For Garth, these connections formulate how he prefers to teach, learn, and social-ize. He also indicated that he did not find value in the reading and writing activities teachers assigned.
This shows that in this day and age the use of technology is another mode of learning and teachers need to consider this when they are differentiating.
We have seen a disturbing tendency in recent years for certain strategies to become overused to the point of diminishing returns (e.g., predicting outcomes). The time students spend predicting what will happen next on the basis of the pictures should not swamp the time spent reading and comprehend-ing the text.
Good point. As a teacher there are times when I am on the fence about continuing the use of some strategies because I feel my students have become proficient in utilizing it, yet I don't want them to forget it.
In that study, teachers were assigned at random to introduce a set of strategies briefly and then quickly move students to applying or juggling multiple strategies simultaneously, which resulted in students with stronger performance on some measures.
Not sure if I agree. While we want students to know a variety of tools when comprehending texts and be able to use them simultaneously I think introducing multiple strategies at once will not nurture a deep understanding. Perhaps for those students that are strong readers and writers.
. One study found that second and third graders whose teachers engaged them in reading and writing texts more like those you would find outside of school, for rea-sons similar to those for which people read and write outside of school, showed higher growth in reading comprehension;
This makes total sense, but is difficult to follow through on because of those texts not always aligning with Common Core or not being a part of the district's curriculum.
The possibility exists that by emphasizing generic reading instruction at the expense of disciplinary learning, we may be, as the saying goes, cutting off our noses to spite our faces
I completely agree. Having students practice reading and writing skills within other disciplines is a time saver and allows students to apply those skills across all areas.
The program’s fun-damental premise is that reading, writing, and language (e.g., vocabulary, discourse) are best developed when they are put to work as tools to help students acquire knowledge and inquiry skill in a specific domain, such as science
Seems like an easy way to kill two birds with one stone.
Writers of narratives often omit the motives that drive characters to particular actions in a story on precisely the grounds that they expect readers to use their knowledge of stories, life experiences, and human nature to infer those motives.
As teachers we can't assume that our students have had the life experiences or situations to be able to infer on their own. Thus, we need to clarify those motives together with our students.
Morris and Perney (1984) found that first grader’sinvented spellings were a better predictor of end-of-grade reading than a standardized readingreadiness test.
so interesting!
If you canidentify your students by the stages of reading, writing, and spelling, then you willknow
....how to teach the given student effectively. The stages serve as helpful guidelines.
If you canidentify your students by the stages of reading, writing, and spelling, then you willknow
....how to teach the given student effectively. The stages serve as helpful guidelines.
What students do correctly—an independent or easy level2.What students use but confuse—an instructional level where instruction is mosthelpful3.What is absent in students’ spelling—a frustration level where spelling concepts aretoo difficultT
These are great elements for teachers to use to guide their instruction.
It is not the case that students abandon sound once theymove to the more efficient use of patterns, or abandon patterns once they move to themore efficient use of morphology.
I don't see why they would. Wouldn't they carry each skill with them to the next chapter of their learning as a means of decoding?
It is not the case that students abandon sound once theymove to the more efficient use of patterns, or abandon patterns once they move to themore efficient use of morphology.
I don't see why they would. Wouldn't they carry each skill with them to the next chapter of their learning as a means of decoding?
Students and adult learners move from using but confusing elements ofsound, to using but confusing elements of pattern, to using but confusing elements ofmeaning.
Interesting way of putting the learning process. I definitely have since this sequence with my students.
The best way to develop fast and accurate perception of word features is to engage inmeaningful reading and writing, and to have multiple opportunities to examine thosesame words out of context.
This is a similar comment made by a narrator from the video on word studies. It shows me that this is a important factor when teaching vocabulary.
In contrast, the more-well-off students progressively build on their achievements. In this way, digital media — much like print literacy — can make “the rich richer and the poor poorer.”
That is what we see now and what we will continue to see because it is not an issue with educators but parents.
novices need experiences (diSessa, 2000) to marry to words to give them concrete meanings. This will start them on the path to more general meanings as they have more experiences and find patterns within them
While this is what students needs it seems we are moving farther away from hands on experiences and focusing more on paper-pencil worksheets.
novices need experiences (diSessa, 2000) to marry to words to give them concrete meanings. This will start them on the path to more general meanings as they have more experiences and find patterns within them
While this is what students need it seems we are moving farther away from hands-on experiences and focusing more on paper-pencil worksheets.
They walk the walk and talk the talk and, in the process, master the tool kit, coming to see the real world in a new way.
I think this is a good idea to get older elementary students into role playing.
If we could just entice kids to role-play such professions we would get school-based skills, learning for innovation, and a recipe for a new pedagogy. But what would entice them? Shaffer’s answer: Let them, beginning at an early age,
Dramatic play suffices, but as a Kindergarten teacher I know that they don't let children play with blocks or the kitchen after January.
One key reason that some children — often, but not always more privileged children — are successful in school with academic language is their early home-based preparation. Many successful students enter kindergarten with a large and varied vocabulary acquired through regular dialogue with parents or grandparents, being read to frequently, and exposure to a wide variety of experiences in the world. Such interac-tions are crucial
This needs to be broadcasted everywhere! While it makes common sense to me, perhaps because that was my experience as a child, this needs to be the mindset amongst all American families!
What gives students a good running head start to engage this complex language is a wide-ranging, sturdy vocabulary of complex words in the early years (before age five)
Calling all parents...talk to your children!
Stated simply, if we don’t create a different approach to literacy in the primary grades, millions of children will never overcome the “slump” that prevents them from becoming fully productive citizens.
Not sure if adding digital media to literacy instruction is the answer to this problem. I believe the problem is that a child's success is solely on the teacher's shoulders, which just isn't going to cut it.
The probability that a poor first-grade reader will be a poor reader in the fourth grade is 0.88, and children who are behind in reading in the first grade have only a one-in-eight chance of ever catching up
Doesn't this show that it becomes out of the teacher's hands to give the foundation needed if the crucial age for it is between the age of birth to five?
. Create “a place in every community”: New literacies technology centers
Nice idea, but I feel like a library fulfills this for those families that do want their child to have more digital practice. Also, so many families have a computer in the home a lot of people won't want to take additional time out of the day to go.
hey can also be used to track how learners learn, moment by moment, so that, eventually, we can give students constant feedback based on our knowledge of various trajectories of learning
Good point.
The most accurate predictor of school success is the size of a child’s vocabulary at age five of “book” words (words more likely to appear in written texts than in spoken language). This breadth of vocabulary is created by parents talking to children, answering their questions, reading to them, modeling their own pleasure in reading, and offering their children a wide variety of experiences in the world
Yet again, another statement that goes against the belief of people from the community of Trackton who don't find it necessary to interpret their child's cooing and babbling.
The fourth-grade slump consistently leads to educational failure. The digital gap leads to a failure to become confidently “tech-savvy,” a 21st-century skill crucial for success, and even for survival
It is assumed since our society is so immersed with technology that students know anything and everything there is to do with it, but in actuality a lot of students don't know about proper formatting or how to construct a powerpoint. This assumption is leading to more of a digital gap now then in our generation.
Children cannot feel they belong at school when their valuable home-based practices (like Leona’s) are ignored, denigrated, and unused
I agree that this can be a contributing factor to the fourth grade slump, yet how can schools be expected to accept any and all home based language practices? School serves as a place where formal language is expected and taught. There are students that need the time learning and practicing with academic language.
Jennie turned a real everyday event—one which we know she had already told in her everyday vernacular language to other adults—into a “literary” story.
I see my students do this all the time.
What appears to cause it are family, community, and school language environments in which children interact intensively with adults and more advanced peers and experience cognitively challenging talk and texts on sustained topics and in different genres of oral and written language
In What no Bedtime Story Means families in the community of Trackton believed that they shouldn't rely on a baby to tell them what they need so adults make no attempt to engage with the child as they coo/babble. This shows that mindset could be hindering a large portion of children's language and reading ability.
Poor children suffer the same sort of plight that someone who tries to pass French 4 without French 1, French 2, and French 3 does.
Good comparison
Written language is, at the very best, 6000 to 10,000 years old—too short a time to have gained biological support.
Never considered the time frame..interesting!
Advocates of Whole Language argue that learning to read is a “natural” process in the same way in which the acquisition of one’s native language is a natural process
This was an aspect seen with parents in the community of Trackton from the article, What no Bedtime Means.
Because it is clear that deep learning works better as a cultural process than it does as an instructed process.
I agree and see the impact that technology has had on our society in this sense, but cannot not expect it to happen with each and every topic or concept.
But the majority are poor or come from minority groups whose members have faced a history of prejudice and oppression (Snow et al. 1998).
I have wondered if such factors correlate to reading ability in any way.