Has anyone seen or heard of this program? I think it's amazing. Babies reading? Check it out.
www.YourBabyCanRead.tv
Wednesday, December 10, 2008
Friday, December 5, 2008
www.literacytrust.org.uk/pubs/ltarticles.html
This site contains recent articles about literacy in all categories concerning many topics, as well as research. There are many interesting articles to read. In your spare time, read some. You can subscribe to "Literacy Today". It's free! It posts articles as they are published. Enjoy!
This site contains recent articles about literacy in all categories concerning many topics, as well as research. There are many interesting articles to read. In your spare time, read some. You can subscribe to "Literacy Today". It's free! It posts articles as they are published. Enjoy!
Guided Reading Videos
The videos were specific and great examples of how to conduct Guided Reading lessons, demonstrating their purpose and procedures. The process for before, during, and after were meaningful. It was like seeing a verbal KWL being done. Through conferring and monitoring by the child, as well as the teacher, weaknesss were identified and strategies were used for student success. Guided reading is as it says...guided. It is student centered and collaborative. The teacher acts as the facilitator and the results are positive and beneficial to each student. Guided Reading is a super way to enhance your students reading abilities and engage them in the quest to foster a love of reading.
http://video.google.com/videoplay?docid=7234435355880823218 http://video.yahoo.com/watch/154169/1398762
http://video.google.com/videoplay?docid=7234435355880823218 http://video.yahoo.com/watch/154169/1398762
Thursday, November 27, 2008
http://www.youtube.com/watch?v=k_HeLofy7IE
Here's a video of a song called "Fifty Nifty United States. It's a song that goes through all 50 states. There are many lessons you can do with this theme.. The kids really like it! You can get the lyrics online and towards the end of the song, you add your own state. It's like a fill in the blank spot that goes, "In our calm objective opinion, _______ is the best of the 50 Nifty United States from ...................". I hope you enjoy it. I think it's a great way to learn the US states.
Here's a video of a song called "Fifty Nifty United States. It's a song that goes through all 50 states. There are many lessons you can do with this theme.. The kids really like it! You can get the lyrics online and towards the end of the song, you add your own state. It's like a fill in the blank spot that goes, "In our calm objective opinion, _______ is the best of the 50 Nifty United States from ...................". I hope you enjoy it. I think it's a great way to learn the US states.
A KWL, KWL Plus and KWHL Worksheet
A KWL worksheet gives the students the opportunity to write down what we Know, what we Want to know, and what we have Learned, prior to learning and after they have learned. The KWL plus, as outlined in Chapter 8, page 372 of our text (Creating Literacy Instruction for All Students- by Thomas G. Gunning- 6th edition) shows an extension of the KWL. It outlines the same three categories, with the addition of two more: What we still want to know, after writing down what we have learned, and categories of information we expect to see. Upon researching the internet, I have discovered another worksheet called a KWHL. This sheet includes What we Know, what we Want to know, How we will find out (resources), and what we have Learned. I would suppose you can also include the H into a KWL plus for a very comprehensive worksheet. I find this new discovery interesting and beneficial to students. What do you think? Let me know your thoughts. For more about KWHL see: http://www.kwhl.organizer.com/
Friday, November 21, 2008
Guided Reading Case Study Critique
In this article, the interpretation of "Guided Reading" by Janet Seymour and Carmel French at the Lindisfarne North Primary School is seen more as a shared reading process. It extends from K-6th grade, which provides for continuity, better comprehension and fosters a love for reading. In the interpretation, Guided Reading provides a multitude of strategies and skills using a variety of resources, multi-intelligences, and experiences. Reading aloud, independent reading, shared reading and home reading are other important components to their reading program. Both case studies show the organization of groups, uses of a text, additional activities, and various methods of assessment. This affords students flexibility in learning styles at their own reading levels, engages them and keeps them motivated. Discussions, critical thinking, decision making, expression, interpretation, decoding words, and learning from each other seems to be the focus of these lessons. I find them to be well put together, scaffolding, and methodical in progression.
In the first case study, there were several activities going on at the same time and the students rotated, using the assistance of parental involvement. I can relate to this study, since it is a story/play that I have done with my students. I often set up centers with different activities for rotation. Each group gets the opportunity to experience each supportive activity using a different technique. I utilize stations which always involve a reading skill, in some way. Jane Seymour's case study was based on "The Three Billy Goat's Gruff "storybook and play format. The students read in small groups to adults and discuss the story (each having their own copy of the book). While the teacher works with the next group, the first group of students work on deciding who would be which character in the version of the play. After that was decided, they read the play in their respective character roles. Next, they designed and started to make a mask of their character, listing the materials they would need. They re-read the play using expression, actions and staging techniques. Upon finishing their masks, they performed the play in class and for their parents as a reader's theatre production. A narrator read from the text and the characters acted out the actions. The students put the text to life. This kind of lesson is something that the students will always remember because of the diversity and their personal involvement in creating the finished/final project. Assessing the students involved drawing and writing about their favorite character and a small check list evaluating their reading skills associated with this unit. I find this to be a model lesson and appreciate the cooperative learning that took place. It gave the students ownership and connected to their personal interpretations.
Next, Carmel French gives advise on her reading strategies and process. She advises the use of Silent Sustained Reading, while the groups rotate and work on other activities such as book reviews, writing activities, and technology. Students are introduced to new authors for further reading and development of understanding in different genres. There are Guided Reading groups in which each student reads aloud and is monitored by the teacher for fluency, interpretation, comprehension, discussion and various reading strategy skills (every 1-2 days, along with SSR group sessions). Student activities include drawing scenes from their book, creating a story map, and intervieing others in their group who act as characters in the story. These extension lessons are important to engage and motivate the students. Observing and discussing, reading pictures, inferencing, discussing the title, reading blurbs, predicting, reading other books by the same author, doing a KWL chart, vocabulary-meanings, identifying stages of the book, parts of a story and researching, helps student's comprehension, fluency and understanding. The only way to read and develop your skills is by doing it. The more you read, the more you will enjoy reading, Exposure to all kinds of reading helps students develop a love of reading. Through practice and enjoyment, students will become more fluent and develop a higher level of comprehension. Ms. French emphasizes the importance of knowing the book your students are reading. The teacher must read the book first! She also feels that re-visiting a book allows the opportunity for students to see things from different angles. Adding related work most often goes beyond the text when you re-visit a book. I think familiarity is a good way to bring new thoughts to the table. In my experience, I have always found it to be better the second time around. The students participate more and have feel comfortable sharing thoughts.
In the second case study, Carmel French outlines the process she uses for reading a complicated, mature book. Her 6th grade class worked with "The Giver" by Lois Lowry. This book is recommended for grades 6-10. It deals with stages of emotion and memories. There is always a pre-reading lesson, containing a discussion of ideas (like the anticipatory set), Q&A and "reading the book cover". The reading and discussions are guided to assist the students understanding.
They address questions in groups, and come together to share their ideas (think, pair, share concept). The chapters are broken up, with specific tasks to perform, gaining a better comprehension of the difficult reading for 6th graders. Students brainstorm and record the information in their reading log. Many questions of thought are presented and discussed, as well as re-introduced as the plot develops. The students are encouraged to develop their own thoughts and opinions based on prior knowledge and experiences relating to communities and emotions. Students self interpret phrases from the book, chart the main character's experiences and feelings, and respond to questions left for interpretation, with a writing activity. The students also write the meanings of given words, as used in context, locating them on specific pages given. The discussion points are specific and necessary for comprehension, including euphemisms and the connection, in relation to today's society. These lessons analyze a step-by-step view of the book in detail, presenting questions like what if..., who, what where, when, why and how? They present the problems, possible solutions, and resolutions. The students document and become well aware of the parts of a non-fiction book, in relation to this story. An important skill, practiced here, is to be able to form your own conclusions through reason. For the last chapter, students write and draw what they think happens. They compare their answers with the author's, researching it on the internet. After reading the entire book, students complete the plot line and character profile they have been working on, conduct interviews, and create a mural which must depict sections/ happenings in the book (given by the teacher and allowing room for student choices). A variety of resources and materials are used and important, non-fiction literacy skills are learned.
I find the topic of the book, "The Giver" to be too extreme and comprehensive for use in a 6th grade class. How many weeks did it take to do this? It seems like an awfully long time. I believe in the power of mini-lessons for elementary school learning. I find that they pique the interest of students more, as the topics/books change. A chapter book wouldn't be a mini-lesson, but something less involved and deep would be more appropriate and, I think, would serve the student better. You have to keep students motivated. This book may be something I would use in the upper grades of high school. Sixth graders are only 11-12 years old. There are many other choices of chapter books to use where you can accomplish and apply the same skills, and follow the same procedures of instruction. However, I did enjoy the detailed process given and the advice preceding this case study. Although, I liked the first case study the best. Maybe it's because it is more relative to my own subject and it is a lesson for younger students, like I teach. The continuity of a guided reading program through 6th grade is a good idea, I feel. Shared reading, discussion, Q&A, a love of books, improved comprehension skills, discussing a book cover, forming opinions, exposure to various genres, experiencing works from other authors and illustrators, connecting personal experiences to the text, offering extension activities, and bridging prior knowledge to lessons is effective and beneficial to all types of learners. A pre-reading activity or discussion, guided reading, shared reading, read alouds, think-pair-share activities, organization graphs, KWL/WHL charts, independent reading, home reading, reading/reading, vocabulary words, definitions, contextual reading, phonemic awareness, pictoral reading, audio books, e-books, visuals, dramatizations, games, technolog programs, differentiated instruction, various forms of assessments including self and peer assessments, multi-media and kinesthetic activities, accomodations and modifications for ELL and inclusion students, a variety of resources, writing and cross-content work, etc..., must all be kept in mind when planning your lessons for any subject. The list goes on and on. The more you offer your students, the more they will receive, develop, and learn to be independent readers and learners.
If you're interested in reading the article, please use the link provided below.
http://wwwfp.education.tas.gov.au/english/guide.htm
In the first case study, there were several activities going on at the same time and the students rotated, using the assistance of parental involvement. I can relate to this study, since it is a story/play that I have done with my students. I often set up centers with different activities for rotation. Each group gets the opportunity to experience each supportive activity using a different technique. I utilize stations which always involve a reading skill, in some way. Jane Seymour's case study was based on "The Three Billy Goat's Gruff "storybook and play format. The students read in small groups to adults and discuss the story (each having their own copy of the book). While the teacher works with the next group, the first group of students work on deciding who would be which character in the version of the play. After that was decided, they read the play in their respective character roles. Next, they designed and started to make a mask of their character, listing the materials they would need. They re-read the play using expression, actions and staging techniques. Upon finishing their masks, they performed the play in class and for their parents as a reader's theatre production. A narrator read from the text and the characters acted out the actions. The students put the text to life. This kind of lesson is something that the students will always remember because of the diversity and their personal involvement in creating the finished/final project. Assessing the students involved drawing and writing about their favorite character and a small check list evaluating their reading skills associated with this unit. I find this to be a model lesson and appreciate the cooperative learning that took place. It gave the students ownership and connected to their personal interpretations.
Next, Carmel French gives advise on her reading strategies and process. She advises the use of Silent Sustained Reading, while the groups rotate and work on other activities such as book reviews, writing activities, and technology. Students are introduced to new authors for further reading and development of understanding in different genres. There are Guided Reading groups in which each student reads aloud and is monitored by the teacher for fluency, interpretation, comprehension, discussion and various reading strategy skills (every 1-2 days, along with SSR group sessions). Student activities include drawing scenes from their book, creating a story map, and intervieing others in their group who act as characters in the story. These extension lessons are important to engage and motivate the students. Observing and discussing, reading pictures, inferencing, discussing the title, reading blurbs, predicting, reading other books by the same author, doing a KWL chart, vocabulary-meanings, identifying stages of the book, parts of a story and researching, helps student's comprehension, fluency and understanding. The only way to read and develop your skills is by doing it. The more you read, the more you will enjoy reading, Exposure to all kinds of reading helps students develop a love of reading. Through practice and enjoyment, students will become more fluent and develop a higher level of comprehension. Ms. French emphasizes the importance of knowing the book your students are reading. The teacher must read the book first! She also feels that re-visiting a book allows the opportunity for students to see things from different angles. Adding related work most often goes beyond the text when you re-visit a book. I think familiarity is a good way to bring new thoughts to the table. In my experience, I have always found it to be better the second time around. The students participate more and have feel comfortable sharing thoughts.
In the second case study, Carmel French outlines the process she uses for reading a complicated, mature book. Her 6th grade class worked with "The Giver" by Lois Lowry. This book is recommended for grades 6-10. It deals with stages of emotion and memories. There is always a pre-reading lesson, containing a discussion of ideas (like the anticipatory set), Q&A and "reading the book cover". The reading and discussions are guided to assist the students understanding.
They address questions in groups, and come together to share their ideas (think, pair, share concept). The chapters are broken up, with specific tasks to perform, gaining a better comprehension of the difficult reading for 6th graders. Students brainstorm and record the information in their reading log. Many questions of thought are presented and discussed, as well as re-introduced as the plot develops. The students are encouraged to develop their own thoughts and opinions based on prior knowledge and experiences relating to communities and emotions. Students self interpret phrases from the book, chart the main character's experiences and feelings, and respond to questions left for interpretation, with a writing activity. The students also write the meanings of given words, as used in context, locating them on specific pages given. The discussion points are specific and necessary for comprehension, including euphemisms and the connection, in relation to today's society. These lessons analyze a step-by-step view of the book in detail, presenting questions like what if..., who, what where, when, why and how? They present the problems, possible solutions, and resolutions. The students document and become well aware of the parts of a non-fiction book, in relation to this story. An important skill, practiced here, is to be able to form your own conclusions through reason. For the last chapter, students write and draw what they think happens. They compare their answers with the author's, researching it on the internet. After reading the entire book, students complete the plot line and character profile they have been working on, conduct interviews, and create a mural which must depict sections/ happenings in the book (given by the teacher and allowing room for student choices). A variety of resources and materials are used and important, non-fiction literacy skills are learned.
I find the topic of the book, "The Giver" to be too extreme and comprehensive for use in a 6th grade class. How many weeks did it take to do this? It seems like an awfully long time. I believe in the power of mini-lessons for elementary school learning. I find that they pique the interest of students more, as the topics/books change. A chapter book wouldn't be a mini-lesson, but something less involved and deep would be more appropriate and, I think, would serve the student better. You have to keep students motivated. This book may be something I would use in the upper grades of high school. Sixth graders are only 11-12 years old. There are many other choices of chapter books to use where you can accomplish and apply the same skills, and follow the same procedures of instruction. However, I did enjoy the detailed process given and the advice preceding this case study. Although, I liked the first case study the best. Maybe it's because it is more relative to my own subject and it is a lesson for younger students, like I teach. The continuity of a guided reading program through 6th grade is a good idea, I feel. Shared reading, discussion, Q&A, a love of books, improved comprehension skills, discussing a book cover, forming opinions, exposure to various genres, experiencing works from other authors and illustrators, connecting personal experiences to the text, offering extension activities, and bridging prior knowledge to lessons is effective and beneficial to all types of learners. A pre-reading activity or discussion, guided reading, shared reading, read alouds, think-pair-share activities, organization graphs, KWL/WHL charts, independent reading, home reading, reading/reading, vocabulary words, definitions, contextual reading, phonemic awareness, pictoral reading, audio books, e-books, visuals, dramatizations, games, technolog programs, differentiated instruction, various forms of assessments including self and peer assessments, multi-media and kinesthetic activities, accomodations and modifications for ELL and inclusion students, a variety of resources, writing and cross-content work, etc..., must all be kept in mind when planning your lessons for any subject. The list goes on and on. The more you offer your students, the more they will receive, develop, and learn to be independent readers and learners.
If you're interested in reading the article, please use the link provided below.
http://wwwfp.education.tas.gov.au/english/guide.htm
Sunday, November 9, 2008
My Access! Efficacy Report- Article Critique
My Access, developed by Vantage Learning, is an instructional writing program that is web-based for grades 4 and up (through higher education). There are pre-writing activities, feedback given during the writing process and immediate scores given after final submissions The feedback is given through a feature called IntelliMetric, but feedback can also be given through the teacher (through the program). It provides holistic and analytical scores and has the ability to provide them in the student's vernacular language.
My Access also includes many writing genres. It is aligned with state standards and includes cross-curricular writing opportunities. Every student has an online portfolio which allows not only the student to see their progress, but their teacher, any adminiistrator and the district. Having access to the many tools available in the program helps students develop better writing skills and encourages them to improve and revise their work. With the teacher having control over the features offered, it can individualize a lesson and helps develop the student's weak areas through practice.
I believe that writing is something that must be done everyday and getting immediate feedback provides for an ongoing, comprehensive learning method that inspires maximum student achievement. I also believe that writing is an essential skill that should be practiced in all subject areas. This provides more opportunity for writing in the narrative, persuasive, informative, literary and expository style. Writing helps improve other subject areas, including reading skills. It helps develop critical thinking and reasoning skills. I have found that the more successful one is at writing, the more they'll want to write because they enjoy doing it! I feel this program will foster a love of writing to students.
Our youth is used to responding to immediate, accurate and incremental feedback. Douglas Reeves calls this the "Nintendo Effect". I agree with this term. They play video games to acquire a higher level and re-do them until they achieve the ultimate goal. Practice! Practice!
Practice! This is the way My Access works. Students are motivated to achieve a higher score by the ability to revise and re-submit their work. With My Access, students are given clear objectives, a rubric guide, can receive commentaries, and a set of instructional goals that are created by the teacher through the program.
The IntelliMetric scoring system is a learning engine that must be trained to score the student's work by being fed appropriately scored essays. According to the report, it appears to score more accurately than human experts. It is more consistent, immediate, and more efficient. The data says that the system gives a more accurate "true score" than the average score generated by 8-10 human experts. The scores also correlate with other methods of measurement, such as multiple choice, etc.
Many examples of evidence were given, by school districts, where students continuously improved their writing quality, increased personal writing skills and improved on state mandated writing scores. These schools were from areas of different socio-economic status and ranged from elementary through high school, including alternative education and "At Risk" schools. It showed the progress of the student's proficiency from their pre-test to the end of the year's post test. There were significant gains in writing scores, providing proof that the quality of writing is improved by using My Access. This program does appear to be effective in producing progress and improving writing skills. It keeps students engaged and motivated through its technology.
The feature "My Tutor", identifies weaknesses and gives feedback, contributing to improved writing skills. I think the rubrics and scoring system create the determination to revise and re-submit improved work also. Students can enjoy the luxury of revising, having a personal e-portfolio, receive immediate feedback and commentaries, and access helpful features/tools.
The program is user friendly and builds confidence in their writing ability through practice.
I enjoyed reading and learning about My Access. I find it exciting and beneficial for all. Using technology to improve skills, and receiving immediate feedback, is invaluable to each and every students learning. It is time efficient and motivating. The program enhances cognitive skills and is self-guided. I think it zeros in on individualized learning and develops good work habits. I feel the program develops a person's skills in all areas of learning through it's methods and medium.
My Access is an effective and complete writing program, with incremental continuity that motivates and keeps students engaged. Practice is the key to good writing skills. If your students want to get on the computer to write because they feel they can, then they will! The purchase of this web-based instructional tool was not mentioned, however it seems to reap many benefits. You can't put a price on education. If it works, it's worth it. Especially with NCLB requiring 100% proficiency by the year 2013. We have to explore all avenues and afford our students the best education possible. Why not this program! Let's empower students to help themselves. If you keep them interested, give them hope and encourage them to do the best they can, then they will! This efficacy report really showed the "power of producing effects".
http://www.vantagelearning.com/docs/myaccess/myaccess.research.efficacy.report.200709.pdf
My Access also includes many writing genres. It is aligned with state standards and includes cross-curricular writing opportunities. Every student has an online portfolio which allows not only the student to see their progress, but their teacher, any adminiistrator and the district. Having access to the many tools available in the program helps students develop better writing skills and encourages them to improve and revise their work. With the teacher having control over the features offered, it can individualize a lesson and helps develop the student's weak areas through practice.
I believe that writing is something that must be done everyday and getting immediate feedback provides for an ongoing, comprehensive learning method that inspires maximum student achievement. I also believe that writing is an essential skill that should be practiced in all subject areas. This provides more opportunity for writing in the narrative, persuasive, informative, literary and expository style. Writing helps improve other subject areas, including reading skills. It helps develop critical thinking and reasoning skills. I have found that the more successful one is at writing, the more they'll want to write because they enjoy doing it! I feel this program will foster a love of writing to students.
Our youth is used to responding to immediate, accurate and incremental feedback. Douglas Reeves calls this the "Nintendo Effect". I agree with this term. They play video games to acquire a higher level and re-do them until they achieve the ultimate goal. Practice! Practice!
Practice! This is the way My Access works. Students are motivated to achieve a higher score by the ability to revise and re-submit their work. With My Access, students are given clear objectives, a rubric guide, can receive commentaries, and a set of instructional goals that are created by the teacher through the program.
The IntelliMetric scoring system is a learning engine that must be trained to score the student's work by being fed appropriately scored essays. According to the report, it appears to score more accurately than human experts. It is more consistent, immediate, and more efficient. The data says that the system gives a more accurate "true score" than the average score generated by 8-10 human experts. The scores also correlate with other methods of measurement, such as multiple choice, etc.
Many examples of evidence were given, by school districts, where students continuously improved their writing quality, increased personal writing skills and improved on state mandated writing scores. These schools were from areas of different socio-economic status and ranged from elementary through high school, including alternative education and "At Risk" schools. It showed the progress of the student's proficiency from their pre-test to the end of the year's post test. There were significant gains in writing scores, providing proof that the quality of writing is improved by using My Access. This program does appear to be effective in producing progress and improving writing skills. It keeps students engaged and motivated through its technology.
The feature "My Tutor", identifies weaknesses and gives feedback, contributing to improved writing skills. I think the rubrics and scoring system create the determination to revise and re-submit improved work also. Students can enjoy the luxury of revising, having a personal e-portfolio, receive immediate feedback and commentaries, and access helpful features/tools.
The program is user friendly and builds confidence in their writing ability through practice.
I enjoyed reading and learning about My Access. I find it exciting and beneficial for all. Using technology to improve skills, and receiving immediate feedback, is invaluable to each and every students learning. It is time efficient and motivating. The program enhances cognitive skills and is self-guided. I think it zeros in on individualized learning and develops good work habits. I feel the program develops a person's skills in all areas of learning through it's methods and medium.
My Access is an effective and complete writing program, with incremental continuity that motivates and keeps students engaged. Practice is the key to good writing skills. If your students want to get on the computer to write because they feel they can, then they will! The purchase of this web-based instructional tool was not mentioned, however it seems to reap many benefits. You can't put a price on education. If it works, it's worth it. Especially with NCLB requiring 100% proficiency by the year 2013. We have to explore all avenues and afford our students the best education possible. Why not this program! Let's empower students to help themselves. If you keep them interested, give them hope and encourage them to do the best they can, then they will! This efficacy report really showed the "power of producing effects".
http://www.vantagelearning.com/docs/myaccess/myaccess.research.efficacy.report.200709.pdf
Subscribe to:
Posts (Atom)