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Introduction to This Week's Padlet Content

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Introduction to This Week's Padlet Content

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ONLINE EDEC 446/524 Integrated Language Arts/Social Studies Methods Fall 2024 - 28 August 2024

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Please watch the above presentation.

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What is Diversity?  and Work Review for this Week,

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Untitled Video November 21, 2024 5:40 PM

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Untitled Video September 26, 2024 8:44 PM

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Untitled Video September 22, 2024 5:20 PM

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Untitled Video September 12, 2024 1:23 PM

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Diversity Slide Show for you to participate.

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Diversity Slide Show for you to participate.

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Please use this link to follow along with the Diversity Presentation. You can stop the video and go to this presentation at any time.

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Powerpoint for September 5, 2024 ELA SS class.pptx

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Please scroll down and complete the work under each

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Weekly Update and Notice about Reflection 1 for the ELA Book

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Weekly Update and Notice about Reflection 1 for the ELA Book

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ONLINE EDEC 446/524 Integrated Language Arts/Social Studies Methods Fall 2024 - 28 October 2024

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ELA SS Methods Presentation Learning Model 1

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Please watch the Webinar and respond below each question.  Scroll down mid way to the video

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Please watch the Webinar and respond below each question.  Scroll down mid way to the video

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The Social Studies ELA Connection: Making the Case For Elementary Social Studies

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There’s no disagreement about the severity of the problem with reading outcomes in American elementary schools.

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Literature Circle Due: Please share your presentation ScreenCastify and the product in blackboard

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Literature Circle Due: Please share your presentation ScreenCastify and the product in blackboard

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Please respond to the questions below.  

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Please respond to the questions below.  

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What is the proposition Adam puts forward as it relates to social studies and ELA?

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What does this mean for educators and schools?

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Stephanie Wagner says "We need to fundamentally change the way we are thinking about the teaching of reading and the teaching of social studies." Describe what she means by this statement

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Why is background knowledge important to the relationship between content area literature and reading?

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Read Unit 2: Connecting to Community SS Textbook

Read Chapters 4, 5, and 6 in ELA Textbook (up to page 87)

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Reflective Video on SS Text (#2): Please read Unit 2: Connecting to Community and respond to the questions as a guide for your video.

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Reflective Video on SS Text (#2): Please read Unit 2: Connecting to Community and respond to the questions as a guide for your video.

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Reflective Video Unit 2 Social Studies Book Due September 26

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Reflective Video Unit 2 Social Studies Book Due September 26

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Screencastify is a very simple way to make great videos, trusted by tens of millions of creators around the world.

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Read Chapter 13 and 14 in ELA TextBook. You should be finished with the second reflective Reading/Writing assignment.

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Read Read Unit 4 Past and Present SS Textbook. ..

Read Chapter 9 and 10 in ELA TextBook

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Read Read Unit 3: Connecting to Community

Read Chapter 7 and 8 in ELA TextBook

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Read Chapters 1, 2 and 3 in the ELA Textbook (Strategies that Work) This will prepare you to do the First Reflective Reading/Writing Assignment.

Read Unit 1: Building Research Skills in Integrated Language Arts and Social Studies Text

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Instructional  Reflection Number 3: Watch video and respond to questions/post to blackboard. 

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Instructional  Reflection Number 3: Watch video and respond to questions/post to blackboard. 

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Please Read Unit 5: Symbolism and Social Studies. You should be finished with the Integrated Language Arts and SS Textbook and close to being finished with the Reflective Videos for ScreenCastify Assignments.

Read Chapter 11 and 12 in ELA TextBook. You should now be able to finish the second reflective Reading/Writing assignment.

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Please Read and Write your Reflection paper for ELA Text: Please follow the direction below for your reflection paper. submit to blackboard

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Please Read and Write your Reflection paper for ELA Text: Please follow the direction below for your reflection paper. submit to blackboard

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Read Chapter 11 "Strategies that Work" Determining Importance in Text: The Nonfiction Connection

In your reflections paper discuss "Why you think non-fiction is difficult for children?" and "How do you help children determine what is important in text?"

Read Chapter 10 "visualizing and Inferring: Making What's implicit Explicit"

In your Reflection Paper: What does "making what's implicit explicit" mean? How can you do this in ELA and SS.

Chapter 13 "Strategies that Work" Content Literacy: Reading, Writing and Researching in Science and Social Studies

"Content Literacy gives kids the tools to learn information, ideas and ways of thinking in a variety of disciplines."
This entire chapter is worth reading, but please draw your attention to "Content Literacy Principles" pg 236 and Literacy Practices for Social Studies and History pg 241-246.

What practices (in your field) mirror those outlined in the chapter? Give examples from the field.  After reading the pages listed, how could you incorporate an idea/strategies (list topic) into your current

classroom?  Please write in our reflection paper..

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Reflective Video on SS Text (#5): Please read Unit 5: Understanding Our World and respond to the questions as a guide for your video.

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Reflective Video on SS Text (#5): Please read Unit 5: Understanding Our World and respond to the questions as a guide for your video.

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Reflective Video on SS Text (#4): Please read Unit 4: Past and Present and respond to the questions as a guide for your video.

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Reflective Video on SS Text (#4): Please read Unit 4: Past and Present and respond to the questions as a guide for your video.

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Reflective Video on SS Text (#3): Please read Unit 3: Multiple Voices and respond to the questions as a guide for your video.

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Reflective Video on SS Text (#3): Please read Unit 3: Multiple Voices and respond to the questions as a guide for your video.

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Due 9/19

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Exam 1 please turn in to blackboard by 9/12

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Exam 1 please turn in to blackboard by 9/12

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Last class presentation of your Integrated Project  on ScreenCastify

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Last class presentation of your Integrated Project  on ScreenCastify

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Anchor Chart due, present on ScreenCastify.  Post a photo below and include the standard/grade level. IF you are currently in the field- this should be used in the field.  You can use a video clip from your classroom if applicable. 

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Anchor Chart due, present on ScreenCastify.  Post a photo below and include the standard/grade level. IF you are currently in the field- this should be used in the field.  You can use a video clip from your classroom if applicable. 

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Vocabulary toolbox due, add your slides on the slide show below

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Vocabulary toolbox due, add your slides on the slide show below

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1. Watch the vocabulary video and use the Vocabulary Web posted below to take notes. post your notes below in this column.

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Welcome to our class! We are looking forward to learning with you this semester. Participation in Course Materials are critical to quality learning in an online only course. Participation includes Padlet Work, ScreenCastify Work, Texts, Reading Materials, Videos, Reflections, etc.  Online participants must be engaged and independent learners that self monitor their interaction with all expected course content and materials.  

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Welcome to our class! We are looking forward to learning with you this semester. Participation in Course Materials are critical to quality learning in an online only course. Participation includes Padlet Work, ScreenCastify Work, Texts, Reading Materials, Videos, Reflections, etc.  Online participants must be engaged and independent learners that self monitor their interaction with all expected course content and materials.  

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Please open the slides and add your six strategies

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Research book titles for Literacy Circles grades 3-5, historical fiction. Comment below:  title of the book, grade level and brief description

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Research book titles for Literacy Circles grades 3-5, historical fiction. Comment below:  title of the book, grade level and brief description

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Vocabulary Video: Please watch and take notes on PDF Web It!

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Vocabulary Video: Please watch and take notes on PDF Web It!

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Online Course EDEC 446_524 int ELA and SS Master Syllabus 8.16.24

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Below write a two paragraph reflection on this video. What does this mean to the methodology you use to teach ELA, Reading and SS.

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RSA ANIMATE: Changing Education Paradigms

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30 Meaningful Vocabulary Activities for Every Grade

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Learning new words is like adding to your writing toolbox.

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Instructional  Reflection Number 1 due in Blackboard

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Instructional  Reflection Number 1 due in Blackboard

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A.      Please watch the video by Dr. Anita Archer, “The Magic is in the Instruction: The Science of Reading joins the Science of Instruction (#1SL).  You can start at approximately 5 minutes and 30 seconds to skip the wait time and introductions to States Joining.

Please think about these questions as you watch the video and then write a short response to each question and turn in on blackboard.

A. What is the “Science of Reading?”  “Science of Instruction?”

B.      What does Dr. Archer say has the most impact on student learning?

C.      In your own words explain “Explicit Instruction.”

D.     What are the “Elements of Explicit Instruction?”

E.      What does John Hattie conclude about explicit instruction?

F.       What does John Hattie conclude about feedback?

G.     How might you increase the “opportunities to respond” in your classroom?

H.     What is the difference between praise and feedback?

I.        How does classroom management play a role in instruction?

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The Magic is in the Instruction: The Science of Reading joins the Science of Instruction (#1 SL)

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Please use this for your notes during the video.

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Reflective Video on SS Text: Please Read Unit 1: Building Research Skills.  Use the Following document as a guide for your video (screencastify)

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Reflective Video on SS Text: Please Read Unit 1: Building Research Skills.  Use the Following document as a guide for your video (screencastify)

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2.    What dimensions of diversity do you see in your field?  What areas of diversity do you see supported in your classroom/school/district?   Give specific examples.  How would you manage diversity in your classroom?  Think about your lesson planning, relationships with students, communication with families.  There isn't a "right or wrong answer," this is just an opportunity for you to explore the different levels of diversity that will impact your classroom.  

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The best approach to beginning reading instruction for students with or at risk for literacy-related disabilities incorporates explicit instruction in five areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). These are known as the "5 Big Ideas" in beginning reading. While the research is clear on what to teach, knowing how to teach these pieces can be challenging. To start, there is overwhelming evidence that in order to maximize struggling readers' meaningful access to the 5 Big Ideas in the reading curriculum, teachers must provide systematic and explicit instruction in each area (Gersten et al., 2009).

Instruction that is vague and ambiguous may prove to be confusing to struggling readers. Providing explicit instruction in each of the 5 Big Ideas ensures equitable access for the range of learners in our classrooms. Put another way, not providing struggling readers explicit instructional supports to access the curriculum is unjust and inequitable (Fien, Chard, & Baker, 2021). This Educator's Toolbox provides practical ways to incorporate explicit vocabulary instruction within your classroom to ensure your vocabulary lessons are accessible to all learners.

What Is Vocabulary and Why Is It Important?

Vocabulary refers to the words we must know in order to comprehend and communicate effectively. In general, vocabulary can be described as either oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize when listening. Reading vocabulary refers to words we recognize or use in print. The primary way that students develop a robust vocabulary is through wide and independent reading (Stanovich, 1986). However, we must also teach students vocabulary before they learn to read, and we must continue to explicitly teach vocabulary to students who struggle to learn to read in the early grades (Beck & McKeown, 2007).

Vocabulary plays an important part in learning to read. Instruction and intervention in language- based skills, including language, vocabulary, and listening comprehension, should start at the very beginning of preschool and continue throughout the early elementary grades. This instruction is often a part of oral language activities in the early grades because emerging readers have a much more difficult time reading words that are not already part of their oral vocabulary (Fien et al., 2011). Vocabulary is also important for reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.

How Do Students Learn Vocabulary?

Vocabulary learning occurs in different ways (Diamond & Gutlohn, 2006). Children learn the meanings of most words incidentally, through everyday experiences with oral and written language. This indirect learning occurs in three ways: by engaging in conversations with other people-especially adults, by listening to others read to them, and by reading extensively on their own.

Although a great deal of vocabulary is learned indirectly, some vocabulary is also learned through direct, explicit instruction. Explicit vocabulary instruction helps students learn difficult words, such as words that represent complex concepts that are not part of the students' everyday experiences (Beck et al, 2002). Explicit vocabulary instruction relevant to a given text leads to better reading and listening comprehension (Fien et al., 2011; Marulis & Neuman, 2013). Students learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies. A variety of direct and indirect methods of vocabulary instruction should occur in classrooms. This Educator's Toolbox focuses on one type of vocabulary instruction called specific word instruction.

Specific Word Instruction

Specific word instruction is the teaching of individual words. It can deepen knowledge of word meanings and help students understand what they are hearing or reading. It also can help them use words accurately in speaking and writing. Specific word instruction should occur before, during, and after reading. Before students read a text, it is helpful to teach them specific words they will encounter (Baker, Fien, & Baker, 2010). Teaching important vocabulary before reading can help students both learn new words and comprehend the text.

During reading, students should be provided with specific word instruction that allows them to actively engage with the words (Baker et al., 2013). The more students use new words in different contexts, the more likely they are to learn and retain the words (Santoro et al., 2016).

Infographic

This infographic illustrates how vocabulary can be introduced both before and during reading to help students identify real-life connections between a vocabulary word and how the word is used in a variety of semantic contexts, such as categories of words (e.g., do words, feel words).

Click to Enlarge

Steps of Specific Word Instruction

There are four steps to providing specific word instruction in the classroom.

Step 1: Select the Word

You won't be able to directly teach your students all of the words in a text that they might not already know. You should aim to thoroughly teach perhaps eight to ten new words per week, so you need to choose these carefully.

How should you choose vocabulary words to use for specific word instruction? If you are using a core program, you will first want to look at the vocabulary selections provided in the program and evaluate them for their utility and complexity. You will want to select the words that are Tier II words, or words that are likely to appear frequently in a wide variety of texts and in written and oral language (Beck & McKeown, 2004). Ask yourself these questions when choosing vocabulary words:

Is this word important for understanding a concept or the text?

Is this word useful for students to learn? Are students likely to see and use the word often across different contexts?

Is this word difficult for most of your students? Some types of words may be particularly difficult for students to learn, including words with multiple meanings and idiomatic expressions.

Flag the words from your core program's vocabulary list that you will use for specific word instruction. Next, look for additional words in the text you are using. Are there other words that are important, useful, or difficult? Flag any additional words that you will use for specific word instruction.

Step 2: Provide a Student-Friendly Definition

You will want to provide a student-friendly definition of each vocabulary word. For example, when explicitly teaching the meaning of the word gigantic, a student-friendly definition would be, "The word gigantic means very big."

Step 3: Illustrate the Word

It is important to illustrate the word with examples and non-examples to provide multiple contexts for the word. You can illustrate vocabulary words in different ways:

draw pictures

act out the word

write novel sentences using the word

share sentences from read-aloud texts containing the vocabulary word

share sentences from student texts containing the vocabulary word

Visual presentations of words are very powerful for students. For example, posting each vocabulary word in a classroom with a student-friendly definition and an anchor picture (a picture of the word that serves as a representation of that word) is an excellent way to help students reference previously learned words. Picture sorting can also be used to support vocabulary development (Diamond, L. & Gutlohn, 2006). For example, students can sort vocabulary picture cards to gain a sense of how words and concepts either relate or don't relate to one another.

Step 4: Check Student Understanding

Finally, check students' understanding of each vocabulary word taught. Ask the students questions that will prompt answers that demonstrate complete understanding of the use of the vocabulary word or its meaning. Ask students to generate examples or nonexamples to show that they understand the correct use of the vocabulary word. In addition, ask students to generate a sentence that includes the vocabulary word (Coyne et al., 2010).

Sample Vocabulary Routine

The following is an example of an instructional routine for specific word instruction (Center on Teaching and Learning, University of Oregon, 2013; Fien et al., 2015). In this sample, bold text provides teachers with the specific language of the instructional routine, including introducing the task ("You're going to learn the meaning of new vocabulary words..."), reading and defining the word for the students ("This word is..."), distributing practice to students ("What word?"), and conducting checks for understanding. The routine also provides specific information for the teacher about how to provide examples and correct student errors. As you gauge students' understanding, provide consistent and specific feedback to support their learning.

Vocabulary: Specific Word Routine

Materials: Vocabulary words with student-friendly definition to display for all students to see (e.g., written on cards, chart paper, sentence strips, displayed on white board and so forth).

Explain: You're going to learn the meaning of new vocabulary words, and you will practice using those words in sentences.

Practice for students only: Use the routine for each vocabulary word. *Have students sitting by their talk partners. Your turn.

*Routine for each vocabulary word

1. This word is [vocabulary word]. Introduce the new vocabulary word.

2. What word? Have the students repeat the vocabulary word.

3. Repeat steps 1 and 2 for difficult-to-pronounce words.

4. [Vocabulary word] means [student-friendly definition]. Tell students the student-friendly definition for the word. Have students repeat the student-friendly definition with you (as you point to the words).

5. What word? Have the student repeat the vocabulary word again.

6. Provide Examples of the vocabulary word that will help your students understand the word. Here are some options:

Pictures

Acting out the word

Novel sentences using the word

Sentences from read-aloud texts containing the vocabulary word

Sentences from student texts that contain the vocabulary word

7. Check for understanding by asking students questions where they will have to use the vocabulary word correctly in their answers. Choose one to two of these options for the vocabulary word. Provide a sentence frame for student responses. For example:

Ask the students questions that will prompt a complete understanding of the use of the vocabulary word or its meaning.

Ask students to generate examples or nonexamples to show that they understand the correct use of the vocabulary word.

8. Ask students to say a sentence that uses the vocabulary word. Use steps 1 through 7 for each vocabulary word.

Correcting Student Errors

My turn. [Vocabulary word] means [student-friendly definition].

Provide necessary scaffolds to guide the student to develop a sentence that is the correct use of the vocabulary word.

If the student is still struggling or nonresponsive, give them a sentence example and have them repeat it. Use a lot of positive reinforcement to encourage the student to take risks when trying to use vocabulary.

Make sure the student uses the sentence frame and answers in a complete sentence.

Adapted From Enhanced Core Reading Instruction © 2013 by The Center on Teaching and Learning

Summary

Vocabulary plays a critical piece in both learning to read and comprehending what we read. Readers must know what most of the words mean in a text before they can understand what they are reading. Vocabulary can be developed incidentally when students engage daily in oral language, listen to others read to them, and read extensively on their own. However, some vocabulary words need to be taught directly. Specific word instruction is one way to explicitly teach individual vocabulary words that are important, useful, and difficult for students to learn. It also provides equitable access to the reading curriculum for our most vulnerable children.

Suggested Citation

National Center on Improving Literacy. (2023). The Educator's science of reading toolbox: Explicit vocabulary instruction to build equitable access for all learners. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42(9), 1-20.

Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., & Otterstedt, J. (2013). An evaluation of an explicit read aloud intervention taught in whole-classroom formats in first grade. Elementary School Journal, 113, 331-358. https://doi.org/10.1086/668503

Beck, I. L., & McKeown, M. G. (2004). Elements of reading vocabulary. Steck-Vaughn.

Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107, 251-271.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford.

Coyne, M. D., McCoach, D., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y., & Kapp, S. (2010). Direct and extended vocabulary instruction in kindergarten: Investigating transfer effects. Journal of Research on Educational Effectiveness, 3, 93-120.

Diamond, L. & Gutlohn, L. (2006). Vocabulary handbook. Consortium on Reading Excellence, Inc. (CORE).

Fien, H., Santoro, L., Baker, S. K., Park, Y., Chard, D. J., Williams, S., & Haria, P. (2011). Enhancing teacher read alouds with small-group vocabulary instruction for students with low vocabulary in first-grade classrooms. School Psychology Review, 40, 307-318.

Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. A. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first- grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602-621. https://doi.org/10.1177/0022219414521664

Fien, H., Chard, D., & Baker, S. K. (2021). Can the evidence revolution and multi-tiered systems of support improve education equity and reading achievement? Reading Research Quarterly.

Gersten, R. M., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades: A practice guide (NCE 2009- 4045). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Marulis, L.M. & Neuman, S.B. (2013). How vocabulary interventions affect young children at risk: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(3), 223- 262. http://dx.doi.org/10.1080/19345747.2012.755591

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development.

Santoro, L.E., Baker, S.K., Fien, H., Smith, J.M., & Chard, D.J. (2016). TEACHING Exceptional Children, 48(6), 282-292. https://doi.org/10.1177/0040059916650634

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. https://doi.org/10.1598/RRQ.21.4.1 University of Oregon. (2013). Enhanced core reading instruction. Center on Teaching and Learning.

Abstract

This Educator's Toolbox, developed in Partnership with The Reading League Journal, provides practical ways to incorporate explicit vocabulary instruction within your classroom to ensure your vocabulary lessons are accessible to all learners

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The Educator's Science of Reading Toolbox: Explicit Vocabulary Instruction to Build Equitable Access for All Learners

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The best approach to beginning reading instruction for students with or at risk for literacy-related disabilities incorporates explicit instruction in five areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). These are known as the "5 Big Ideas" in beginning reading.

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Please reach out if you would like to schedule a time to meet in person or virtual. We look forward to meeting with you!

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This video was created in 2008 but research still supports integration across the curriculum. Please add comments below

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Combining academic subjects produces deeper learning.

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Think about your experiences growing up as a reader.  If you love to read, what lead to this?  If you dislike reading, why?  Now think about the importance of independent reading and the importance of allowing children to self select books- why is this important?  Do we always tie reading to book reports and projects?  Do students always have to select a certain genre or reading level?  Read the opinion piece below and respond below the reading.

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Think about your experiences growing up as a reader.  If you love to read, what lead to this?  If you dislike reading, why?  Now think about the importance of independent reading and the importance of allowing children to self select books- why is this important?  Do we always tie reading to book reports and projects?  Do students always have to select a certain genre or reading level?  Read the opinion piece below and respond below the reading.

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This is an opinion only- to challenge what you have previously learned or thought about student choice/reading.

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At the start of each school year, looking out at the fresh faces of my new students, I give my inaugural speech. I tell them about myself - my family, my Starbucks habit and my love of books. I share my expectations for the class and tell them about activities that they can look forward to throughout the year. For the most part, they remain silent, still stuck in their summer slumber or timid in front of this brand-new (and clearly caffeinated) teacher. While most of my jokes fall flat and my probing questions remain unanswered, two revelations are guaranteed to elicit a reaction: my hatred of the Accelerated Reader test, and the fact that in my classroom, students are free to read whatever books they choose.

This disclosure induces smiles from some, gasps of "Really?" from others and sighs of relief from all.

For the first few years, I chalked it up to middle school dramatics. Surely, these kids were able to choose what they wanted to read. Wasn't that the best part of visiting the library with your English class? Choosing a book (or books), looking at covers, reading the blurbs that inhabit the inner pages ... trying to find which new titles had arrived or been returned.

But eventually I realized my students had been restricted in their choices. Limits were placed on them in regard to genre, Lexile score and page count, just to name a few. They were used to being told they could not be trusted to choose what novels they wanted to read. If these already reluctant readers did happen to find books that they enjoyed, often they were told these texts were not long enough, were above (or below) their prescribed Lexile level or were too similar to books they had previously read. Over time, these limits and the absence of true choice make these students - who are in the midst of developing their identities as readers - give up on trying to choose at all.

As adults, no limits are placed upon us when we enter a library, walk through the bookstore doors or power up our Kindle App. My own bookshelves are a hodgepodge of texts - some intellectual literary fiction, some of what my grandmother would call mindless drivel, assorted young-adult novels and self-help tomes, texts on Buddhism and, of course, the entire wizarding world of Harry Potter. From those shelves (or from any source, for that matter), I am free to choose what I please, not limited by subject or Lexile. (Just because I can read Anna Karenina doesn't mean I have to.)

If we do not trust our students to make these same choices, how can we expect them to grow into the readers they have the potential to be?

My observations are not an anomaly. Educators across the country have noticed the same phenomenon. According to Pernille Ripp, author of Passionate Readers - The Art of Reaching and Engaging Every Child, what her students say they want most in regard to reading is choice. By robbing children of this power, "They never get to go through the selection process. They never get to just read and struggle with text and have meaningful conversations and sometimes, yes, make the wrong choice," Ripp told educator and blogger Jennifer Gonzalez.

Sometimes, freedom of choice means the freedom to abandon those choices. In our book chats at the beginning of class, I often tell my students about books I have chosen and decided not to read, citing reasons from "It sounded better than it is" to "I'm just not ready for this one yet." My students are free to do the same. While many of my colleagues do not share this view, Ripp speaks of the value in allowing students to move on from a text that they may not be connecting with: "We should be celebrating when we abandon a book ... because we know ourselves enough as a reader to know that this will not provide us with a reading experience that will matter to us. And we need to start building up that stamina, so we need books that work for us at that time, and that's really important for my students to remember, and to know and to recognize that what they need at this moment might be different than what they need a month from now." Letting students discard chosen books helps them develop as independent readers by allowing them to recognize not only what they do enjoy, but also what they don't.

In their recent book, Game Changer!: Book Access for All Kids, Donalyn Miller and Colby Sharp also tout the value of self-selected reading. The cited benefits include a growing sense of confidence, ownership and autonomy as both readers and learners. With more choice in books comes an increase in the amount of reading students actually do. As with any skill, the more students read, the better they are at it, leading to improved reading ability and greater achievement in other content areas. Finally, and most important to me, choice in books gives rise to lifelong readers.

We need to do better by our kids. If we want to foster a true love of reading within our students, we need to stop limiting their choices in books and allow them to find their own reading identities, regardless of Lexile level, genre or page count. We need to allow them the experience of finding that perfect book that they will count as their favorite years later. We need to let them try books and abandon them. We need to allow them their voice and choice - with no limits.
Beth Jarzabek is a veteran public school educator and a who is pursuing a second master's degree in teaching and leadership through Mount Holyoke College.
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A Teacher's Tip: Want to Foster a Love of Reading? Let Students Pick Their Own Books. Giving My Kids Voice & Choice Changed My Classroom

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At the start of each school year, looking out at the fresh faces of my new students, I give my inaugural speech. I tell them about myself - my family, my Starbucks habit and my love of books. I share my expectations for the class and tell them about activities that they can look forward [...]

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John Hattie on Visible Learning and Feedback in the ClassroomThis relates to one of the questions on the first exam.

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John Hattie on Visible Learning and Feedback in the Classroom

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Speaking up for Science and Social Studies

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Speaking up for Science and Social Studies

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Speaking Up for Science and Social Studies

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Instructional  Reflection Number 2: Please watch the video and answer the questions below.  Please submit answers on blackboard.  The video picks up around 4 minutes.  

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Instructional  Reflection Number 2: Please watch the video and answer the questions below.  Please submit answers on blackboard.  The video picks up around 4 minutes.  

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1. "Comprehension is an outcome, not a strategy" Reflect on what this means

2. How is vocabulary related to comprehension?

3. Briefly describe "using high quality language" and the vocabulary checklist.

4. Background knowledge- tell me about why this is a critical part of comprehension and describe what educators need to do in the classroom to ensure the students have adequate background knowledge.

5. Tell me about "Focus attention on critical knowledge"

6. Wrap this up- what did you take away from this video? Please highlight what you learned and could use in your future/current classroom.

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1.2B – Archer Comprehension is an Outcome

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Visit our website at http://www.pattan.net

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You will introduce your anchor chart on ScreenCastify

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You will introduce your anchor chart on ScreenCastify

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Instructional Practices: Strategies that Work, Chapter 6,7

“We mix and match a variety of instructional techniques and response options to reach all kids, teach them, and keep them engaged.”

These chapters highlight instructional strategies and student response activities. I would like for you to spend time and read through the strategies and response activities. The authors give great examples and highlight great strategies and activities. I would like for you to now focus on “Anchor Charts” and design your own anchor chart activity for grade 3,4 or 5. or if you are in a field/classroom please use your grade level. You can create a digital anchor chart or create something and share a photo. Please include the standard you would complete with your students or generalize what might take place on the anchor chart. I have copied a few additional resources in the links below. In the text, pg 80 and 98 also show examples for reference. Have fun with this!!

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Please go to Screencastify and provide a Greeting to your class that introduces yourself, your goals, aspirations, any personal information you would like to provide and “What you expect to learn from this class.” Here is the link for the first assignment: https://app.screencastify.com/record/WzjhogatcNw6UI6xU6Me4

Follow link above to video assignment...

or qr code.

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Anchor charts can be a helpful instructional tool in the classroom. Find out the most common types and how to make them amazing. I’ll also share the common mistakes teachers make with anchor

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One of the best, most effective tools for the classroom is anchor charts, although you won't find Anchor Charts 101 on most teacher training programs' syllabi. If you're new to teaching, you may have lots of questions about what anchor charts are, what purpose they serve, how to get started, and when to use them. So we've created this primer to help you out! Also included is a huge list of anchor chart roundups to use as a resource. Once you get started, we're pretty sure anchor charts are going to be one of your favorite go-to strategies.

What is an anchor chart?

An anchor chart is a tool used to support instruction (i.e., "anchor" the learning for students). As you teach a lesson, you create a chart, together with your students, that captures the most important content and relevant strategies. Anchor charts build a culture of literacy in the classroom by making thinking-both the teacher's and students'-visible.

How do I create anchor charts?

You really don't need any special materials or artistic skills-just chart paper and a colorful assortment of markers.

It's easy to incorporate anchor charts into your lesson plans. All it takes is a clear purpose and some pre-planning.

Typically, you will prepare the framework of your chart ahead of time, giving it a title, including the learning objective, and creating headers for the main points or strategies you want to highlight. It's very important not to create the entire poster ahead of time. They are best used as an interactive tool with students.

As you model a lesson or learning strategy and interact with your students through discussion, you fill in the blank spaces of the anchor chart. For an awesome tutorial, check out this blog and template from third grade teacher Michael Friermood.

After your chart is created, it can be displayed as needed-for a short unit, as a one-time reference tool, as something you continue to add to, or as something that stays up all year-like your classroom procedures or behavior expectations.

Posting the charts keeps relevant and current learning accessible to students, reminds them of prior learning, and enables them to make connections as new learning happens. Students can refer to them and use them as they think about the topic, question ideas, expand ideas, and/or contribute to discussions in class.

A few helpful tips:

Make them colorful and print-rich.

Use different colors and bullet points to help students discriminate between strategies and quickly access information.

Keep them simple and neat.

Use easy-to-read graphics and clear organization. Don't allow distracting, irrelevant details or stray marks, such as arrows or overemphatic use of underlining.

Draw simple pictures to complement the words.

The more ways students can access information about a subject, the better.

Don't overuse them.

While anchor charts are a super-useful tool, don't feel as if you need to create one for every single lesson. Choose carefully so the ones you create have the greatest impact.

Don't be afraid to borrow from others.

Teachers always get their best ideas from other teachers. If your teammate has already tackled a topic, use the same format. Just make sure you create your own version from scratch so your students experience the learning as you go. You'll find tons of examples at the links included below.

How do I use anchor charts in my classroom?

Now that you know the how, you may be wondering about the when and why. Here are a few ways to get the most bang for your buck.

Reach maximum engagement.

When students are involved in the process of creating learning tools, they are more likely to comprehend more deeply and remember more of what they learn. Anchor charts trigger connections with the initial lesson.

Bring lessons to life.

If you are studying a topic that lends itself particularly well to a visual aid, create an anchor chart! If you are studying plants, draw a giant flower and label all of the parts of it while you teach about it.

Support independent work.

Anchor charts provide students with a source to reference when working on their own. They support students and also save teachers from having to spend classroom time going over concepts multiple times.

Create a library of reference materials.

To help students keep information straight, you could create charts for each topic. For example, if you're teaching math concepts, you could create a chart for geometric shapes, the difference between perimeter and area, and how to multiply and divide fractions.

Reinforce classroom procedures.

Provide students with a visual to remind them of routines that make your classroom run smoothly. Some examples: how to use centers, how to line up, how to check books out of your classroom library.

Try them in shared writing.

Model how to write an introduction, the parts of a letter, and the proper use of grammar such as quotation marks, commas, etc.

Use them as a companion to read-alouds.

Create an anchor chart as you stop to make observations, ask questions, take note of story elements, or make predictions.

How can I use anchor charts to introduce new skills?

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All posts by Elizabeth Mulvahill, B.A. Liberal Arts, Certified Teacher

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Anchor Charts 101: Why and How To Use Them

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Teachers are incorporating anchor charts into their teaching in all subject areas. But what exactly are they and what are they good for?

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This plan was designed to guide teachers who haven’t had formal training in project-based learning.

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Building confidence to try PBL can be tough—here are some ways to integrate projects with the essential elements of core instruction.

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Each fifth grader in Andrea Ketcham's class in Eminence, Kentucky, has been charged with creating a world and asking someone else to navigate it. In this interdisciplinary project, students use a range of skills-from spatial awareness and mapmaking to communication skills and coding. To touch on English language arts standards, students use descriptive language to write about their imaginary land. Next, to align with social studies standards, they're tasked with drawing a map depicting it, complete with key features like grid points and a compass rose. When their maps are complete, the students come up with questions that challenge a classmate to identify characteristics of their land and program a Sphero BOLT robot to follow directions and get to a specific destination. By the end, students have mastered content from multiple subject areas-and stayed engaged and excited through the whole process.

To learn more about the research behind the practices seen in the video, check out the resources below.

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Exploring Writing, Social Studies, and Math in a Map Challenge

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Encouraging students to bring their creativity and imagination to challenging content makes it more accessible-and helps them learn it more deeply.

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Building confidence to try PBL can be tough—here are some ways to integrate projects with the essential elements of core instruction.

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Concept Web: This is a visual representation of your initial planning, but you will add to it as your unit continues to develop. Start with the concept, identify standards for multiple content areas and disciplines at your grade level, and connect activities/resources/strategies.

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Pairing fiction with nonfiction is a fantastic way to engage different kinds of learners in content with common themes. In the early grades, it can also be a way of helping students understand the attributes of both types of reading material. Pairing fiction with nonfiction can also deepen the dialogue and questions raised during discussions and inquiry-based activities. Here are some great ideas for pairing fiction and nonfiction in the elementary classroom:

1. Build the bridge.

Some of your readers may prefer fiction, while others gravitate to the nonfiction resources in your classroom library. Sometimes it's the teacher who has to help students make the connections. Share some examples of fiction and nonfiction pairings with the class. Then ask your students to help you brainstorm more examples. By pairing the two together, you can help draw students from one genre to the other.

2. Try this Wonderful approach:

The book by R.J. Palacio is an all-time favorite worth reading and rereading with your students. These ideas for nonfiction pairings will give you even more reasons to return to this wonder of a book.

3. Use the classics.

Explore themes such as bravery, community, friendship, generosity, responsibility, kindness and courage by pairing titles in the Great Books fiction series and grade-specific nonfiction libraries. Here are charts that suggest pairings, themes, and essential questions to explore.

2nd Grade Nonfiction Theme Correlations: Friendship, responsibility, bravery, generosity, community, being yourself

3rd Grade Nonfiction Theme Correlations: Relationships, kindness, confidence, gratitude, courage, cleverness

4th Grade Nonfiction Theme Correlations: Trust, resourcefulness, communication, strength, integrity, perspective

5th Grade Nonfiction Theme Correlations: Honesty, self-respect, fitting in, family, humility, compassion

4. Teach science through literature.

Science book author Melissa Stewart has been creating perfect pairs of fiction and nonfiction books for teaching science for more than 10 years. Here are some specific suggestions along with inquiry-based class discussion guidelines and class activity ideas.

5. Do a background check.

Pairing historical fiction and nonfiction reference material on the same time period can help students get a better sense of the background facts that influence the characters, setting and plot of the book. Educator Bernadette Simpson shared a few pairing ideas on Goodreads, such as this one on ancient Egypt: Tut Tut (fiction), Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt (nonfiction) and Eternal Egypt (website).

6. Pull out the picture books.

Pairing picture books with nonfiction can be a perfect match. Not only can you contrast the differences between the two types of texts (opposites do attract!), you can also examine the similarities in the themes that they cover. Educator and blogger Linda Kamp (Around the Kampfire) did a "Hippo Friends" unit with her students where they outlined the similarities and differences between a work of fiction ( George and Martha Round and Round) and a nonfiction text ( Owen & Mzee: The Language of Friendship). They also delved into the relevant questions students had, which formed the basis for a rich classroom discussion.

[Source: https://www.pinterest.com/pin/48695239693498756/]

7. Capture their imagination and engage students with pairings.

"Minds in Bloom" blogger Jill Richardson believes that fiction-nonfiction pairings are one of the most effective ways to engage her students and help them make those all-important connections between the text and their own lives. She shares some suggestions for book pairings and offers anchor charts, graphic organizers and examples that have worked well in her own classroom.

8. Keep 'em short!

Careful reading means reading things more than once. In order to have the time to discuss pairings of fiction and nonfiction, it is best to start with short texts. Shorter texts are often more accessible to students. When looking for nonfiction pairings, consider magazine articles and infographics tied to the theme of the book.

9. Flip a gold coin.

Consider pairing " The Gold Coin," a tale by Alma Flor Ada about a thief who encounters unexpected kindness from an old healer with " Small Acts Make a Big Difference," a nonfiction story about kids who find creative ways to make a difference in their communities.

10. Cut to the Common Core.

If you are looking to match your reading unit to the Common Core, these early-elementary pairings are listed along with the specific standards that they meet.

11. Pair up readers too.

You can pair reading buddies within your classroom or invite students from a different class or grade to partner with your students for paired read-alouds of fiction and nonfiction texts. Here's some advice on how to start a Reading Buddies Program that pairs older students with your early learners.

12. Diagram the learning.

Venn diagrams, QAR charts, graphic organizers and other anchor charts are a great way to help students visualize their learning. Here are several ready-to-use graphic organizers for nonfiction, although many work well with both fiction and nonfiction. We especially like the one on "Making Text Connections." There is also one on "Comparing Two Passages" (p. 37) and a "Fact and Opinion Chart" (p. 45) that works with fiction-nonfiction pairings.

13. Compare and contrast attributes.

One of the things students learn in their early reading classes is to distinguish the differences between fiction and nonfiction. Check out this lesson from the American Association of School Librarians (AASL) that covers the concepts and vocabulary of different types of books and other text resources. Checkout the anchor chart we found on Pinterest that clearly illustrates some of the attributes of both types of texts.

[source: http://www.mrswintersbliss.com/2016/03/fiction-vs-nonfiction-teaching-ideas.html]

Here's a video:

[embedyt] http://www.youtube.com/watch?v=6KAJ0lJiD6c[/embedyt]

[source: https://www.youtube.com/watch?v=6KAJ0lJiD6c]

14. Age it up.

Looking for pairing tips for older students? Check out the blog Pairing Fiction and Nonfiction in the High School Classroom.

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14 Tips for Pairing Fiction with Nonfiction in Grades K-5

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Pairing fiction with nonfiction is a fantastic way to engage different kinds of learners in content with common themes. In the early grades, it can also be a way of helping students understand the attributes of both types of reading material. Pairing fiction with nonfiction can also deepen the dialogue and questions raised during discussions and inquiry-based activities.

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Link for Integrated Project Video on Screencastify

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Link for Integrated Project Video on Screencastify

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Due October 31

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Watch from 3 minutes on and reflect below

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Robert Marzano Building Academic Vocabulary

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Short segment from the PD on Building Academic Vocabulary

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Supporting Authentic Learning and Differentiation through PBL

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Supporting Authentic Learning and Differentiation through PBL

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This is the link for the video on the assessment

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[Webinar] Supporting Authentic Learning and Differentiation Through PBL

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters.

Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice. It was originally developed at Lemshaga Akademi in Sweden as part of the Innovating with Intelligence project, and focused on developing students' thinking dispositions in such areas as truth-seeking, understanding, fairness, and imagination. It has since expanded its focus to include an emphasis on thinking through art and the role of cultural forces and has informed the development of other Project Zero Visible Thinking initiatives, including Artful Thinking, and Cultures of Thinking.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Morning Meetings: Creating a Safe Space for Learning