Greensboro, NC: Carson-Dellosa. Schwartz, R.M. (2005). Decisions, decisions, responding to primary students during guided reading. The Reading Teacher, 58(5), 436-443.
In this step, the students are encouraged to create questions and are asked to write down the ones that interest them the most. L. The final step is step L recalling what I did learn as a result of reading. In this step, the students write or discuss what they have learned with specific attention to their original questions. I will use this strategy to help me gain a sense of students’ prior knowledge of the classic literature The Secret Garden. A complete KWL chart can help students reflect and evaluate their learning experience as well as serve as a useful assessment tool for teachers.
Reading first: Fluency is fundamental. Scholastic Instructor, 113(4), 15-20. Slavin, R., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322.
These activities are designed to motivate even your most reluctant students to become better readers and writers. The author provides teacher with the how to's in setting up an interactive learning environment focusing on activities to bring out the creative natural in all students . These activities are written with various reading and writing academic levels in mind. Cunningham, A., & Shagoury, R. (2005). Starting with Comprehensio: Reading Strategies for the Youngest Learners.
The qualifications of the participants included “effective teachers’ education... ... middle of paper ... ...r own views impact their reading and writing instruction. I determined that the literacy definition present in this study is reading and writing; reading by decoding words, previewing and repeating new words, and guessing unfamiliar words and writing by focusing on content versus correct spelling, varying the intended audience, and considering elements of presentation. I would recommend this study to any grade level teacher, literacy coach, or curriculum developer. After reading this article, these individuals could reflect on how their own views could be influencing their instruction. Works Cited Poulson, L., Avramidis, E., Fox, R., Medwell, J., & Wray, D. (2001).
“Old stuff” for new teaching methods: Outreach to history faculty teaching with primary sources. Libraries and the Academy, 10(4), 413-435. doi: 10.1353/pla.2010.0008 Milman, N. B., & Bondie, R. (2012). An examination of teachers’ ratings of lesson plans using digital primary sources. Contemporary Issues in Technology and Teacher Education, 12(4), 391-407. Retrieved from ERIC.
The Generation Z connection: teaching information literacy to the newest net generation. Teacher Librarian, 33(3), 19-23. http://www.teacherlibrarian.com/ Green, G. (2007). Information literacy: time for a rethink?. Access, 21(3), 9-11. Jones-Kavalier, B.
"Progress." Teacher Librarian, Jun2011: Vol. 38 Issue 5, p6-7, 2p. Schwelik, Jennifer C., and Theresa M. Fredericka. "INFOhio's 21st Century Learning Commons: Transforming How Educators Use and Think about School Libraries.
Data collected from students' works cited speaks volumes. Teacher Librarian, 37(3), 38-39. Sugar, W., & Holloman, H. (2009). Technology leaders wanted: Acknowledging the leadership role of a technology coordinator. TechTrends: Linking Research & Practice to Improve Learning, 53(6), 66-75.
; Ruddell, M.R; Singer, H Theoretical models and processes of reading. 4th ed. Newark: International Reading Association. 864-894 Schnellert, L Datoo, M Ediger, K Panas, J (2009). Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's English Classroom.