10-second review: Five Websites dealing with adolescent literacy.
Title: “Research Connections: Websites on Adolescent Literacy Research.” DW Moore. Journal of Adolescent and Adult Literacy (October 2008), 166-168. A publication of the International Reading Association (IRA).
Websites:
Ad Lit. www.adlit.org
Alliance for Excellent Education. www.all4ed.org/
Carnegie Corporation’s Advancing Literacy Initiative. www.carnegie.org/literacy/index.html
Center on Instruction. www.centeroninstruction.org/index.cfm
International Reading Association: Focus on Adolescent Literacy. www.reading.org/resources/issues/focus_adolescent.html Between “focus” and “adolescent” is a low dash.
Comment: The author reminds his readers that although these Websites contain valuable resources, they are not all encompassing. Don’t forget books and periodicals devoted to adolescent literacy. RayS.
Friday, October 31, 2008
Thursday, October 30, 2008
Topic: Copyright and Fair Use
10-second review: Reviews the four tests to determine whether copyright has been infringed.
Title: “Copyright in a Digital Age.” Troy Hicks. Classroom Notes Plus (October 2008), p. 12. A publication of the National Council of Teachers of English (NCTE).
Summary: Fair use of copyrighted material is allowed for the purposes of commentary, criticism and parody. The four tests of legal use of copyrighted material are as follows: the purpose of using the material; the nature of the copyrighted work; the amount of the work used; and the effect on the work’s market. The results of these tests are apparently open-ended and arguable and lead to extensive litigation.
Comment: We are all going to have to learn about this morass of fair use of copyrighted material, especially in the digital age. The place to begin is Google and the main source of valid information on the subjects is at Stanford University’s Web site. Don’t forget NCTE.org, the Web site of the National Council of Teachers of English.
Two purposes of fair use—commentary and criticism—seem reasonably clear. If commentary and criticism are not your purpose, then probably, I think, any other purpose for using copyrighted material, except for parody, will probably be illegal copyright violation. But these purposes seem focused on writing and do not fit the act of teaching. The use of professional articles, for example, in preparing for curriculum workshops, might be considered “too much” in the test of “the amount of the work used.” I have a lot to learn about this issue and appreciate the author of this article for bringing it to my attention. RayS.
Title: “Copyright in a Digital Age.” Troy Hicks. Classroom Notes Plus (October 2008), p. 12. A publication of the National Council of Teachers of English (NCTE).
Summary: Fair use of copyrighted material is allowed for the purposes of commentary, criticism and parody. The four tests of legal use of copyrighted material are as follows: the purpose of using the material; the nature of the copyrighted work; the amount of the work used; and the effect on the work’s market. The results of these tests are apparently open-ended and arguable and lead to extensive litigation.
Comment: We are all going to have to learn about this morass of fair use of copyrighted material, especially in the digital age. The place to begin is Google and the main source of valid information on the subjects is at Stanford University’s Web site. Don’t forget NCTE.org, the Web site of the National Council of Teachers of English.
Two purposes of fair use—commentary and criticism—seem reasonably clear. If commentary and criticism are not your purpose, then probably, I think, any other purpose for using copyrighted material, except for parody, will probably be illegal copyright violation. But these purposes seem focused on writing and do not fit the act of teaching. The use of professional articles, for example, in preparing for curriculum workshops, might be considered “too much” in the test of “the amount of the work used.” I have a lot to learn about this issue and appreciate the author of this article for bringing it to my attention. RayS.
Wednesday, October 29, 2008
Topic: Close Reading of Literary Works
10-second review: Three steps to close reading.
Title: “How to Read a True War Story: Close Reading Through The Things They Carried.” B Gilmore. Classroom Notes Plus (October 2008), 1-6. A publication of the National Council of Teachers of English (NCTE).
Summary: After students have finished reading a book (fiction or nonfiction), select a passage, type it up, distribute to the students and engage in three steps with them:
1. Students read the passage and underline any words that strike them, even if they do not know why.
2. Students try to identify the technique in each underlining (metaphor, run-on sentence, fragment, alliteration) or, if they can’t name the technique, describe its effect.
3. Students try to relate the technique to the theme of the book.
Uses a 3-column chart, the columns labeled “Text,” “Effect,” and “Reflection/Connection.” In column one, students copy the text from the passage. In column two, they describe the effect of the technique. And, in column three, students tell how the technique relates to the theme of the book.
Result is that students will have slowed down their reading and seen how the author achieved the theme of the book.
An interesting sub-step: After the students have read and underlined the ideas in the passage, the teacher re-reads the passage aloud and students who had underlined particular words or phrases, etc., read the words aloud with the teacher. Shows the students that different students underlined different passages.
The author suggests that students practice the technique.
Comment: Intriguing idea. You might want to try it yourself and you might then alter the details of how to structure the steps in the technique with your classes. Sometimes we forget to teach students what we assume they already know—like close reading. RayS.
Title: “How to Read a True War Story: Close Reading Through The Things They Carried.” B Gilmore. Classroom Notes Plus (October 2008), 1-6. A publication of the National Council of Teachers of English (NCTE).
Summary: After students have finished reading a book (fiction or nonfiction), select a passage, type it up, distribute to the students and engage in three steps with them:
1. Students read the passage and underline any words that strike them, even if they do not know why.
2. Students try to identify the technique in each underlining (metaphor, run-on sentence, fragment, alliteration) or, if they can’t name the technique, describe its effect.
3. Students try to relate the technique to the theme of the book.
Uses a 3-column chart, the columns labeled “Text,” “Effect,” and “Reflection/Connection.” In column one, students copy the text from the passage. In column two, they describe the effect of the technique. And, in column three, students tell how the technique relates to the theme of the book.
Result is that students will have slowed down their reading and seen how the author achieved the theme of the book.
An interesting sub-step: After the students have read and underlined the ideas in the passage, the teacher re-reads the passage aloud and students who had underlined particular words or phrases, etc., read the words aloud with the teacher. Shows the students that different students underlined different passages.
The author suggests that students practice the technique.
Comment: Intriguing idea. You might want to try it yourself and you might then alter the details of how to structure the steps in the technique with your classes. Sometimes we forget to teach students what we assume they already know—like close reading. RayS.
Tuesday, October 28, 2008
Topic: Reading and Annotation
10-second review: Authors suggest a system for identifying key ideas and words.
Title: “Annotating to Support Learning in the Content Areas: Teaching and Learning in Science.” J Zywica and K Gomez. Journal of Adolescent and Adult Literacy (October 2008), 155-165. A publication of the International Reading Association (IRA).
Summary: Assuming students can write in books or use copies of materials from the textbook, the authors suggest a system of marking to note important ideas and key words. For example, circle headings, rectangle around key vocabulary, triangle around other difficult words, double underline main ideas, single underline supportive ideas, etc. The purpose of these marks is, of course, to help students master the ideas in the text.
Comment: The authors’ definition of annotating is to mark important sentences and words in the text. I define annotation differently. For me, to annotate means restating briefly key ideas in the margins. Forces the reader to reduce the ideas to a few words. RayS.
Title: “Annotating to Support Learning in the Content Areas: Teaching and Learning in Science.” J Zywica and K Gomez. Journal of Adolescent and Adult Literacy (October 2008), 155-165. A publication of the International Reading Association (IRA).
Summary: Assuming students can write in books or use copies of materials from the textbook, the authors suggest a system of marking to note important ideas and key words. For example, circle headings, rectangle around key vocabulary, triangle around other difficult words, double underline main ideas, single underline supportive ideas, etc. The purpose of these marks is, of course, to help students master the ideas in the text.
Comment: The authors’ definition of annotating is to mark important sentences and words in the text. I define annotation differently. For me, to annotate means restating briefly key ideas in the margins. Forces the reader to reduce the ideas to a few words. RayS.
Monday, October 27, 2008
Topic: Multimodal Literature--Using All the Senses in Learning
10-second review: Using visual (sight), kinesthetic (touch) and auditory (hearing) modes to “read” the world.
Title: “Multimodal Teaching and Learning: Creating Spaces for Content Teachers.” M Thompson. Journal of Adolescent and Adult Literacy (October 2008), 144-153. A publication of the International Reading Association (IRA).
Summary: Incorporating as many senses as possible in learning.
Comment: Something to consider in planning your lessons: incorporating as many senses as possible. How, for example, would I teach Jane Eyre, using multimodal learning? Students will read, of course, but they will also read aloud and be read to aloud (both of which they will be prepared for by the teacher). They will view and interpret photographs, diagrams, videos and listen to the commentary that might accompany them. They will use the sense of touch with certain artifacts that are crucial to understanding the environment of the novel.
All right, I’m being theoretical here, but this article does remind us to incorporate all senses into our planning. I never did, but the article and the idea are worth thinking about. RayS.
Title: “Multimodal Teaching and Learning: Creating Spaces for Content Teachers.” M Thompson. Journal of Adolescent and Adult Literacy (October 2008), 144-153. A publication of the International Reading Association (IRA).
Summary: Incorporating as many senses as possible in learning.
Comment: Something to consider in planning your lessons: incorporating as many senses as possible. How, for example, would I teach Jane Eyre, using multimodal learning? Students will read, of course, but they will also read aloud and be read to aloud (both of which they will be prepared for by the teacher). They will view and interpret photographs, diagrams, videos and listen to the commentary that might accompany them. They will use the sense of touch with certain artifacts that are crucial to understanding the environment of the novel.
All right, I’m being theoretical here, but this article does remind us to incorporate all senses into our planning. I never did, but the article and the idea are worth thinking about. RayS.
Thursday, October 23, 2008
Topic: Oral History
10-second review: Students used technology to research the immigrant experience in 1870’s Brooklyn, NY.
Title: “Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies.” LC Larson Journal of Adolescent and Adult Literacies (October 2008), 121-131. A publication of the International Reading Association (IRA).
Summary: Students prepared a multimedia presentation with student-constructed newspapers; interviews; pictures, artifacts; sound, video files and graphics.
Comment: Good idea. Requires much careful planning. RayS.
Title: “Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies.” LC Larson Journal of Adolescent and Adult Literacies (October 2008), 121-131. A publication of the International Reading Association (IRA).
Summary: Students prepared a multimedia presentation with student-constructed newspapers; interviews; pictures, artifacts; sound, video files and graphics.
Comment: Good idea. Requires much careful planning. RayS.
Wednesday, October 22, 2008
Topic: Are Students Ready to Read in college?
10-second review: A study in The Chronicle of Higher Education said that 45% of college teachers and only 15% of high school teachers believed that incoming students are not prepared to comprehend college level reading material.
Title: “Bridging the Pedagogical Gap: Interactions Between Literacy and Reading Theories in Secondary and Post-Secondary Literacy Instruction.” LS Eckert. Journal of Adolescent and Adult Literacy (October 2008), 110-118. A publication of the International Reading Association (IRA).
Summary: Suggests that the gap in perception between college teachers and high school teachers regarding comprehension can be overcome by teaching reading strategies to high school students. However, the author’s “strategy” is “miscue Analysis,” a study of students’ individual reading characteristics.
Comment: The idea of teaching reading strategies is good, but the suggested strategy appears to me to be irrelevant. Teachers at the college level are interested in only one thing—students can understand and interpret the assigned reading. Here are the strategies that would have been most useful to me in college:
Previewing nonfiction books, including textbooks. Read first and last paragraphs of each chapter, raising questions and then reading the first sentence of each intermediate paragraph in each chapter.
Previewing textbook chapters. Read the title, subtitles, first paragraph, first sentence of each intermediate paragraph, last paragraph, raise questions, read to answer the questions.
Previewing and maintaining interest in novels. Read for five minutes in the beginning, middle, three-fourths through and near the end; raise questions. Then read to answer the questions. When losing interest in the novel, read a paragraph a page until interest is reignited.
Previewing short stories. Read one sentence per column or page; read one paragraph per column or page; read the first paragraph, first sentence of each paragraph and last paragraph. Raise questions. Read to answer the questions.
Taking notes, the Walter Pauk (Cornell U.) way: Divide page into three parts, 2” column on left, 3 ½” in the middle, 2” on the right. At the bottom, leave about an inch of blank space. In the middle part, take notes. After taking notes, review by writing the question answered in the notes in the left-hand column and write key words from the notes in the right-hand column. At the bottom, summarize the page of notes.
That’s what I consider to be strategies for reading and taking notes in college. RayS.
Title: “Bridging the Pedagogical Gap: Interactions Between Literacy and Reading Theories in Secondary and Post-Secondary Literacy Instruction.” LS Eckert. Journal of Adolescent and Adult Literacy (October 2008), 110-118. A publication of the International Reading Association (IRA).
Summary: Suggests that the gap in perception between college teachers and high school teachers regarding comprehension can be overcome by teaching reading strategies to high school students. However, the author’s “strategy” is “miscue Analysis,” a study of students’ individual reading characteristics.
Comment: The idea of teaching reading strategies is good, but the suggested strategy appears to me to be irrelevant. Teachers at the college level are interested in only one thing—students can understand and interpret the assigned reading. Here are the strategies that would have been most useful to me in college:
Previewing nonfiction books, including textbooks. Read first and last paragraphs of each chapter, raising questions and then reading the first sentence of each intermediate paragraph in each chapter.
Previewing textbook chapters. Read the title, subtitles, first paragraph, first sentence of each intermediate paragraph, last paragraph, raise questions, read to answer the questions.
Previewing and maintaining interest in novels. Read for five minutes in the beginning, middle, three-fourths through and near the end; raise questions. Then read to answer the questions. When losing interest in the novel, read a paragraph a page until interest is reignited.
Previewing short stories. Read one sentence per column or page; read one paragraph per column or page; read the first paragraph, first sentence of each paragraph and last paragraph. Raise questions. Read to answer the questions.
Taking notes, the Walter Pauk (Cornell U.) way: Divide page into three parts, 2” column on left, 3 ½” in the middle, 2” on the right. At the bottom, leave about an inch of blank space. In the middle part, take notes. After taking notes, review by writing the question answered in the notes in the left-hand column and write key words from the notes in the right-hand column. At the bottom, summarize the page of notes.
That’s what I consider to be strategies for reading and taking notes in college. RayS.
Tuesday, October 21, 2008
Topic: Inservice Through Immersion
10-second review: Teacher learned most when immersed in the topic.
Title: “The High Point of My Professional Development: An NEH Seminar on Africa.” K Pezanowski. English Journal (September 2008), 69-70. A publication of the National Council of Teachers of English (NCTE).
Summary: It was a three-week summer course, but it concerned itself only with African literature and related history and ideas. What impressed the author was the immersion in African literature.
Comment: I can only reflect on my own experiences with inservice programs—they all were scattershot, piecemeal, diffuse. Maybe if inservice dealt in-depth with one narrowed topic, for a half day, a day or several consecutive inservice programs, teachers might gain considerable information, even practice with that topics, i.e., the relevance of grammar to writing. Maybe that’s already happening, but it was not in my day, from the 1970s to the 1990s. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “The High Point of My Professional Development: An NEH Seminar on Africa.” K Pezanowski. English Journal (September 2008), 69-70. A publication of the National Council of Teachers of English (NCTE).
Summary: It was a three-week summer course, but it concerned itself only with African literature and related history and ideas. What impressed the author was the immersion in African literature.
Comment: I can only reflect on my own experiences with inservice programs—they all were scattershot, piecemeal, diffuse. Maybe if inservice dealt in-depth with one narrowed topic, for a half day, a day or several consecutive inservice programs, teachers might gain considerable information, even practice with that topics, i.e., the relevance of grammar to writing. Maybe that’s already happening, but it was not in my day, from the 1970s to the 1990s. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Monday, October 20, 2008
Topic: Setting Goals in Writing--Four Generic Questions
10-second review: students answer four generic questions about the writing assignment they have just completed.
Title: “Beginning with the Students: Ownership through Reflection and Goal-setting.” M Harford. English Journal (September 2008), 61-66. A publication of the National Council of Teachers of English (NCTE).
Summary: The four generic questions. “What did I do well in this assignment?” (At least three specific skills or techniques. “What do I need to improve?” (At least three specific skills or techniques.) “What is my writing goal for the next writing assignment?” (One specific skill.) “How am I going to achieve my goal?”
Comment: Sets up a format for a writing conference. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Beginning with the Students: Ownership through Reflection and Goal-setting.” M Harford. English Journal (September 2008), 61-66. A publication of the National Council of Teachers of English (NCTE).
Summary: The four generic questions. “What did I do well in this assignment?” (At least three specific skills or techniques. “What do I need to improve?” (At least three specific skills or techniques.) “What is my writing goal for the next writing assignment?” (One specific skill.) “How am I going to achieve my goal?”
Comment: Sets up a format for a writing conference. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Friday, October 17, 2008
Topic: Staying Within a Word Count in Writing the College Essay
10-second review: Write out everything and then edit down.
Title: “ ‘It Sounds Like Me’: Using Creative Nonfiction to Teach College Admission Essays.” J Wells. English Journal (September 2008), 47-52. A publication of the National Council of Teachers of English (NCTE).
Summary: Faced with a limit on the number of words in the assignment, students write out all that they want to say. Then they read aloud to a partner or partners, asking them to identify the most memorable parts. Suggests that editing begins with reading aloud to others, having others read your essay to you, and reading from last line to first. To check tense, students underline verbs and then check each one to be sure the tense is correct.
Comment: Some good ideas. Better try this idea yourself before trying it with your students. Or, present the idea to the students, have them try it and evaluate it. An example of “action research.” RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “ ‘It Sounds Like Me’: Using Creative Nonfiction to Teach College Admission Essays.” J Wells. English Journal (September 2008), 47-52. A publication of the National Council of Teachers of English (NCTE).
Summary: Faced with a limit on the number of words in the assignment, students write out all that they want to say. Then they read aloud to a partner or partners, asking them to identify the most memorable parts. Suggests that editing begins with reading aloud to others, having others read your essay to you, and reading from last line to first. To check tense, students underline verbs and then check each one to be sure the tense is correct.
Comment: Some good ideas. Better try this idea yourself before trying it with your students. Or, present the idea to the students, have them try it and evaluate it. An example of “action research.” RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Thursday, October 16, 2008
Topic: Grammar Checkers
10-second review: Considers the computer grammar checkers to be a partner in her teaching of editing.
Title: “My New Teaching Partner: Using the Grammar Checker in Writing Instruction.” R Potter and D Fuller. English Journal (September 2008), 36-41. A publication of the National Council of Teachers of English (NCTE).
Summary: Has students use the grammar checker on their writing, but encourages them to question and discuss the checker’s reasons.
Comment: Sure, the grammar checker is not infallible, in fact, sometimes ridiculous, but having a dialogue about the checker’s suggestions provides an opportunity to explain the accuracy and misunderstandings of its suggestions and raises issues in style and grammar. Another way to reinforce the uses of grammar. Why not? RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “My New Teaching Partner: Using the Grammar Checker in Writing Instruction.” R Potter and D Fuller. English Journal (September 2008), 36-41. A publication of the National Council of Teachers of English (NCTE).
Summary: Has students use the grammar checker on their writing, but encourages them to question and discuss the checker’s reasons.
Comment: Sure, the grammar checker is not infallible, in fact, sometimes ridiculous, but having a dialogue about the checker’s suggestions provides an opportunity to explain the accuracy and misunderstandings of its suggestions and raises issues in style and grammar. Another way to reinforce the uses of grammar. Why not? RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Wednesday, October 15, 2008
Topic: Homelessness
10-second review: Some suggestions on how to help homeless children gain some confidence in a life of fear.
Title: “Homelessness, poverty and Children’s Literacy Development.” D Walker-Dalhouse and VJ Risko. Reading Teacher (September 2008), 48-86. A publication of the International Reading Association (IRA).
Summary: In 2003, 550,000 families of young children were homeless in the U.S. These children come to school while living in fear. Make the classroom a safe place for them. Give instructional resources to take home and don’t be concerned that they might not be returned. Have in-school programs for parents and children together.
Comment: These suggestions are fraught with problems. They might not help much, but they are a beginning. I’m a big believer that once you begin, you will find other ways to help. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Homelessness, poverty and Children’s Literacy Development.” D Walker-Dalhouse and VJ Risko. Reading Teacher (September 2008), 48-86. A publication of the International Reading Association (IRA).
Summary: In 2003, 550,000 families of young children were homeless in the U.S. These children come to school while living in fear. Make the classroom a safe place for them. Give instructional resources to take home and don’t be concerned that they might not be returned. Have in-school programs for parents and children together.
Comment: These suggestions are fraught with problems. They might not help much, but they are a beginning. I’m a big believer that once you begin, you will find other ways to help. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Tuesday, October 14, 2008
Standardized Tests
10-second review: Teaches a unit on standardized tests.
Title: “Reading Tests as a Genre Study.” M Hornof. Reading Teacher (September 2008), 69-73. A publication of the International Reading Association (IRA).
Summary: Teachers analyze the test. They take it themselves and note how they completed it They score the test. They ask students what they know about the test. Students had mistaken beliefs about it. Go over the vocabulary of the test, i.e., the words used in the directions. Students were confused by words like “selection” and “No. 2 pencil.” Model test-taking strategies. Analyze the answers with the class. Debrief: Ask students, “What did you like about the test?” Have students write out advice to others on taking the test. Keep the unit short (two weeks). Unit was taught to third graders.
Comment: Interesting sequence of activities. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Reading Tests as a Genre Study.” M Hornof. Reading Teacher (September 2008), 69-73. A publication of the International Reading Association (IRA).
Summary: Teachers analyze the test. They take it themselves and note how they completed it They score the test. They ask students what they know about the test. Students had mistaken beliefs about it. Go over the vocabulary of the test, i.e., the words used in the directions. Students were confused by words like “selection” and “No. 2 pencil.” Model test-taking strategies. Analyze the answers with the class. Debrief: Ask students, “What did you like about the test?” Have students write out advice to others on taking the test. Keep the unit short (two weeks). Unit was taught to third graders.
Comment: Interesting sequence of activities. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Monday, October 13, 2008
Topic: Comprehension Through Visualization
10-second review: Students learn to visualize the elements of a story.
Title: “Picture It!” VM Naughton. Reading Teacher (September 2008), 65-68. A publication of the International Reading Association (IRA).
Summary: The five elements of a story consist of setting, characters, problem, attempts to resolve the problem and resolution. Students learn to create visual story maps of the stories they read.
Comment: This activity is not the same as “mapping” in which words are arranged in a diagram of the organization of the story or article. This approach actually tries to use pictures and/or drawings, even stick figures, and words to visualize the elements of the story. The possibilities for creativity are interesting. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Picture It!” VM Naughton. Reading Teacher (September 2008), 65-68. A publication of the International Reading Association (IRA).
Summary: The five elements of a story consist of setting, characters, problem, attempts to resolve the problem and resolution. Students learn to create visual story maps of the stories they read.
Comment: This activity is not the same as “mapping” in which words are arranged in a diagram of the organization of the story or article. This approach actually tries to use pictures and/or drawings, even stick figures, and words to visualize the elements of the story. The possibilities for creativity are interesting. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Thursday, October 9, 2008
Topic: Young Writers in Children's Books
10-second review: Analyzed books in which young people are writers.
Title: “To Be a Writer: Representations of Writers in Recent Children’s Novels.” LT Parsons and L Colabucci. Reading Teacher (September 2008), 44-52. A publication of The International Reading Association (IRA).
Summary: Asked the following questions about writing in the analyzed children’s books: Why does the character write? What does writing do for the writer? If the writing is taken public, what effect does the text have on the audience?
Why do they write? Want to be known; need to remember; seek to communicate; expose injustice; inspired by a teacher; instinctively like to write.
What does writing do for the character? Helps cope with experience; documents experience; builds relationships; defines identity.
Effect on an audience? Entertains; brings about change; reveals the author; builds relationships.
Concludes that most writing in school “doesn’t count.”
Comment: Interesting study. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “To Be a Writer: Representations of Writers in Recent Children’s Novels.” LT Parsons and L Colabucci. Reading Teacher (September 2008), 44-52. A publication of The International Reading Association (IRA).
Summary: Asked the following questions about writing in the analyzed children’s books: Why does the character write? What does writing do for the writer? If the writing is taken public, what effect does the text have on the audience?
Why do they write? Want to be known; need to remember; seek to communicate; expose injustice; inspired by a teacher; instinctively like to write.
What does writing do for the character? Helps cope with experience; documents experience; builds relationships; defines identity.
Effect on an audience? Entertains; brings about change; reveals the author; builds relationships.
Concludes that most writing in school “doesn’t count.”
Comment: Interesting study. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Wednesday, October 8, 2008
Topic: Comprehension
10-second review: Author charts the sequence of activities students use in reading.
Title: “START comprehending: Students and Teachers Actively Reading Text.” TD Scharlach. Reading Teacher (September 2008), 20-31. A publication of the International Reading Association (IRA).
Summary: Here is the chart showing how students can read successfully:
Before Reading: ………. predicting/Inferring………”In this chapter, I think….”
During Reading: ………. Visualizing………. “In my mind I see….”
………………………… Making connections………. “This reminds me of….”
………………………… Questioning………. “I wonder….”
After Reading: ……... Main idea………. “I think the most important thing….”
………………………. Summarizing………. In 10 words or less….
………………………. Checking predictions………. “My original prediction…..”
……………………….. Making judgments………. “My favorite part….”
Comment: I would add to “Before Reading”: building background knowledge of the topic; pre-teaching unfamiliar vocabulary; survey: read the first paragraph, first sentence of each intermediate paragraph, and the last paragraph. Formulate questions to read to answer, and then prediction. In "After Reading," I would add applying or extending what has been read. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “START comprehending: Students and Teachers Actively Reading Text.” TD Scharlach. Reading Teacher (September 2008), 20-31. A publication of the International Reading Association (IRA).
Summary: Here is the chart showing how students can read successfully:
Before Reading: ………. predicting/Inferring………”In this chapter, I think….”
During Reading: ………. Visualizing………. “In my mind I see….”
………………………… Making connections………. “This reminds me of….”
………………………… Questioning………. “I wonder….”
After Reading: ……... Main idea………. “I think the most important thing….”
………………………. Summarizing………. In 10 words or less….
………………………. Checking predictions………. “My original prediction…..”
……………………….. Making judgments………. “My favorite part….”
Comment: I would add to “Before Reading”: building background knowledge of the topic; pre-teaching unfamiliar vocabulary; survey: read the first paragraph, first sentence of each intermediate paragraph, and the last paragraph. Formulate questions to read to answer, and then prediction. In "After Reading," I would add applying or extending what has been read. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Tuesday, October 7, 2008
Topic: ELL's and Sight Words
10-second review: Part of work in reading should be practicing reading materials that are familiar to the reader.
Comment: “English Language Learners” (ELL) are what used to be called “English as a Second Language” (ESL) learners. English Language Learners are learning English as a second language. RayS.
Title: “What Does Oral Language Have to Do With It? Helping Young English-Language Learners Acquire a Sight Word Vocabulary.” LA Helman and MK Burus. Reading Teacher (September 2008), 14 – 19. A publication of the International Reading Association (IRA).
Summary: An important part of teaching young students whose native language is not English is to help them learn sight words. One method to help them reinforce their sight words is to have them re-read materials with which they are familiar.” “Repeated reading has been shown to increase fluency and consolidate the automatic recognition of sight words. Meaningful repeated readings can occur when students read with a partner, to a younger buddy, for their parents at home….”
Comment: Time to resurrect the time-tested language experience approach? Students (as a group or individually) dictate a story which is recorded by the teacher on chart paper. Teacher and students read it together. Then the students as a group, or individually, read it. They can re-read it again to buddies, the teacher or to parents at home. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Comment: “English Language Learners” (ELL) are what used to be called “English as a Second Language” (ESL) learners. English Language Learners are learning English as a second language. RayS.
Title: “What Does Oral Language Have to Do With It? Helping Young English-Language Learners Acquire a Sight Word Vocabulary.” LA Helman and MK Burus. Reading Teacher (September 2008), 14 – 19. A publication of the International Reading Association (IRA).
Summary: An important part of teaching young students whose native language is not English is to help them learn sight words. One method to help them reinforce their sight words is to have them re-read materials with which they are familiar.” “Repeated reading has been shown to increase fluency and consolidate the automatic recognition of sight words. Meaningful repeated readings can occur when students read with a partner, to a younger buddy, for their parents at home….”
Comment: Time to resurrect the time-tested language experience approach? Students (as a group or individually) dictate a story which is recorded by the teacher on chart paper. Teacher and students read it together. Then the students as a group, or individually, read it. They can re-read it again to buddies, the teacher or to parents at home. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Monday, October 6, 2008
Topic: Non-standard Comprehension
10-second review: What should we do when students respond creatively to what they have read and go beyond the “right” answer?
Title: “In Praise of Wiggle Room: Locating Comprehension in Unlikely Places.” M. Aukerman. Language Arts (September 2008), 52-60. A publication of the National Council of Teachers of English (NCTE).
Summary: Some students will not respond to comprehension questions with “correct” answers. Why? Sometimes they are thinking beyond the “correct” answers. How should you deal with this “problem”? Suggested answer: give students the opportunity to hypothesize other possible answers.
Comment: The problem is to respond in a positive way. One method is standard—ask students to find in the text evidence for their answer.
Giving students the opportunity to speculate about other additional possible answers will give the opportunity to think creatively beyond restrictive answers.
Instead of using “canned” questions with the right answer prescribed in the teacher’s manual, have students generate their own questions. They read the first paragraph of the chapter, the fist sentence of each middle paragraph, and the last paragraph and then students suggest questions they will read to answer.
Teach students that there are three levels of questions: questions of fact that can be supported in the text. Questions of interpretation that usually begin with the question “why?” Questions of criticism that discuss the author’s facts, ideas and style of writing. Questions of interpretation and criticism would have possible multiple answers. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “In Praise of Wiggle Room: Locating Comprehension in Unlikely Places.” M. Aukerman. Language Arts (September 2008), 52-60. A publication of the National Council of Teachers of English (NCTE).
Summary: Some students will not respond to comprehension questions with “correct” answers. Why? Sometimes they are thinking beyond the “correct” answers. How should you deal with this “problem”? Suggested answer: give students the opportunity to hypothesize other possible answers.
Comment: The problem is to respond in a positive way. One method is standard—ask students to find in the text evidence for their answer.
Giving students the opportunity to speculate about other additional possible answers will give the opportunity to think creatively beyond restrictive answers.
Instead of using “canned” questions with the right answer prescribed in the teacher’s manual, have students generate their own questions. They read the first paragraph of the chapter, the fist sentence of each middle paragraph, and the last paragraph and then students suggest questions they will read to answer.
Teach students that there are three levels of questions: questions of fact that can be supported in the text. Questions of interpretation that usually begin with the question “why?” Questions of criticism that discuss the author’s facts, ideas and style of writing. Questions of interpretation and criticism would have possible multiple answers. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Thursday, October 2, 2008
Topic: Teachers and Policy
10-second survey: How teachers can begin to chip away at restrictive teaching policies.
Title: “Building the Realism Bridge: Shaping Policy Through Collective Research.” M Proctor and P Demerath. Language Arts (September 2008), 42. A publication of the National Council of Teachers of English (NCTE).
Summary: Narratives by teachers of how they teach successfully will contrast sharply with prescriptive teaching policy and will gradually lead to changing the policy.
Comment: Apparently a word I never heard—“policy”—in my years of teaching and supervising from 1956 to 1990, has become the new buzz word in education The authors of this article have discovered a new approach to research in which teachers gather their narratives of successful teaching practice to contrast with prescribed “policy.” Makes sense.
These narratives should enrich any prescribed curriculum—if teachers will be willing to share the secrets of their success. A counterforce could be payment to successful teachers. Then teachers might not be willing to share. I worry about that. One day I will tell you about my experience with a group of talented primary teachers who were asked to suggest a curriculum in writing for the early elementary grades. It might have been a vision of the future, and it was frightening. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Building the Realism Bridge: Shaping Policy Through Collective Research.” M Proctor and P Demerath. Language Arts (September 2008), 42. A publication of the National Council of Teachers of English (NCTE).
Summary: Narratives by teachers of how they teach successfully will contrast sharply with prescriptive teaching policy and will gradually lead to changing the policy.
Comment: Apparently a word I never heard—“policy”—in my years of teaching and supervising from 1956 to 1990, has become the new buzz word in education The authors of this article have discovered a new approach to research in which teachers gather their narratives of successful teaching practice to contrast with prescribed “policy.” Makes sense.
These narratives should enrich any prescribed curriculum—if teachers will be willing to share the secrets of their success. A counterforce could be payment to successful teachers. Then teachers might not be willing to share. I worry about that. One day I will tell you about my experience with a group of talented primary teachers who were asked to suggest a curriculum in writing for the early elementary grades. It might have been a vision of the future, and it was frightening. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Wednesday, October 1, 2008
Topic: Teacher Self-Determination
10-second survey: Teachers have become less and less professional as they are forced to follow prescriptive reading programs and guidelines.
Title: “Negotiating a Top-Down Reading Program Mandate: The Experiences of One School.” L Pease-Alvarez and KD Samway. Language Arts (September 2008), 32-41. A publication of the National Council of Teachers of English (NCTE).
Quote: “This leads us to ponder the value of change that is imposed through policies and mandates, and to contrast it with change that is rooted in teacher self-reflection, initiative and collaborative inquiry.”
Comment: In the days when basal readers were questioned because the program, not the teacher, was doing the teaching, I felt that there was value in the basal because teachers learned how to teach reading—phonics as needed, the directed reading assignment, and progressive difficulty of word recognition and vocabulary. In my experience, teachers gradually weaned themselves from the basal, using those parts that were valuable and adding what teachers had learned from their experience.
The new prescriptions apparently threaten the teachers if they do not adhere strictly to the prescribed program, giving teachers no room to use what they have learned from experience. The problem does not seem so different from what is occurring with doctors and insurers.
I think teachers need to define themselves professionally, as educated people who use their judgment to do what is best for the students.
What do you think? RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Negotiating a Top-Down Reading Program Mandate: The Experiences of One School.” L Pease-Alvarez and KD Samway. Language Arts (September 2008), 32-41. A publication of the National Council of Teachers of English (NCTE).
Quote: “This leads us to ponder the value of change that is imposed through policies and mandates, and to contrast it with change that is rooted in teacher self-reflection, initiative and collaborative inquiry.”
Comment: In the days when basal readers were questioned because the program, not the teacher, was doing the teaching, I felt that there was value in the basal because teachers learned how to teach reading—phonics as needed, the directed reading assignment, and progressive difficulty of word recognition and vocabulary. In my experience, teachers gradually weaned themselves from the basal, using those parts that were valuable and adding what teachers had learned from their experience.
The new prescriptions apparently threaten the teachers if they do not adhere strictly to the prescribed program, giving teachers no room to use what they have learned from experience. The problem does not seem so different from what is occurring with doctors and insurers.
I think teachers need to define themselves professionally, as educated people who use their judgment to do what is best for the students.
What do you think? RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
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