors to link pro and con arguments in a logical flow. An example text in the document demonstrates how these generic structure and language elements are used to discuss an issue from multiple perspectives.
The document discusses the debate around whether students should be allowed to bring cell phones to school. It outlines some of the potential positive aspects, such as keeping in contact with parents or others for help or communication about extracurricular activities. However, it also describes several negative impacts, such as phones distracting from lessons, enabling access to inappropriate internet content, and increasing risks of theft if expensive phones are brought to school. In the end, it concludes students should thoughtfully consider bringing phones to school and ensure phones do not interfere with their education or dreams.
Genetic research has produced both promising and concerning possibilities. While the ability to create new forms of life in a laboratory could benefit humanity, for example by enabling cheap insulin production, it could also have unintended consequences. Both the potential benefits and risks of further developing genetic engineering should be considered.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
This document discusses strategies for teaching difficult texts to students. It explains that challenging, meaningful books that are appropriately scaffolded can engage and stretch students as readers. While such texts may be difficult, providing reading strategies and support can help students develop skills for independently comprehending complex college-level material. The document offers various framing, pre-reading, during-reading, and post-reading activities teachers can use to help students read difficult books deeply.
The document provides an overview of the Four Blocks literacy approach for teaching students with diverse needs. It discusses emergent literacy, balanced literacy instruction, and the four blocks: guided reading, self-selected reading, writing, and working with words. The four blocks framework is designed to provide structured, multisensory literacy instruction adapted for each student's needs and skills.
This document provides an introduction to the Four Blocks approach to literacy instruction in special needs classrooms. It discusses emergent literacy and the traditional views of literacy learning. The Four Blocks approach provides a balanced literacy instruction incorporating phonics, whole language, guided reading and other strategies. It emphasizes meeting the diverse needs of students and ensuring all students can learn to read and write.
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
When Guided Reading Isn't Enough GuidanceLiz Fogarty
This document summarizes key aspects of the SEM-R (Strategic and Explicit Model of Reading) framework for developing talented readers. The framework includes 3 phases: 1) Exposure through high-interest read alouds and higher-order questioning, 2) Training and supported independent reading with individual conferences, and 3) Interest and choice components allowing more student selection. Teachers found individual conferences helped stretch students' thinking and that Phase 2 encouraged enthusiastic reading. The framework aims to increase reading enjoyment, skills, and achievement through challenging independent reading.
This presentation discusses early literacy and how to help young students. It recommends reading to children from an early age and talking about the books to expand their background knowledge. Teachers can help students decode words and make connections to improve comprehension. When selecting texts, factors like readability, interest, and visual support should be considered. Teachers can use assessments to understand students and help them become independent thinkers. Feedback is requested using the questions provided.
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
This document outlines the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase reading achievement and address the needs of talented readers. It discusses three phases: Phase 1 exposes students to a wide range of books and employs questioning to engage students. Phase 2 involves supported independent reading with individual conferences. Phase 3 allows student-directed explorations through interest-based activities. The goal is to encourage joyful, challenging, and self-directed reading through choice, skill development, and creative opportunities that develop students' interests.
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
Reading comprehension as social constructive: Literature circlesElizabeth Swaggerty
1) The document discusses literature circle discussions as an alternative to the traditional IRE (Initiate, Respond, Evaluate) model of reading comprehension. Literature circles allow students to take a more active role in discussing texts in small groups using assigned roles.
2) Key roles described include the Discussion Director, Character Captain, Connector, Literary Luminator, Word Wizard, and Reporter. These roles are intended to scaffold discussion and encourage deeper comprehension, vocabulary development, and social skills.
3) The goals of literature circles are for students to gain insight into texts, learn about each other through discussion, and develop verbal and social skills around books and reading. Videos are also included showing teachers and students engaging in literature circle
The document provides information about Asa Gervich's 3rd grade classroom for the 2012-13 school year. It includes an agenda for curriculum night, an overview of the classroom's curriculum including a focus on local Native American studies, field studies at Wapato Park, and project-based learning. It also outlines the classroom's approach to reading, writing, spelling and math instruction as well as behavior policies and volunteer opportunities.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
This document discusses literature circles, which are student-led book clubs. It describes literature circles as reader response centered, structured for student independence and ownership. Various roles are assigned like discussion director, literary luminary, and connector. Challenges of managing literature circles include developing an understanding of roles and teaching group work skills. Suggested strategies to address challenges are modeling expectations, practicing roles, and establishing time for reading.
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
This document summarizes a presentation about creating a literate environment for students. It discusses 4 steps: 1) Get to know literacy learners through cognitive and non-cognitive assessments. 2) Select appropriate texts considering factors like readability and interest. 3) Use interactive instructional practices to teach reading skills and strategies. 4) Develop a critical perspective and allow personal responses to texts. The goal is to stimulate independent, lifelong reading and create motivated readers.
This document provides an overview of content area literacy and strategies for integrating literacy into content area instruction. It discusses the "fourth grade slump" where reading demands increase in upper elementary grades. It emphasizes exposing students to real-world, meaningful texts and experiences to develop lifelong reading habits. The document also describes how teachers can implement reading and writing workshops to incorporate fiction and nonfiction texts into literacy instruction while teaching specific comprehension strategies. It provides an example of a typical workshop structure in a 2nd grade classroom and highlights the importance of assessment to guide instruction. Finally, it lists several strategies and considerations for effectively teaching content area literacy.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
This document provides guidance for students writing a paper and developing a digital summary component for a reading education seminar. It outlines the goals of developing in-depth knowledge on a reading topic and creating a practical digital resource. Students are instructed to analyze research articles on their topic and write a paper synthesizing the information. They are provided with tips for structuring the paper, citing sources, using headings, quotes and references. The document also provides guidance on designing an engaging digital summary component to share the key findings of their research with others.
Don't Raise Your Hand! Boost Comprehension with Dialogue 2014Elizabeth Swaggerty
International Reading Association Conference presentation on facilitating dialogue about text at the elementary and middle levels: noticing/questioning, nonfiction text, common conversations with older readers
This document provides guidance for analyzing sources and drafting a paper. It begins by establishing the goal of developing expertise as a reading teacher and writer. It then outlines the components of a successful paper, including an introduction with a clear thesis, objective synthesis using third person and citations, and headings to aid organization. Guidance is given on writing techniques like varying phrasing when citing multiple sources and using minimal direct quotes. Strict rules are outlined for formatting references and incorporating citations within the paper. Deadlines are established for drafts, peer reviews, revisions, and final submission.
Knowledge of how prefixes, suffixes, base words, and Greek and Latin word roots combine is the engine that generates students’ learning about thousands of words. This presentation shares ways to support morphological development at the high school level. Presenters: Kenneth McKee and Elizabeth Swaggerty.
1) Paired reading is a technique where students read together in pairs to boost reading comprehension. It involves setting up partnerships, choosing appropriate books, giving mini-lessons on reading strategies, and having students read together with the teacher monitoring and providing support.
2) When implementing paired reading, teachers should consider how to pair students, select texts, provide mini-lessons on strategies like sounding out words, skipping words and returning to them, and making connections.
3) Data from a study showed that students' reading levels increased after participating in paired reading sessions, as measured by a standardized reading test.
This document provides guidance for students on analyzing research articles, drafting a formal research paper, and undergoing the peer review process. It instructs students to become experts on their research topic by coding patterns in source materials and developing a thesis statement. When writing, students should use headings to organize their paper and cite sources using correct verbs. The paper should include a synthesis of research in third person and a personal reflection in first person. Direct quotes should be minimized and references properly formatted. Sample papers and guidance on peer review are also provided.
Reciprocal Teaching presentation for the North Carolina Reading Association Conference by Kristen Borge, Kimberley Gilbert, Jennifer Jones, Elizabeth Swaggerty, and Ruby Timberlake. Website: http://tinyurl.com/reciprocalteaching
This document provides a list of hot tech tools for reading teachers, including websites that help match books to readers, provide history lessons, host popular TED talks, and offer interactive story-telling apps. It also lists websites for finding intriguing images to use in writing prompts and recommends apps aligned to Common Core standards. The document was presented by five reading education faculty members at a clinical teachers conference to highlight useful digital resources for educators.
This document contains information about teaching word study and high frequency words. It discusses the importance of being able to automatically recognize high frequency words so students can focus on comprehension. It provides lists of high frequency words and strategies for teaching them, including using word walls. Specific strategies mentioned are introducing and reviewing words, having students write and chant words, and playing word games like Wordo and Guess the Covered Word. Websites for word activities and examples of children's books to use for literature connections are also included.
This document provides information and announcements for a literature circle meeting on a novel. It includes:
1. Potential April Fools' Day pranks and jokes to play on others.
2. Information about assignments due soon, including a literature circles reflection paper due April 15th and practicum projects due April 20th.
3. Details on the requirements for the literature circles reflection paper and practicum project, including length, formatting, and content that must be included.
This document provides guidance and deadlines for students completing a literature review paper. It outlines the next steps which are to complete a peer review, revise the paper based on feedback, and meet with the writing center by March 30th. It then provides tips for the literature review section, referencing style, and organization of the paper. The document concludes by assigning students to peer review groups and having them discuss their paper revisions and questions.
The document provides announcements and information about an upcoming reading council meeting, book order, and exam for a READ 3204 class. It discusses practicum updates and an alternative assignment to view a video about book buddies and post responses online. Round robin and popcorn reading techniques are described as having research that shows they are ineffective and can damage students' growth. The document suggests an article critiquing the continued use of these techniques and provides discussion questions about a video on students making reading choices. It also previews a read aloud about the 1960 Woolworth's counter sit-in.
This document provides announcements and information for a reading instruction class. It includes the following:
1) Announcements about upcoming assignments, exams, meetings and practicum placements.
2) A review of comprehension strategy instruction and read alouds, emphasizing thinking while reading.
3) Information about literacy experts and videos modeling comprehension strategy instruction, thinking aloud, and supporting student conversations about text.
4) Reminders about supporting student success, building background knowledge, engaging students, making thinking visible, and reinforcing thinking while reading.
This document provides an agenda and notes from a reading instruction course. It includes announcements about assignments, practicum placements, and upcoming meetings. It reviews strategies for literature circles and modeling inferencing. Students are assigned roles for their next literature circle meeting on various books. The document concludes with assigning a ticket out the door where students write a personal connection, text connection, or important passage from the article.
This document provides an overview of topics covered in an education course on literacy instruction. It includes announcements about upcoming assignments and conferences. Students are instructed to submit a topic selection and rationale paper by February 16th that identifies a topic related to literacy instruction, explains its importance, and includes 2-5 relevant references. The document also previews upcoming lessons on word study, including assessing students' spelling abilities, using word sorts to group words and identify patterns, and relating words to authentic reading experiences. Read-alouds are suggested to tie in examples of word patterns.
This document summarizes a reading instruction class that covered several topics:
1. The class reviewed emergent literacy development, phonemic awareness, and phonics. Activities included manipulating sounds in words and identifying letters.
2. The importance of phonemic awareness for reading success was discussed, though a balanced literacy approach was recommended over phonemic awareness mandates alone.
3. A Yopp-Singer Phonemic Awareness Test was mentioned. The class ended with a read aloud of the book "Once I Ate a Pie".
This document provides an overview of the topics and activities covered in a fundamentals of reading instruction course on February 2, 2010. It includes announcements about upcoming assignments and events. It reviews an interactive read aloud activity and discusses how literacy develops through emergent literacy experiences beginning at birth. Video examples are shown and discussion group questions are provided about key concepts from the assigned reading like phonemic awareness, inventive spelling, and concrete words. A read aloud of an early literacy book is described and homework is assigned to read an article about alternatives to "letter of the week" instruction.
This document provides a summary of a class on fundamentals of reading instruction held on January 28, 2010. It includes announcements about assignments due, a review of chapter 2 on conceptualizing a vision for students as readers, highlights from discussion groups, and information from an article on making the most of classroom read alouds. The class ended with an interactive read aloud of the book "The Best Story".
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. Student:
“I am really not
interested in books or
reading or anything like
that. Especially poetry.”
“I hate reading.”
Teacher:
“Please stop
reading while
you’re walking
down the hall! You
might bump into
someone!”
4. How to Bartle Puzballs
There are tork gooboos of puzballs, including
laplies, mushos, and fushos. Even if you bartle
the puzballs that tovo inny and onny of the
pern, they do not grunto any lipples. In order
to geemee a puzball that gruntos lipples, you
should bartle the fusho who has rarckled the
parshtootoos after her humply fluflu.
From Deeper Reading (2004)
5. Conversation Piece
* No! With you. Tell me!
Yes. No! Look.
You didn’t! Yes. Oh, no!
I did He didn’t … Oh, yes.
When? He did. You can’t!
Just now. We didn’t … I can.
Where? You did. Please!
Bedroom. You knew? Don’t beg.
Dead? I knew. Forgive me!
Yes. How long? Too late.
Why? Long enough. Good God!
You know. What now? Good bye.
I don’t! Guess. -------
You do. Police? Operator?
Unfaithful? Later. Yes, sir.
Yes. Why later? The police.
With whom? Guess again. From Deeper Reading (2004)
7. Middle School Readers:
What We Know
1. Decline in reading motivation and achievement at
the middle school level (Casey, 2009; Guthrie & Wigfield, 2000)
2. Reasons for lack of reading comprehension: poor
motivation, lack of experience, and egocentricity.
They have not had experiences with language in
meaningful situations (Holloway, 1999).
3. Goals that best support middle school students'
development in reading and learning from text:
actively construct meaning from text, learn about
themselves and others, read strategically, and
enjoy reading (Fisher & Ivey, 2006).
8. IRE
Teacher INITIATES,
students RESPOND, and then
teacher EVALUATES.
9. Why is IRE a problem?
FOCUS ON … RATHER THAN …
Literal recall Deep comprehension
Reaching consensus Exploring possibilities
What teachers say
How students listen and respond
Narrow definition of literacy
Expanded view of what it means to
be literate
Source: Serafini, F. (2009).Interactive Comprehension Strategies.
10. Social Constructivist
Literacy Learning
Actively construct meaning from text as a
joint activity rather than one that is
transmitted from the teacher to the student.
(Lee & Smagorinsky, 2000; McKeown, Beck, & Blake, 2009)
11. Literature Discussions
Can be effective methods to support
engagement at all levels
(Burns, 1998; Casey 2008/2009; Heller, 2006; Lloyd, 2004; Long & Gove, 2003; Swaggerty, 2009; Wiebe Berry & Englert,
2005).
Can also promote reading comprehension and
learning
(Applebee, Langer, Nystrand, & Gamoran, 2009; McKeown, Beck, & Blake, 2009; Pardo, 2004; Wiebe Berry & Englert, 2005).
12. Meet Ms. Bunn and her Kids
• 72 sixth grade students
• 3 blocks of Language Arts
13. INVITE CHAOS:
Getting Started with Literature Circles
MODEL,
MODEL,
MODEL
SCAFFOLD, SCAFFOLD, SCAFFOLD:
“All learning is social at first, with an expert guiding
the learning through scaffolding. An expert teacher
gradually turns over the responsibility of the task to
the learner, moving back in to the dialogue as
needed.” ~Vygotsky
14. Getting Started
1. TEACH THE PROCESS
Choose books, plan with your group, read
carefully with your role in mind, bring your
completed role sheet and talk about the book
with your group, share with the whole class,
complete a response project.
2. WHOLE CLASS PRACTICE TOGETHER
Teach roles and model each one. Ex: everyone
tries being the Discussion Director in small groups,
filling out role sheet first, then “trying on” the role
in small groups.
15. ROLES
Discussion Director: acts as group’s facilitator; creates questions to increase
comprehension; asks who, what, why, when, where, how, and what if; open-ended
questions that will stimulate discussion; focus on themes/big ideas
Word Wizard: locates amazing/interesting words; looks for new words or words used
in unusual ways; clarifies word meanings and pronunciations; uses research resource;
points to the words in context
Literary Luminary: locates examples of amazing/interesting writing that could be
read aloud to the group; guides oral reading for a purpose; examines figurative language,
parts of speech, and vivid descriptions
Reporter: prepares a summary of the book or selected reading; highlights the
important details, events, and characters.
Connector: makes text-to-self, text-to-world, and text-to-text connections; makes
connections to what you’re studying; make disconnections.
Checker: checks for completion of assignments; evaluates participation; helps monitor
discussion for equal participation
16. Practice: FISHBOWL
Key Ideas:
Teach kids how to talk about text
Teach them how to compose good questions, questions
that invite discussion
Teach kids how to be in a group
Teach them how to listen to one another
Teach kids how to read with purpose
17. PLANNING Literature
Circle Meetings
High-interest books, span ability levels
Book talks
Students rank order books
Teacher build groups based on choice
(sometimes ability)
18. First Meeting
• Teacher reads aloud a few chapters to build
excitement, set the tone, model pronunciation
of new/difficult words
• Determine roles
• Determine how far to read
• Reminders: How to “be” in a group and how
to read with your role in mind
19. DURING: Literature Circle Meetings
• Adequate talk time
• Put kids in a circle
• Sit on the outside
• Float and dip
• Strategies such as non-evaluative responses (hmmmm
… ok…) tell students that they are to continue the
dialogue
• Encourage kids to be respectful of one another’s
perspectives and experiences
• Reinforce positive, respectful, constructive
contributions
• Set goals for next meeting
23. Extra Support for Strugglers
Make sure they can read their books
Meet with them more often to make sure
they are reading and are ready for the
discussion
Give them extra opportunities to ask
questions
Make sure they feel success with reading
Keep them excited and motivated
25. Some High-interest Middle School Books
Drums Girls Dangerous Pie
Freak the Mighty
Chicken Boy
Sammy Keyes and the Hotel Thief
How I Survived Middle School
Graphic novels
My Life as a Book
Maximum Ride
Hunger Games
What Happened to
Goodbye
26. Elizabeth Swaggerty Kelley Bunn
Reading Education Grade 6 Language Arts Teacher
East Carolina University Chocowinity Middle School
swaggertye@ecu.edu kbunn@beaufort.k12.nc.us
http://swaggertye.wordpress.com/
Editor's Notes
Introduce presenters and their relationship with one another. Describe how collaboration came about and kelley’s instruction prior to the collaboration.
Envisioned what we wanted for students as literate beings
We observed students who said this: and we envisioned a shift in attitude like this: I actually observed Kelley say this to a kid in the hallway at the end of the year last year. We envisioned motivated readers who choose to read.
We also want readers who can comprehend text, thinking critically about text. Let’s take a look at this example of text comprehension. How many gooboos of puzballs are there? (tork) What are the laplies, mushos and fushos? (torkgooboos of puzballs) Even if you bartle the puzballs that tovoinny and onny of the pern, they will not what? (will not grunto any lipples) How can you geemee a puzball that gruntoslipples? (bartle the fusho who has rarckled her parshtootoos after her humplyfluflu).
Question: What happened in this story? Readers who look below the surface who can apply a little inferences will come up with a copmlex story compared to the few short words on the page. This is what we want … readers who can move beyond the literal and who can interpret the text. Readers who read way beyond a puzball mentality.
Readers who choose to read for pleasure Move past the literal and make inferences based on what they’re reading – move past the puzball mentality.
What does the research say?There is a documented decline in reading motivation and achievement at the ms level. This is esp bothersome since we know that motivation leads to more reading which leads to achievement. In other words, practice makes kids better readers and if they stop practicing at the middle school level, they won’t get better. There are links between this and later drop outs. We also know that we need to incorporate more opportunities to actively construct meaning from text, learn about themselves and others, read strategically, and enjoy reading.
What is happening in MS classrooms in terms of instruction?In the 70s and 80s researchers such as Meham, Sinclair and Coulthard and Courtney Cazden wrote about the IRE pattern of talk (discourse) in classrooms: teachers INITIATE a discussion topic, most often by posing a question to which students are expected to rESPOND. Then teachers EVALUATE the response. Teachers speak when they wish, decide which topics are important, determine who will talk and for how long, and interject their own responses and interpretations, control the pace and direction of discussion. They also decide what is right and wrong. Teachers do most of the talking.
Reduce comprehension to literal recallTeacher-directed talk focuses on reaching consensus, rather than exploring possibilitiesFocus remains on what teachers say, rather than on how students listen and respond.What it means to be fully literate has expanded
Let’s embrace this RATHER THAN Column and shift to social constructivist learning in our classrooms. Move away from traditional classroom discourse (IRE) Authentic student talk about text to achieve deeper comprehensionScaffold student talk (gradual release of responsibility to the learner – L. Vygotsky)
Literature Discussions can be effective methods to support both ENGAGEMENT and COMPREHENSION
Meet Ms. Bunn: Now that I’ve laid the groundwork for a shift from teacher-led whole group instruction to more student driven activities and learning, I’ll hand it over to master teacher, Kelley Bunn who will share with you how to become more comfortable with the “chaos” of literature discussions.
As with any new learning activity, you’ll need to do a lot of modeling first, and then scaffold students’ learning by providing lots of support at first, and then eventually turn the responsibility of leading discussions over to the students.
Give them enough time to talk.Put kids in a circle.Float and dip in …Supporting them more in the beginning by keeping the conversation going and focused and pushing them to think deeply and consider other perspectives.Freak the Mighty – What would you do if you were Maxwell …not just Maxwell, but Maxwell in Maxwell’s context/situation.Sitting on the outside of the circle to position.Encourage kids to be respectful of one another’s perspectives and experiences (cancer, jail).
Its already chaotic, – teach them how to navigate the digital platform (dictionary.com, typing, searching for info.).why not go all the way??
The book shows you how to look at the world a different wayby looking down on it. You should read the book because it is adventurous and funny.