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June 17 - Afternoon
In the News
The Market and Supplemental Education Services: http://www.ncspe.org/publications_files/PB14.pdf
The implementation of No Child Left Behind (NCLB) has created a thriving private
market for supplemental education services, commonly referred to as SES programs.
There are two reasons for the sudden emergence of non-profit and for-profit
SES providers.
Helpful sites
Spark.org Teacher Resource Center: http://www.sparktop.org/teacher/home.html
This website was created for kids ages 8-12 with learning difficulties, including
learning disabilities and AD/HD.
Student-Centered Learning
Learning centers have benefits for middle school students, especially in cooperative
learning where students work in small groups on content-oriented, concept-based
projects. Differentiated instruciton engages students as active learners, decision
makers and problem solvers in the classroom. Learning centers provide a way
for teachers to accomodate a range of learning styles; aural, hands-on, visual,
etc. Students can reinforce a new concept by reciting it in their own way, through
ddrawing a picture, creating a graph or other non-linear representain, or through
note-taking or discussion. Students become active participants in their learning.
Learning centers are allow for effective classroom management by keeping the
other kids occupied and learning when you are trying to work with an individual
student or smaller group.
Learning centers are classroom stations where small groups can work on activities--preferably
hands-on--that reinforce a specific academic goal. Create a tabletop bulletin
board on large trifold pieces of cardboard. These bulletin boards are used in
the following ways:
Make Directions Clear - Make sure there is a clear beginning that leads to the
next step. For instance, for a center about research reports, students might
first spin a dial of animal illustratins to help them decide what animal they
want to research. The cnter's bulletin board thne would clearly explain the
the next steps: how to make notes, how to put those notes on index cards to
organize them and how to create a bibliography. They might even "interview"
the animal they select to research.
Make Directions Comprehensive - List everything that needs to be done so students
can work independently.
Include Incentives - As students complete tasks, for example, they can rise
through the ranks from patrolman first class to lieutenant. Students might become
detectives only after completing tasks such as passing a detective test, writing
an original mystery and preparing a "Most Wanted" poster for the story's
perpetrator.
Provide reinforcement and plenty to do - Students can always work on something
they are preparing to publish, write/illustrate a proverb or idiom, write a
book report, lern a poem, prepare a quiz, read, solve a provided brain teaser.
Students need to be taught how to interact with one another before being given
a task that requires them to work together and more specifically to learn from
that experience. They need to be taught how to cooperate and how to break up
into groups.
Guided Reading
Guided reading is the type of lesson traditionally offered in basal reader manuals
and can be used with readers of all ages. Guided reading is designed for students
who have acquired some basic reading skills, but may need help with unfamiliar
concepts, vocabulary, background, or language expressions in a selection. This
help can be provided in a brief preliminay discussion and doesn't involve going
through the whole selection. During the preliminary discussion, the teacher
tries to pique students' interest in the selection. At the end of the discussion,
students are directed to read the selection silently to answer the purpose question,
or check predictions thay have made. After students have read the selection,
they discuss it. Generally, the discussion begins with the purpose question
or prediction. As the discussin proceeds, understandings are deepened and confusions
are clarified. Passages from the selection might be read orally to verify or
clarify a point. Students are also invited to respond to anything in the selection
that may have puzzled, surprised, or bothered them and to relate the selection
to their lives. They might be asked, for instance, if they know anyone like
the main character, or if they have ever felt the way the main character did.
Later, the selection might be reread for a new purpose. The selection might
be reread orally, for instance, in order to dramatize the dialogue or to locate
humorous uses of words. There might also be an extension activity.
The steps involved are:
Step 1: Analyzing the Text
Step 2: Introducing the Selection
Srep 3: Reading the Selection
Step 4: Discussing the Selection
Step 5: Rereading the Selection
Step 6: Extension
Folder Basal Readers
Before the 1880's, reading instruction in the United States had the development
of patriotism as a primary focus. "Readers" used in schools were also
heavily laced with religious references. In the early part of the 1880's, this
practice gave way to a concern for cultural development. The previous focus
on drill and practice was replaced by a new emphasis on giving children "a
taste for good literature" (Smith 1986, 116). Therefore, for a short while,
reading educators used quatlity literature as the basis for instruction.
The advent of the testing movement in the United States profoundly affected
reading instruction in ways that are still felt. The introduction of a handwriting
scale by Edward L. Thorndike: http://www.indiana.edu/%7Eintell/ethorndike.shtml
in 1909 initiated the movement toward also breaking reading down into manageable,
testable units. As a result of this new emphasis and the proliferation of tests
in all areas of the curriculum, reading educators were forced to design tests
of comprehension based on silent reading, thus deemphasizing the more prevalent
mode of oral reading instruction. At that point, reading books containing short
stories with controlled vocabularies written at graded levels of difficulty
were developed by publishers to foster silent reading comprehension (Smith 1986,
163). Workbooks were created with exercises to help children practice those
skills that would make them better comprehenders. Along with the readers and
workbooks were tests which helped teachers determine a child's level of performance
in these skills. This was the birth of the basal reader in the United States.
Today's basals are collections of fine children's literature. However, basals
offer preselected reading.
Whole Language Movement
In the 1970's Don Holdaway, who lived and taught in New Zealand, wrote The Foundations
of Literacy chronicaling his personal exerinces as a reading teacher and the
journey he took into the world of the young child learning to read. Holdaway
did not devise a new method of teaching reading. Rather, he studeid how children
advanced into literacy and he suggested that literacy development is a matter
of language development. It has many human dimensions, it is incremental, it
is learned, and it is a cultural matter. He further suggested that reading acquisition,
like spoken language acquistion, is a developmental process which has the following
characteristics:
1. Immersion
2. Emulation
3. Reinforcement
4. Aproximations
5. Practice
6. Secure Environment
7. Development proceeds differently
Using Children's Literature and Basals
Children's books can provide additional reading experience when a basal is used
in the classroom. The selection in basals may not offer enough practice. Children's
books can be used to provide the additional experience that these children need.
Nonfiction is often neglected in basals. In this case, informational children's
books can supplement the materials offered in basals readers. A basal selection
may not be appealing to the students. That selection can be skipped and a children's
book can be used instead.
Replacing basal with children's literature
1. Choose books that will be used. Consider choosing books that are a grade
level below and above the one being taught. Select books that will be appealing
to the students.
2. List books in the order of difficulty and according to themes that will be
covered in the curriculum. Present the easiest and shortest books first. Decide
what word recognition and comprehension skills and stategies are needed to read
each book. Teach those skills as the students read the books. Refer to the school
districts curriculum, state standards, or a manual for a basal series for lists
of skills to be taught.
Some books naturally lend themselves to the application of a praticular skill.
For instance, Surprise and Ducks Disappearing are excellent for making predictions.
Ask Me Anything about Dinosaurs and Why Does Popcorn Pop? And Other Kitchen
Questions are excellent books for modeling the process of asking questions before
reading.
3. Introduce Books by using Guided Reading. Guided reading is the type of lesson
traditionally offered in basal reader manuals and can be used with readers of
all ages.
Replacing basal with children's literature
1. Choose books that will be used. Consider choosing books that are a grade
level below and above the one being taught. Select books that will be appealing
to the students.
2. List books in the order of difficulty and according to themes that will be
covered in the curriculum. Present the easiest and shortest books first. Decide
what word recognition and comprehension skills and stategies are needed to read
each book. Teach those skills as the students read the books. Refer to the school
districts curriculum, state standards, or a manual for a basal series for lists
of skills to be taught.
Some books naturally lend themselves to the application of a praticular skill.
For instance, Surprise and Ducks Disappearing are excellent for making predictions.
Ask Me Anything about Dinosaurs and Why Does Popcorn Pop? And Other Kitchen
Questions are excellent books for modeling the process of asking questions before
reading.
3. Introduce Books by using Guided Reading. Guided reading is the type of lesson
traditionally offered in basal reader manuals and can be used with readers of
all ages.
Creating Discussion Groups
Literature discussion groups can be created in which students take much of the
responsibility for responding to their reading. Discussion groups come in a
variety of forms and have been given diverse names, such as literature circles,
literature study groups, conversational discussion groups, and book clubs. Discussion
groups are an attempt to get away from the quiz-type formats that are typical
of many traditional discussions. In traditional discussions, the teacher's questions
are frequently a kind of oral evaluation to determine whether studenets have
read the text, and to assess how well they understood it. Literature discussion
groups are a thoughtful, active consideration of issues and emotions elicited
by reading the selection. Like talks adults have with peers about books that
they have read, the discussions are conversational in nature, with a natural
give-and-take and a freedom to offer one's interpretation with the expectation
that it will be respected.
In book discussion groups, students generally talk over a book that they have
all read. However, other formats are possible. Students might have read different
books by the same author. In their discussion, they might compare and contrast
books. Or students might be discussing books that incorporate a similar theme,
such as moving, making friends, or survival. In preparation for meeting with
their discussion group, students read the text and might complete a response
log in which they react to the text in some way.
One possible problem with discussion groups is that some students might end
up with a book that is too difficult for them to read and understand. One solution
is to provide taped copies of the text or give extra help to students who are
struggling with the selection. A second solution is to arrange groups and and
select books in such a way that struggling readers are given books that are
on their level.
A third solution, and the one I use, is for the teacher to give a book talk
about a six to eight books, with a variety of interests and a a range of difficulty
represented. The books are introduced and students privately choose the three
book they most want to read. The groups are then made according to which books
the students choose, trying to give each student their first preference.
Book Club
Step 1: Books are selected. The class might read the same book or they may choose
from a selection of three or four books related to a common theme.
Step 2: Students are organized into groups of four or five. Keeping the groups
small allows for greater participation.
Step 3: Book club procedures are explained and modeled in whole-group meetings.
Step 4: Students are taught how to respond to their readings. After reading
a segment of text, students complete a Response Log. This response might be
triggered by a teacher prompt or might be unprompted, in which case students
simply write their reaction to what they read. Student response might be in
the form of a sentence or a paragraph, a diagram of the plot, a web of character
interactions, or a drawing of the setting.
Step 5: Book club discussions are held. The teacher might start the discussion
by asking students to share their responses within their group, or the teacher
might ask a general question for the groups to discuss. It is important to create
the kind of setting and ask the kinds of questions that stimulate students to
respond to books in much the same way that adults respond when discussing a
well-liked book.
Literature Circles
Literature circles incorporate the principles of cooperative learning to provide
more structure. Each group is composed of five or six students who have chosen
to read the same book.
The groups meet and decide which role each member will fulfill. The discussion
leader creates questions for the group and leads the discussion. The summarizer
sums up the selection. The literacy reporter searches out passages that are
memorable because they evoke strong emotion, portray major events, or incorporate
interesting language. The illustrator represents a key part of the selection
with a drawing or graphic organizor. At the circle meeting, the illustrator
explains and discusses his illustration. The word chief identifies difficult
words or expressions in the selection, looks them up in the dictionary or glossary,
and writes down their definitions. At the circle meeting, the word chief discusses
the words with the group. Members of the group may also suggest words or expressions
that they found to be difficult. The connector makes connections between the
book and other books the group has read or with real-life experiences. The connector
describes the link and discusses it with group. Although each student has a
defined role to fulfill in the group, any member of the circle may bring up
an issue for discussion, a passage that is confusing, an unusual expression,
or a possible connection.
Roles are flexible and may be added or deleted. However, the roles should reflect
the kinds of things that students should be doing as they read a text. They
should be creating questions in thier minds, making links between what they
are reading and past reading or past experiences, creating images, organizing
and summarizing, noting key ideas or scenes, deriving meaning form difficult
words and confusing passages, and appreciating the author's language. Students
swap roles so that each member of the group eventually fulfills all the roles.
Job sheets may help students understand exactly what is expected for each role.
The teacher should discuss and model each of the roles, using the sheets. The
class practices each role by trying them out with a brief, relatively easy selection.
The teacher stresses creating and asking questions that lead to in-depth sharing.
In general, students take two or three weeks ot complete a book. The group meets
and decides on a schedule for completing the book or the teacher can divide
the books into sections for each group so that all groups complete their book
at approximately the same time. Each student responds to the daily selection
in a journal. The teacher can provde a generic prompt or a specific one for
each section and/or group. Students also complete their job sheeets. The teacher
visits each grup, and in the early stages, plays a very active role by modeling
the creation of questions or probing responses. As students grow more proficient,
the teacher beomes more of an observer.
At the end of the discussion time, the class meets as a whole. Each group shares.
A mini-lesson on a needed skill or discussion procedure might be explained or
the teacher might read alooud a pertinent selection.
After the groups have completed their books, they share with the whole class.
The end-of-book sharing might take the form of a readers theater presentation,
interview, panel discussion, TV ad, debate, skit, or demonstration.
Tips for Using MarcoPolo
MarcoPolo: http://www.marcopolo-education.org/index.aspx
MarcoPolo not only provides lesson plans, student interactives,
and Web resources aligned to national content standards, but its professional
development resources and paradigm are also aligned to the National Educational
Technology Standards for Teachers (NETS for Teachers).
1. MarcoPolo's Content Partners have produced seven discipline-specific,
standards-based Web sites geared toward K-12 teachers and students. Most lessons
developed by the Partners not only correlate to state and national education
standards for their discipline, but also provide cross-curricular connections
with several other subjects as well.
To promote cross-curricular use, MarcoPolo Partner lessons often refer to lessons
and resources created by other MarcoPolo Partners. Teachers who use the MarcoPolo
Search Engine to search on a specific topic often will find Partner lessons
that satisfy state and national standards across several disciplines.
2. There are many benefits to using a student-centered, hands-on
laboratory setting to present topics in a new light. Students generally gain
a deeper understanding by doing rather than watching. Additional benefits include
learning how to work in a group, employing deductive reasoning skills and having
a greater sense of ownership and accomplishment.
Many of the lesson plans developed by the MarcoPolo Partners include hands-on
classroom activities. Teachers can use MarcoPolo resources to combine Internet-based
research with in-class group work to ensure a greater rate of comprehension,
especially in a classroom with different learning styles or multiple intelligences.
3. Combining interactive technology with classroom discussion
can be an effective way to help students with varying skill levels learn and
synthesize new ideas. With the introduction of computers in the classroom, students
have ready access to interactive computer programs that can help them better
understand challenging concepts.
The MarcoPolo Partners often include some type of interactive computer-based
activity in their lesson plans. These programs can help students gain confidence
in their ability to understand new concepts -- such as the pros and cons of
the bartering system, how drawings supplement the written word, or the geometric
properties of lines or shapes.
4. E-mail and the Internet provide the means for instant communications
-- sometimes even quicker than reaching someone on the telephone! The Internet
is home to thousands of online communities that bring together people with similar
interests from all over the world.
Many of the MarcoPolo Partner lessons encourage students and teachers to build
a community of users beyond the classroom walls. Students and teachers can collect
different perspectives about their surroundings by using the Internet to exchange
information with classrooms in another city or country.
Connect to an online community in:
"E-Pals Around the World" (6-8) from ReadWriteThink, International
Reading Association and the National Council of Teachers of English: http://www.readwritethink.org/lessons/lesson_view.asp?id=178
"What's the Problem With Digital TV?" (6-12) from EconEdLink, National
Council on Economic Education: http://www.econedlink.org/lessons/index.cfm?lesson=EM189&page=teacher
MarcoGrams are newsletters on a theme sent be MarcoPolo to subscribers.
If you would like to receive the next issue of the MarcoGram by e-mail, please
send a blank message to MarcoGram-Subscribe@marcopoloinfo.com.
An example of a MarcoGram is: MarcoPolo Does a Body Good:
http://www.marcopolo-education.org/MarcoGrams/8-25-02.html
Suggested Additional Lessons
Business Card Book Reports: http://www.readwritethink.org/lesson_images/lesson143/PlanningSheetforBusinessCard.pdf
Change Is in the Air: http://www.marcopolo-education.org/MarcoGrams/Jan2004.html
On a cold day in December 1903, Orville and Wilbur Wright changed history. Although
their Wright Flyer stayed aloft for only 12 seconds and ultimately crashed on
a subsequent attempt, they proved that man could build, fly and control an airborne
machine. Now there are about 30,000 airplane flights originating in the U.S.
each day, transporting people and packages all over the world. The Wright brothers
risked their lives to test their idea and ultimately changed the world. Use
the activities to encourage students to examine the kinds of changes that happen
in and around their world.
Creating Your Report: http://www.readwritethink.org/lesson_images/lesson126/report.pdf
Exploring American Indian and Alaskan Native Traditions: http://www.marcopolo-education.org/MarcoGrams/Nov2003.html
Idaho Forest Products Commission: http://www.idahoforests.org/
This website provides information on the Idaho Forest Products Commission. There
is information that can be used by both teachers and students, such as the tree
trivia section and downloadable lesson plans.
It Makes Good Sense: http://www.marcopolo-education.org/MarcoGrams/Jan2005.html
Our five senses help us to see, hear, smell, taste and touch. The strengths
of these senses vary ? some senses are more heightened than others, some can
diminish with age and some might not be present at all
Mathematics: A Universal Language: http://www.marcopolo-education.org/MarcoGrams/May2006.html
My Own Business: A Free Internet Course On Starting a Business: http://www.myownbusiness.org/
The Nobel Prize: http://www.marcopolo-education.org/MarcoGrams/Dec2003.html
Oil and Water in the Middle East Region: http://www.marcopolo-education.org/mg/lesson140.aspx
Students use maps and satellite imagery to explore the historical and political
roles of oil and water in the Middle East.
Online Technology Tutorials: http://www.internet4classrooms.com/on-line2.htm
Ready, Set, Goal!: http://www.marcopolo-education.org/MarcoGrams/Jul2005.html
There really is no substitute for the feeling of a goal accomplished –
in athletic competition or any endeavor. But goals don't just happen. It takes
planning, hard work and commitment to turn dreams into reality. Using lessons
and resources featured in this MarcoGram, students will reflect on their aspirations
and discover some valuable tools to help them reach their goals, both big and
small.
The Red Badge of Courage: A New Kind of Courage: http://www.marcopolo-education.org/mg/lesson132.aspx
Students explore the values of courage and patriotism in Stephen Crane's novel
about the Civil War.
Smart Money: http://www.marcopolo-education.org/MarcoGrams/Oct2003.html
Money. It burns holes in pockets, makes the world go round and is sometimes
the root of all evil. It can't buy you love, but if you put it where your mouth
is, you might get what you're looking for. This month, MarcoPolo features lessons
about making some hard-earned cash -- and spending it responsibly. Use the warm-up
activities below to encourage greater awareness about finance and economics,
then scroll down for links to more lessons and resources.
Solving Problems: http://www.marcopolo-education.org/marcograms/Mar2004.html
Albert Einstein's 125th birthday is celebrated on March 14, also dubbed "Pi
Day" by some clever mathematicians (March is the third month of the year,
and the first three digits of pi are 3.14). Although Einstein was well known
for his ability to solve difficult science problems, he felt he wasn't very
good at mathematics. This MarcoGram features different ways to understand and
solve many types of problems.
What's My Interest?: http://www.econedlink.org/lessons/index.cfm?lesson=EM377
Where Should I Build My Business? http://www.nationalgeographic.com/xpeditions/lessons/11/g912/business.html
This site began in March 1998 and was created by
Janet Luch. It was last updated on
June 16, 2006
.
Email to studyplans@yahoo.com.