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Quality Talk improves students’ writing, study shows | Penn State University

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After developing Quality Talk in 2002, Penn State Professor of Education P. Karen Murphy has continued researching and expanding the teacher-facilitated discussion instructional approach to advance the academic skills of school-aged children. In a recent project that spanned three years, she found that Quality Talk not only is a successful intervention for comprehension of text, it also increases students’ ability to do argumentative writing.

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Kansas Foundation for Agriculture in the Classroom

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The Soil Neighborhood Unit serves as the first week of a 7-week K–2 microcurriculum designed around the principles of Structured Literacy and place-based education, using agriculture as the context for literacy instruction. Centered around The Soil Neighborhood by Dan Yunk, this unit introduces students to soil concepts while strengthening foundational reading and language skills. The Crop Monster Kit activity is a part of lesson 5 of this unit.

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How to Improve Reading Comprehension: What Not to Do + 6 Things to Try Instead - The Six Shifts

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In this post, we explore six common comprehension practices that, while well-intentioned, may unintentionally take the thinking out of students’ hands. From overusing think-alouds to turning comprehension into something that only happens at the end of reading, we offer gentle shifts that bring the focus back to meaning-making. At the heart of it all is one powerful idea: students need opportunities to build a mental model of what they’re reading—in real time, as they read.

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270: Eight Ways to Squeeze Writing Instruction Into a Few Minutes

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Podcast Episode · The Cult of Pedagogy Podcast · March 30 · 52m

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Do a wordle of the single words about the course from the final letters

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Do a wordle of the single words about the course from the final letters

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Have them record a Zoom on their own for a final lit circle discussion!

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Have them record a Zoom on their own for a final lit circle discussion!

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My final words are summarized in this: visionary. This is the role or word that I took on

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My final words are summarized in this: visionary. This is the role or word that I took on

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through this class as I learned and explored and grew. I found it both easy and challenging in my

envisioned application of skills, concepts, and content taught from this course. I think it takes a

visionary to pull off artistic ways of introducing and engaging students in relative, intentional,

purposeful content across different ages. I hope you can envision all the truly amazing ways I

and my peers grew in our comprehension of this course and of our own visionary skills as

educators.

Best Wishes,

Alexandra Richardson

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I do have one suggestion that might benefit your future students. If it is

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I do have one suggestion that might benefit your future students. If it is

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possible to have assignments due on Sunday evening; this would give those of us that are

working or student teaching some time to work through them during the week and

weekend. I realize that with the literature circles that might not always be possible but

having the other assignment due later in the week would have been helpful. Thank you

again for your time and dedication.

Warm Regards,

Danyell Ziegler

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1. Eye Reading
This is what 90% of us think of as "reading." It is what we are most tested on, and taught in schools. Eye reading includes taking in words, sentences, and phrases through our eyes to develop meaning, which is the basis for almost all reading and ultimately comprehension for a majority of people. Without a doubt, eye reading must be taught and focused on in early elementary grades, especially in terms of developing phonemic awareness, fluency, and decoding skills. But what happens when a child still cannot "break the code" well beyond the elementary years?

2. Ear Reading

This is where ear reading can come into play. When you have a student who can't "decode" the text but is reading/comprehending at a much higher level, they can still "read" with their ears! As Jennifer A., a Reading Specialist outside of Chicago, states to students; "You might learn better through your ears than you do taking in information through your eyes, and that's totally fine because your brain is still doing the work with it."

Check out the audiobooks of Learning Ally (human voice recorded) and Bookshare (digitized voice) that work to make reading accessible by providing oft-used textbooks, fiction, literature and more for K-12, college, and life-long reading.Watch the video by Sally Shaywitz at Yale Center for Dyslexia and Creativity here on the subject of audiobooks and ear reading.
3. Finger Reading
Finger reading is better known as "Braille Reading." We would never say to a student with blindness or vision impairment that, when reading braille, they are not actually reading, would we? Then why do we say to students with Dyslexia and/or Learning Disability that "ear reading" is not really reading? Just like ear and eye reading, finger reading helps unlock doors for students, adults and learners who cannot access print in the normal way.

For students with Dyslexia, or a Learning Disability in Reading/Decoding, research has shown us that allowing students to "ear read" may make the difference between helping advance their comprehension growth or hinder it. In order to fully help students with Dyslexia in the classroom, they first need to be engaged in Multi-Sensory Structured Language (MSL) program instruction to help them "crack the code." Read a list of recommended research-based MSL programs from the International Dyslexia Association. Next, provide audiobooks to help aid in grade-level comprehension and student self-growth. The combination of MSL program instruction and audiobooks are a powerful combination for all learners to keep up with their same age peers.

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1. Eye Reading This is what 90% of us think of as "reading." It is what we are most tested on, and taught in schools. Eye reading includes taking in words, sentences, and phrases through our eyes to develop meaning, which is the basis for almost all reading and ultimately comprehension for a majority of people.

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Writing Matters: Integrating Reading and Writing Instruction