Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!" In 1978, Durkin (1978-1979) made what continues to be an alarming observation: less than 1% of classroom reading instruction was dedicated to comprehension instruction. When comprehension instruction occurred, the focus was on asking students questions about the text-assessing comprehension, not providing instruction. More recently, Pressley, Whar ton-McDonald, Mistretta-Hampston, and Echevarria (1998) examined reading instruction in 10 fourth- and fifth-grade classrooms. Because comprehension instruction is not always synonymous with the primary grades (Block, Parris, & Whiteley, 2008; Myers, 2005; Pearson & Duke, 2002; Reutzel, Smith, & Fawson, 2005; Sweet & Snow, 2002; Taylor, Pearson, Clark, & Walpole, 2000), it is not surprising to find that only 16% of K-3 teachers include comprehension strategy instruction as part of their literacy curriculum (Neuman, 2001). Comprehension strategy instruction Self-regulated learners choose from several strategies to accomplish a reading goal.
The Best Children’s Books of 2014 by Maria Popova Intelligent and imaginative tales of love, loneliness, loyalty, loss, friendship, and everything in between. “I don’t write for children,” Maurice Sendak scoffed in his final interview. “I write — and somebody says, ‘That’s for children!’” “It is an error,” wrote J.R.R. This is certainly the case with the most intelligent and imaginative “children’s” and picture-books published this year. Once in a long while, a children’s book comes by that is so gorgeous in sight and spirit, so timelessly and agelessly enchanting, that it takes my breath away. Dubuc’s warm and generous illustrations are not only magical in that singular way that only someone who understands both childhood and loneliness can afford, but also lend a mesmerizing musical quality to the story. As an endless winter descends upon Lion and Bird, they share a world of warmth and playful fellowship. “Yes,” says Lion. The seasons roll by and Lion tends to his garden quietly, solemnly. Summer passes slowly, softly.
Friday Fun Archive Students worked hard all week? Do they deserve a special reward for a job well done? The lesson and project ideas below are meant to fill the bill for Friday afternoon fun and learning. Some are simple games or activities that will reinforce skills as they offer a nice break from structured learning. Others are project ideas to be completed over multiple Friday afternoons. Click a link below to explore any idea in more detail. Profile Posters Learn about students' interests from the "profile posters" they create. Charting a Year of Growth Older students and younger buddies team up for yearlong fun. A Week in the Life of A yearlong project creates a great end-of-year memento. Getting-to-Know-You Venn Diagram Students discover common interests and unique abilities. Chain Gang A colorful chain promotes teamwork all year long. The Alphabet Game Use this lively, team-based game to reinforce spelling skills. Pop Up a Card This art activity offers monstrous Halloween fun. Who Works at Our School?
Fischer Family Trust - Reciprocal Reading Reciprocal Reading is an effective and proven approach to developing reading and comprehension. As an intervention programme it is particularly effective with children who can decode but do not fully understand what they read. However the reciprocal reading approach and strategies are also very helpful for shared reading and, particularly, guided reading. Reciprocal Reading was developed in New Zealand in the 1980s. Although it is known and promoted as a successful approach to reading, it has never been extensively adopted in this country. Reciprocal Reading will help children who: Reciprocal Reading as an intervention programme Early returns from our pilot projects suggest that an intervention should involve at least two reciprocal reading sessions a week and that the programme should run for 10 to 12 weeks. It is important that texts are carefully chosen for the programme. Reciprocal reading in class Training For details of current training please use the training tab on the front page.
Reciprocal Teaching Strategies for Reading ComprehensionReciprocal Teaching[Palincsar et al, 1984, 1986] What Is Reciprocal Teaching?The creation of Palinscar and Brown, Reciprocal Teaching is in some ways a compilation of four comprehension strategies: summarizing questioning clarifying predicting Please understand that some think the choice of "reciprocal" in the name of this strategy is slightly misleading. How Does It Work? How Might I Implement Reciprocal Teaching in my Classroom? One approach to teaching reciprocal teaching might be to have students work from a four-column chart, with each column headed by the different comprehension activity involved. You might also consider implementing reciprocal teaching the way Donna Dyer of the North West Regional Education Service Agency in North Carolina recommends. Put students in groups of four. © 1998-present by Raymond C.
Rainbow Reading Programme for Students - Decoding The Matrix Exploring Dystopian Characteristics through Film ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan
Reciprocal teaching: a schoolwide core teaching and learning strategy Educational psychologist and teacher Julia Westera is a passionate advocate for reciprocal teaching (RT). Her 2002 doctorate focused on its use as an inclusive, schoolwide strategy and more recently she co-authored BES Exemplar 4 on the same theme. Julia’s ambition is to see reciprocal teaching used in a powerful way in our schools, increasing the likelihood of success for our tamariki and encouraging them to become life-long learners. In this Q & A session, Janina Gaudin asks Julia to explain what reciprocal teaching is, and why she believes it has such potential. So Julia, what is reciprocal teaching? Reciprocal teaching is a package of strategies that increases a student’s ability to access and understand what they are reading, especially challenging text. The teacher explicitly coaches small groups of students in these four strategies while they are immersed in a cooperative group routine. Why is reciprocal teaching important? Where does reciprocal teaching come from?
Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning. Cambridge English Language Assessment approaches LOA from an assessment specialist perspective, taking a systemic view where assessment operates on multiple levels and takes many forms. Our conception of LOA reflects an intention to change the traditional relationship of assessment to learning. Cambridge English Empower takes learning-oriented approach Find out more about Cambridge English Empower Find out more about LOA
Running Record Assesment Tips Assessment Tips Running Records You can do leveled reading assessment by taking a running record using a book that you believe is close to the child’s developmental level. The running record allows you to record a child’s reading behavior as he or she reads from the book. Reading A-Z provides benchmark books for this purpose. A running record form accompanies each of the benchmark books. Running records can be taken on a book that has never been seen by the reader or one that has been read once or twice. You can analyze the results of your running record assessment to gain insights into a child’s reading and to assign children to the appropriate developmental level for their leveled reading sessions. Taking a running record improves with experience. Before using the running record form, familiarize yourself with the following terms: Errors (E) Errors are tallied during the reading whenever a child does any of the following: Emergent readers (Levels aa through G): every 2 to 4 weeks.
Can You Convince Me? Developing Persuasive Writing Home › Classroom Resources › Lesson Plans Lesson Plan Student Objectives Session 1: The Game of Persuasion Session 2: Analysis of an Argument Session 3: Persuasive Writing Session 4: Presenting the Persuasive Writing Extensions Student Assessment/Reflections Students will Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the classGain knowledge of the different strategies that are used in effective persuasive writingUse a graphic organizer to help them begin organizing their ideas into written formApply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequenceDevelop oral presentation skills by presenting their persuasive writing pieces to the classAnalyze the work of others to see if it contains effective persuasive techniques back to top Session 1: The Game of Persuasion Home/School Connection: Distribute Persuasion Is All Around You. Session 2: Analysis of an Argument