February 22
In the News
A teacher shared with me that a junior high boy asked her if she had any of
cookbooks. He was searching for a book to read during a 15-minute reading time.
She wondered to herself why he would be wanting a cookbook and questioned him.
He said, "You know, one of those Chicken Soup books."
At least three companies are marketing computerized essay graders, and thousands of schools across the country are using them as teaching tools and to score standardized tests. At the college level, a computerized essay-grading system called E-rater is now being employed along with human teachers to grade the essay portion of the Graduate Management Admission Test. The new essay portion of the SAT may be next.
Augmented Reality: Another (Virtual) Brick in the Wall: http://www.technologyreview.com/articles/05/02/wo/wo_delio021505.asp
Georgia Tech University researchers are working to meld virtual and physical
reality together, which will enhance the ways people interact with and perceive
the world around them.
Book Bytes by Marylaine Block: http://marylaine.com/bookbyte/index.html
Children's progress 'hit by TV': http://news.bbc.co.uk/1/hi/education/3506854.stm
Young children who watch too much television have impaired language development,
research suggests.
A review of studies on the subject for the National Literacy Trust says children
aged two to five may benefit from good-quality educational TV.
Human Intelligence: http://www.indiana.edu/%7Eintell/index.shtml
"This site includes biographical profiles of people who have influenced
the development of intelligence theory and testing, in-depth articles exploring
current controversies related to human intelligence, and
resources for teachers."
In Third Grade, the Pressure to Perform Is On: http://www.washingtonpost.com/wp-dyn/articles/A42508-2005Feb21.html?sub=AR
These days, everything starts with third grade. It is the first year in which
states test students in reading and math under the No Child Left Behind law.
Games We Play: http://rmc.library.cornell.edu/games/
Cornell's Division of Rare and Manuscript Collections explores the evolution
of games since 1800 in this exhibition of antique and contemporary games, and
rare books.
Newz Crew: http://www.newzcrew.org/
"This project is being run by Global Kids and NewsHour Extra. Global Kids
is a New York City-based educational organization that supports urban youth
to become global citizens and community leaders. NewsHour Extra is the student
section of the Online NewsHour, the Web site for PBS's daily news broadcast,
The NewsHour with Jim Lehrer." There are suggested topics and lesson plans
on the site.
Reform causes subject shift: http://www.usatoday.com/news/education/2004-03-09-reform-usat_x.htm
President Bush's No Child Left Behind education reform is prompting many elementary
schools to spend less time on social studies--the arts, geography, history and
foreign languages--and more time on math, reading and science, a survey finds.
'Remedial' books draw parents' ire: http://www.contracostatimes.com/mld/cctimes/living/education/10912406.htm?1c
Rarely does the promise of new school books drive a community to anger. But
to a select group of teachers, parents and students at El Cerrito High School,
the adoption of what they call remedial textbooks suggested by a state intervention
team means the dumbing down of education itself.
The Six Ts of Effective Elementary Literacy Instruction: http://www.readingrockets.org/article.php?ID=413
After observing first and fourth-grade teachers from six states, the author
describes how it is that exemplary elementary teachers are so successful in
the classroom.
Teachers Starting to Shun Red Pens: http://www.signonsandiego.com/uniontrib/20041004/news_1m4pens.html
When term papers get graded this school year, many students who turn in sloppy
work won't be seeing red. An increasingly popular grading theory insists red
ink is stressful and demoralizes students, while purple, the preferred color,
has a more calming effect.
Teaching Tolerance's latest film, "Mighty Times: The Children's
March" has been nominated for an Oscar in the Best Documentary Short Subject
category.
The film highlights the heroism of youth in Birmingham, Ala., who stood up against
segregation:
http://newsletter.tolerance.org/cgi-bin4/DM/y/emIS0FN7dN0Ekk0DAKv0EQ
You can order a free classroom copy at: http://newsletter.tolerance.org/cgi-bin4/DM/y/emIS0FN7dN0Ekk0C7pH0E5
A preview lesson plan on "The Children's March." is at: http://newsletter.tolerance.org/cgi-bin4/DM/y/emIS0FN7dN0Ekk0C7pI0E6
Tolerance.org is a web project of the Southern Poverty Law Center. There are
other free resources for classrooms, including a magazine, curriculum kits,
handbooks, and films.
When Older Students Can't Read: http://www.cdl.org/resources/reading_room/older_read.html
Is there anything teachers can do for students who've reached fourth grade and
beyond without learning how to read? Yes, says researcher Louisa Moats, as long
as the program has all the necessary components, the teacher is well prepared
and supported, and the students are given time, sufficiently intensive instruction,
and incentives to overcome their reading and language challenges.
Making Difficult Books Accessible
Reading to Students
By reading to students, the teacher eliminates any word analysis problems they
may have. Students aren't held back by a lack of phonics or syllabication skills.
In addition, through discussion and explanation, the teacher can help with vocabulary
and concepts that might be too difficult for them.
With the text visible to all, perhaps by using a Big Book, the teacher reads
the story out loud as the children follow along with thier eys. After several
readings of a favorite story, the children can often repeat several parts on
their own, chiming in with the words they know. This is a nonthreatening and
allows the children to develop sight vocabulary at their won individual page.
Recording Reading
Students read along with taped or CD-ROM versions of stories. CD-ROM stories
can be highly motivational and interactive. In addition, the word or phrase
being read is usually highlighted so students can follow along. Althought not
as motivational, taped books provide the most benefit when students read along
with the tape. The best taped books have an introduction and a dramatic reading.
Some also have sound effects. Taped books are an excellent way of making difficult-to-read
books accessible to struggling readers. Recorded books help students who are
having decoding problems. They help them read words that they know when they
hear them, but do not recognize in print. Recorded books do not help students
with difficult concepts, or unfamiliar vocabulary - words that they do not recognize
when the they hear them. If a recorded book has difficult vocabulary or concepts,
the teacher needs to provide preparation in much the same way as they would
in a guided reading lesson. Recorded books are one way that poorer readers can
have access to the same high-quality selections that the better readers encounter.
To eliminate the possible stigma that might be associated with listening ot
the taped version of hte book, allow everyone teh opportunity to use the taped
version.
Choral Reading
In choral reading, the group reads a selection aloud together. Choral reading
works best with repeated parts of stories, poems and verses, and songs.
Echo Reading
The teacher reads a sentence of a story and then the studenet reads the sentence.
This works best with brief selections.
Paired Reading
An adult or older student who is a more proficient reader is paired with a student
who needs assistance. The student chooses the book to be read. The book selected
should be one that the student would have difficulty reading on their own. After
a brief discussion of the title and cover illustration, the adult and student
read the book aloud togeether. The adult adjusts their reading level to match
that of the student. When the student feels that they can read a portion of
the text on their own, they signal to the teacher. When they want the adult
to resume reading with them, they again signal the teacher. The teacher provides
assistance when the student is unable to read the word within five seconds.
The help provided is given quickly and directly without any judgemental comments.
The adult simply says the word and has the student say it. The reading then
continues. Quick correction alleviates the student's anxiety and keeps the activity
moving. The adult also praises and encourages the student periodically.
Alternate Reading
An adult takes turns reading a selection. The adult reads the first page, and
the student reads the second page. The adult supplies whatever help the student
needs by helping them sound out words or by explaining difficult or confusing
passages. The adult also explains difficult or confusing passages and discusses
key events in the story from time to time.
References
Gunning, T.G. (2000). Best Books for Building Literacy for Elemenatry School
Children. Allyn and Bacon: Boston.
This site began in March 1998 by Janet Luch.
Email comments and questions to studyplans@yahoo.com