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By: SSPP Reads,
on 3/13/2013
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The recent issue of Educational Leadership (March 2013 Vol. 70 No. 6) is chock-full of articles that challenge the way we think about learning and technology. I was especially drawn to Marc Prensky‘s article, Our Brains Extended. He asks,
Is the human brain still the smartest thing on the planet? When enhanced by technology, it is. . . Wise integration of our evolving and powerful technology demands that we rethink our curriculum.
And, I agree with him. I think the Common Core State Standards (CCSS) are a stab in that direction. Prensky challenges us,
We need to start teaching our kids that technology is, in a great many cases, the best way to learn something, not just a new way to do old things. Would you maintain an expensive horse in the barn in case your car breaks down?
Ask yourself: Are students engaged? Marzano‘s research tells us that student engagement is strongly influenced by what teachers do in class. I’m not talking gadgets, but 21st century education. So, here we go:
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By: SSPP Reads,
on 3/13/2013
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The recent issue of Educational Leadership (March 2013 Vol. 70 No. 6) is chock-full of articles that challenge the way we think about learning and technology. I was especially drawn to Marc Prensky‘s article, Our Brains Extended. He asks,
Is the human brain still the smartest thing on the planet? When enhanced by technology, it is. . . Wise integration of our evolving and powerful technology demands that we rethink our curriculum.
And, I agree with him. I think the Common Core State Standards (CCSS) are a stab in that direction. Prensky challenges us,
We need to start teaching our kids that technology is, in a great many cases, the best way to learn something, not just a new way to do old things. Would you maintain an expensive horse in the barn in case your car breaks down?
Ask yourself: Are students engaged? Marzano‘s research tells us that student engagement is strongly influenced by what teachers do in class. I’m not talking gadgets, but 21st century education. So, here we go:
Related blogs:
Graphic from Flickr Creative Commons by Henriksent
This week, another look at the Common Core State Standards (CCSS). Dr. Nancy N. Boyles in the Educational Leadership article, Closing in on Close Reading, Vol. 7 No. 4, states,
We can’t wait until middle school to teach students to read closely. Three practices bring close reading to the lower grades. . . 1) use short texts, 2) aim for independence, 3) focus on observing and analyzing.
When I read Dr. Boyle’s article, I realized that close reading wasn’t new, but a re-newel of analytic reading, “Close reading means reading to uncover layers of meaning that lead to deep comprehension,” this uncovering of layers allows the reader to examine the meaning of the parts and relate the reading selection to other texts.
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
Some believe that reading instruction for the past ten years has focused too heavily on strategies rather than the text. Here are Dr. Boyle’s three recommendations to engage elementary students in close reading.
- Use Short Texts–not to abandon longer texts, but studying shorts texts is helpful if we want to enable students with a wide range of reading levels to practice closely reading demanding texts. Traditional literature lends itself to close reading, such as folktales, legends,, myths, fables, short stories, poetry, and scenes from plays. Children’s listening comprehension outpaces their reading comprehension in the early grades, so being read to as well as independent reading can build knowledge.
- Aim for Independence–go beyond ho-hum questions and ask a sequence of questions that will lead students more deeply into a text. Teach students to ask the questions so that students can take what they learn from the study of one text and apply it to the next text they read.
- Focus on Observing and Analyzing–see whether students have noticed the details of a passage and can recount those details. If students can’t paraphrase the basic content of a passage, how can they dig for its deeper meaning?
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By: SSPP Reads,
on 5/16/2012
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By: SSPP Reads,
on 5/2/2012
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Recently I wrote about Vocabulary Instruction and Word Walls, with tips from Katherine Hilden and Jennifer Jones (Reading Today, Vol 29 No 4). This week, Hilden and Jones have suggestions for “Sweeping Round Robin Reading Out of Your Classroom” (Reading Today, Vol 29, No 5).
The classroom is quiet. All the student have the same book open on their desks. One student is reading aloud. Other students are counting ahead or gazing out into space. The student who just finished reading sighs with relief when her turn is over.
That’s Round Robin Reading (RRR). Over half of K-8 teachers report using RRR or some variation–Popcorn Reading, Combat Reading, Popsicle Reading. RRR and its variations all involve oral reading without prior practice with the text. No research evidence supports the claim that RRR actually contributes to students becoming better readers. Drawbacks, according to Hilden and Jones include:
- Slower reading rates
- Lower quantity of reading
- Off-task behaviors
- Models of dysfluent reading
- Problems with comprehension
- Problems with self-efficacy and motivation
Instead of RRR, why not provide students with motivating and authentic opportunities for repeated readings. Students who participate in repeated reading demonstrate better word identification, accuracy, and speed when reading as reported in the National Reading Panel (2000). Check out these resources:
Graphic from Flickr Creative Commons License Zappowbang
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0 Comments on Literacy Spring Cleaning as of 5/2/2012 12:22:00 AM
Let’s look at Word Walls for interactive learning developing comprehension both in language arts and in curricular content. Robert J. Marzano in his book, Building Background Knowledge for Academic Achievement, offers six steps to effective vocabulary instruction:
- The teacher explains a new word, going beyond reciting its definition
- Students restate or explain the new word in their own words
- Students create a nonlinguistic representation of the word
- Students engage in activities to deepen their knowledge of the new word
- Students discuss the new word
- Students play games to review new vocabulary
This works! Check out Georgia Scurletis Wordshop on ThinkMap. And, you can use it with the Step Up To Writing program and with your classroom Word Walls. Certainly the primary grades make good use of Word Walls for developing sight words and patterns in word families. But, is it time your Word Wall becomes a tool, not just a decoration? The Word Wall though can be effectively used for content vocabulary. In the International Reading Association‘s bimonthly membership magazine Reading Today (Vol. 29. No. 4) Katherine Hilden Clouse and Jennifer Jones Powell of Radford University advocate using the Word Wall “strategically and effectively.” Here are their suggestions:
Primary Classrooms:
- When organizing the Word Wall based on sight words word families, beside each sight word placed a red dot indicating to students that it is an important word used in reading and writing but can’t be “sounded out”
- Start with high utility word families which equip students with patterns that can be applied to new words
- Here’s some Word Wall Activities from Teaching First and Scholastic
- And, interactive word wall ideas
Upper Elementary:
- Focus on content words
- Categorize words might be color coded based on the content area in which the words are predominantly found
- Here’s some content word walls (math, social studies, science)
Use and model the displayed words:
- Teacher instruction, to be effective, must be direct and systematic
- Use the word wall during classroom down time
- Use the word wall during reading and writing instructions
- Play with words rather than drill and kill students with word lists
- Try word banks
Build a conceptual base
Bridget Dalton and Dana L. Grisham wrote a fantastic article in the February 2011 issue of The Reading Teacher, a journal of research-based classroom practice, published by the International Reading Association. The article, eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary, “highlights ten strategies that hold promise for improving vocabulary learning in intermediate grades.”
Here they are:
- Learn from visual displays of word relationships as pictured above (check out Wordle)
- Take a digital vocabulary field trip (check out TrackStar)
- Connect fun and learning with online vocabulary games (see Vocabulary.co.il and Vocabulary.com
- Have students use media to express vocabulary knowledge (haul out PowerPoint and use it for creative expression)
- Take advantage of online word reference tools (Visual Thesaurus and Dictionary.com)
- Support reading and word learning with just-in-time vocabulary reference support (see Word Central and Yahoo! Kids and specialized picture glossaries like NASA’s Picture Dictionary)
- Use language translators to provide just-in-time help for English Learners (see Babelfish, Google Translator, and Bing Translator)
- Increase reading volume by reading digital text (Time For Kids, Weekly Reader, National Geographic Kids are a few)
- Increase reading volume by listening to digital text with a text-to-speech tool and audio books (free TTS tools are CLiCk, Speak , NaturalReader, Balabolka, and Microsoft Reader)
- Combine vocabulary learning and social service such as the free online vocabulary game Free Rice. The United Nations World Food Programme donates 10 grains of rice to countries in need for each correct answer.
Lots of possibilities! This post first appeared on SSPP Reads on 02/23/2011.
0 Comments on Wordle Makes Vocabulary Fun as of 1/1/1900
Beat the Summer Slide with 
Parents often ask, how old do my kids need to be before I can stop reading aloud with them? Looks like they are never too old! The 
0 Comments on Reading With Our Children as of 1/1/1900
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