Every one of us recognizes the book introduction as a key aspect of the "before" reading component in guided reading. Imagine you are introducing Native Americans at the Time of the Explorers to a group of 3rd graders. You activate their schema about Native Americans, tapping into their prior knowledge and making connections to their life experiences. You frame it this way: “Tell me some things you know about Native Americans.” Their responses vary, most are on point, a few surprises! In other words, a typical beginning to your small-group lesson and one that starts your students on their journey...
Read More Post a comment (0)Why do we teach phonics? Most teachers will answer “for decoding purposes,” “for children to learn sound/symbol relationships,” “It is the foundation for reading,” etc. While these reasons may be accurate, the main reason we teach phonics is so that students are automatic with the orthographic processing system. The ultimate goal is for students to transfer this knowledge to reading and writing so that comprehension and fluency are maintained. It is important to remember that skilled readers automatically and quickly recognize words they read. When proficient readers try to unlock unfamiliar words, they try some quick problem-solving strategies based on...
Read More Post a comment (0)For some of us, bringing interactive technology into our lessons is anything but second-nature. We know technology is a powerful tool for motivation and engagement, but… Where to begin with planning? How to connect to best practices? Can we spare the time? Literacy 1.0, New Literacy, Digital Natives/Digital Immigrants, Blended Learning, Networked Literacy, D-Gen, Net – Gen, Digital Literacy, Literacy 2.0, Hybrid Learning The terms related to technology and education can confuse rather than clarify. We are on firm footing when we acknowledge—vigorously—that we strive daily to fully equip our students for a bright, successful future. There IS a brave new DIGITAL world. And...
Read More Post a comment (3)Reading and re-reading are necessary steps to improve fluency and comprehension, however, it can be challenging to find innovative, authentic ways to encourage students to read the same work over and over again. As many of you know from experience, Reader’s Theater asks students to reproduce written work using voice alone (no props, sets, and costumes), providing a legitimate rationale for re-reading. In the process of using the scripts and performing, students demonstrate marked gains in literacy including, but not limited to, a more complete understanding of how to read expressively by achieving the right volume, pitch, tone and timing. A interesting study...
Read More Post a comment (0)In 2009, Kelly Gallagher (a veteran teacher from Anaheim, CA) wrote a book called Readicide: How Schools Are Killing Reading and What You Can Do About It. Mr. Gallagher asserts that students today grow up in print-poor environments, surrounded by electronic gadgets and overwhelmed with extracurricular (nonreading) activities. There are a huge number of pressures that divert our children from reading today, including (very acceptable) ones like having to hold a job, struggling with English as a second language, or caring for siblings after school. And then there are the TESTS that teach kids to read quickly and hunt for certain details,...
Read More Post a comment (0)The experience of reading a book is exactly that – an experience. It evokes different feelings when read privately than when read aloud, when discussed in a book club, or when seen in movie form. Inevitably, the reader takes away something different when it’s oral vs. visual or individual vs. group. The reader’s mind is challenged in different ways as the characters may look different, sound different, and be interpreted differently. At Benchmark Education, we have found that Reader’s Theater is a very successful model for teaching literacy in an oral group setting. By definition, Reader's Theater is the reading of...
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