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.
Wednesday, October 22, 2008
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.
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