Technology. I love it, but it doesn't always love me. Or at least that is the way I feel at times, but I know that I would be lost without it. It is a part of our lives that is here to stay, well, until it changes and advances again. It is what our kids are used to though. Even though it can be a little more challenging to some of us, we need to shift in that direction and provide our students what they need and want and what engages them. I think it may partially be a fear of the unknown. For example, I was dragging my feet with just creating this blog. In hindsight, I don't know what I was scare of; it wasn't as big of a deal as I thought it would be. I even thought, "Wow, that was easy." I know I need to continue to learn more about it and use more of the gadgets that are available. I think a big part of it is getting our feet wet and finding what is useful and user friendly for us. I also signed up for a Twitter account, but I feel I'm a Twitter dud...it isn't one of those items I find myself going back to. I know there is a lot that is offered from it, I just need to figure out how I want to use it and when. I think that is true for many of us.
I am very excited about the goals that have been set by each person in our school. We are moving in the right direction, one day at a time, a few steps at a time, and for some, by leaps and bounds! I encourage you to continue growing and learning with and about technology. I am your cheerleader!
Sunday, September 27, 2009
Sunday, September 13, 2009
"What Gets Measured, Gets Improved"
Comprehension is limited without fluency. Think about material that is difficult for you to read. For me, one item that falls under this category is legal documents. I often have to slow my reading down and re-read the material in order to comprehend it. Good readers know these strategies; poor readers do not. I think there are several strategies that can be done in the classroom to help improve fluency.
First, I feel it is important for teachers to model good reading. The modeling should include expressive tone; it is recommended this is done daily, even if it is for a few short minutes. When teachers have a few minutes just before the dismissal bell and the lesson has concluded, this is the ideal time to model good reading; this should also help with classroom management.
There are many activities that help improve fluency. Reader's theater is one format for improving fluency. It allows for ample opportunities for students to work on expression and delivery. Other possibilities include: taping students and providing feedback, pairing a strong, fluent reader with a struggling reader and have them echo read, using fractured fairy tales, putting different people/perspectives on the board and having students practice voice. It is important to find what works for your students. I caution that Round Robin Reading is one of the least effective tools to use.
Another strategy for improving fluency is providing continuous reading practice with direct feedback. This should include repeated readings of the same text and can include emphasis on pacing, expression and chunking.
I think our next step, fluency running records in addition to Star testing, will be a key component to helping our students become better readers. If we are continually monitoring our students' progress, we will be better able to assist them with what they need. Fluency checks are an essential piece.
First, I feel it is important for teachers to model good reading. The modeling should include expressive tone; it is recommended this is done daily, even if it is for a few short minutes. When teachers have a few minutes just before the dismissal bell and the lesson has concluded, this is the ideal time to model good reading; this should also help with classroom management.
There are many activities that help improve fluency. Reader's theater is one format for improving fluency. It allows for ample opportunities for students to work on expression and delivery. Other possibilities include: taping students and providing feedback, pairing a strong, fluent reader with a struggling reader and have them echo read, using fractured fairy tales, putting different people/perspectives on the board and having students practice voice. It is important to find what works for your students. I caution that Round Robin Reading is one of the least effective tools to use.
Another strategy for improving fluency is providing continuous reading practice with direct feedback. This should include repeated readings of the same text and can include emphasis on pacing, expression and chunking.
I think our next step, fluency running records in addition to Star testing, will be a key component to helping our students become better readers. If we are continually monitoring our students' progress, we will be better able to assist them with what they need. Fluency checks are an essential piece.
Friday, August 21, 2009
Literacy Strategies and Struggling Readers
"...our classrooms must become inviting places that make students want to partake of what we offer. Reading must be seen as helpful, interesting, and a means to achieve the big-picture goals in their lives. The task for teachers, then, is not selecting work that is particularly exciting, but rather work that is meaningful and helps students to be self-motivated" (Tankersley 15).
What language should teachers be using? What language should students be using? It is important to remember that many struggling readers are not familiar with key words and terms that we use on a regular basis. We need to provide meaningful lessons, including modeling and helping to build background information . This allows students to make connections therefore making the material meaningful which is key to student learning. A variety of reading materials should be used to accomplish this. Textbooks are only one piece of the puzzle--they should not be the only resource nor should they be read cover to cover. Try magazines, newspapers, websites, picture books, etc.
Some of the common language shared between teachers and students should include: compare, contrast, infer, predict, analyze, similarities, differences, discuss, explain, support, describe, trace, evaluate, formulate, and summarize. Students should also be practicing the technique of "in my head" and "in the book" as well as using these terms.
Classroom Word Walls (word webs) provide the perfect display of these words. Students can create their own word web using technology...this would make a great topic for another post!
Chapter 1 of the book Literacy Strategies for Grades 4-12 Reinforcing the Threads of Reading covers struggling readers. Classroom activities to promote reading starts on page 21. Many teachers in our building already have student theater productions/reader's theater. On page 21, the book takes this a step further having the students write their own reader's theater production and performing it. This can easily be done in content areas or Rooster Reading (teachers can also turn script in to a production). Need more help with reader's theater? Try: http://forpd.ucf.edu/strategies/stratReadersTheater.html
Reflect on your reading strategies and experiences in your content area and Rooster Reading. What in particular has been successful when working with struggling readers? What can you change or improve to help all students become successful readers?
What language should teachers be using? What language should students be using? It is important to remember that many struggling readers are not familiar with key words and terms that we use on a regular basis. We need to provide meaningful lessons, including modeling and helping to build background information . This allows students to make connections therefore making the material meaningful which is key to student learning. A variety of reading materials should be used to accomplish this. Textbooks are only one piece of the puzzle--they should not be the only resource nor should they be read cover to cover. Try magazines, newspapers, websites, picture books, etc.
Some of the common language shared between teachers and students should include: compare, contrast, infer, predict, analyze, similarities, differences, discuss, explain, support, describe, trace, evaluate, formulate, and summarize. Students should also be practicing the technique of "in my head" and "in the book" as well as using these terms.
Classroom Word Walls (word webs) provide the perfect display of these words. Students can create their own word web using technology...this would make a great topic for another post!
Chapter 1 of the book Literacy Strategies for Grades 4-12 Reinforcing the Threads of Reading covers struggling readers. Classroom activities to promote reading starts on page 21. Many teachers in our building already have student theater productions/reader's theater. On page 21, the book takes this a step further having the students write their own reader's theater production and performing it. This can easily be done in content areas or Rooster Reading (teachers can also turn script in to a production). Need more help with reader's theater? Try: http://forpd.ucf.edu/strategies/stratReadersTheater.html
Reflect on your reading strategies and experiences in your content area and Rooster Reading. What in particular has been successful when working with struggling readers? What can you change or improve to help all students become successful readers?
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