Literacy Tool Box by Alison Costa https://padlet.com/a14costa/3ug5jiwv51eh A resource for teachers focusing on motivation, spelling, assessment, comprehension, vocabulary, and writing in the ASL/English classroom en-us 2017-06-20 14:08:45 UTC 2024-05-20 11:00:03 UTC hello@padlet.com A Teacher’s Companion to Essential Motivation in the Classroom a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990269 This book is a great resource for new and experienced teachers to enhance both students; and teachers’ motivation in the classroom. In this book teachers can find strategies that will engage their class and make learning exciting for not only their students, but for themselves as well. Main points that this book explores are how to prepare for multiple styles of learning, goal setting strategies, examples of physical activities that enhance the learning environment, and ways to help students understand who they are as a learner and active participant in the classroom.

Holleran, G., & Gilbert, I. (2015). A Teacher’s Companion to Essential Motivation in the Classroom: Resources and Activities to Inspire and Engage Your Students. Routledge.]]> 2017-06-20 14:18:30 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990269 Encouraging Positive Student Engagement and Motivation: Tips for Teachers a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990565 This is a wonderful article focusing on students’ strength to motivate in the classroom. This article focuses on helping students find what they like/dislike, what their strengths and weaknesses are, and how to work together as a whole unit (teacher, student, and peers) to achieve a common goal. It also focuses on how to make a classroom a safe and encouraging work environment. This is a key point in motivation, according to the author, because if a student does not feel safe in his/hers’ working space, then motivating cannot take place.

Stephens, T. L. (2016). Encouraging Positive Student Engagement and Motivation: Tips for Teachers. Retrieved March, 4, 2016.]]> 2017-06-20 14:20:32 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990565 Top 12 Ways to Motivate Students by Teach Hub a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990729 A simple list with instructional ideas to motivate students in a positive, yet constructive way. Although motivation in the classroom is a highly talked about topic, it is important to take those ideas and strategies and put them to use. This article explains and demonstrates twelve ways to motivate students and continue the motivation at home. Each motivational idea has a connected link within the page with more ideas and tips for motivation. Some of these ideas are so simple and can brighten a child’s school day. These ideas include sending home encouraging notes with students to show their parents, setting achievable, short term goals for difficult subjects and topics, and hosting open-formats to let students express their thoughts, concerns, and accomplishments. 

Condron , A. (n.d.). How to Motivate Students: Top 12 Ways. Retrieved June 22, 2017, from http://www.teachhub.com/top-12-ways-motivate-students]]> 2017-06-20 14:21:38 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990729 Strategies for Helping Students Motivate Themselves a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990902 This article is a great resource to help teachers not only motivate their students, but to teach students how to motivate themselves. This article focuses on the instructional strategy, project-based learning where students think of their own ideas on how to learn a topic. These ideas can be discussed with the teacher and the class and together can develop better ways of teaching, learning, and comprehending. This article really focuses on teachers and students working together as a team to tackle and achieve a common goal. 

Ferlazzo, L. (2015, March 25). Strategies for Helping Students Motivate Themselves. Retrieved June 22, 2017, from https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo]]> 2017-06-20 14:22:45 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176990902 The Vocabulary Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991224 This research article focuses on specific researchers’ approach to teaching vocabulary in the classroom, by modeling sophisticated and mature words versus common, every day words. The idea of this study was to prove that children (in this case kindergartners) are not only able to use simple descriptive words like zookeeper and cloudy, but with direct modeling from the teacher, will be able to learn more advanced vocabulary throughout the school year. This particular kindergarten classroom was not only able to learn grade-appropriate vocabulary, but owned words like animal nutritionist specialist after listening and seeing their teacher use it in appropriate context. 

Lane, H. (2014, October 16). The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth. Retrieved June 22, 2017, from http://www.readingrockets.org/article/vocabulary-rich-classroom-modeling-sophisticated-word-use-promote-word-consciousness-and]]> 2017-06-20 14:25:28 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991224 Improving the Vocabulary of Children with Hearing Loss a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991401
This analysis study and article tested the use and effectiveness of the Language Wizard computer program which is a computer-animated tutor focused on teaching children, specifically deaf children and children with a hearing loss vocabulary. The children in the study trained with this program 20-30 minutes a day, two days a week, for ten weeks. The focus was to see if this vocabulary computer program helped students to retain and comprehend grade-appropriate vocabulary terms even after being tested after the program ended. The results were outstanding, not only did students remember the terms, but they were able to use the terms in the proper context and did not degrade once training with program ended.

Smith, J. D. (2012). Single-case experimental designs: A systematic review of published research and current standards. Psychological methods, 17(4), 510.]]> 2017-06-20 14:26:51 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991401 Instructional Strategies for Students who are Deaf or Hard of Hearing a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991674
This web-based resource article lists and demonstrates instructional strategies for teaching deaf and hard of hearing children ways to learn, comprehend, and master vocabulary. What is truly helpful about this article is the way it is formatted and organized. It is simple to find strategies using this article because it clearly labels the kind of strategies that are used and ways to improve vocabulary. Examples of instructional strategies include environmental strategies, strategies for teaching using the bilingual/bi-cultural methods, and strategies depending on the individual’s learning style. At the end of this article additional resources are included for teachers to expand their research. 

Easterbrooks, S. R., & Baker, S. (2002). Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways.]]> 2017-06-20 14:28:45 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991674 Comparing Teacher-Provided and Computer-Assisted Simultaneous Prompting for Vocabulary Development With Students Who Are Deaf or Hard of Hearing. a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991837 This is an enlightening article researching whether computer-based simultaneous prompting or teacher prompting helps deaf or hard of hearing students learn and retain vocabulary better. Students studied were in second grade at a U.S. elementary school and were given both options to have vocabulary instruction and support through a computer tutor or a teacher. The results were mixed with the majority of students favoring the computer-based prompting over teacher prompting. The end conclusion however, was that simultaneous-prompting whether it was from a computer or a teacher benefited students’ vocabulary comprehension and thus proves that this strategy could be useful and effective when instructing vocabulary for deaf children.

Coleman, M. B., MacLauchlan, M. P., Cihak, D. F., Martin, M. S., & Wolbers, K. (2015). Comparing Teacher-Provided and Computer-Assisted Simultaneous Prompting for Vocabulary Development With Students Who Are Deaf or Hard of Hearing. Journal of Special Education Technology, 30(3), 145-156.

]]> 2017-06-20 14:30:08 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176991837 Why Writing in ASL? a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176992002 This content-based article is a supporter of ASL writing and why deaf students and their teachers should embrace using it. This article goes into detail about the positive benefits from ASL writing and continuously mentions that the reason ASL writing is vital to deaf students overall writing skills is because they are writing in their native language. This article uses numerous examples of bilingualism and why it is always important for the student to communicate, write, and comprehend their native language to ensure success in their second language. 

Why writing ASL (American Sign Language)? (n.d.). Retrieved June 22, 2017, from https://www.handspeak.com/write/index.php?id=4]]> 2017-06-20 14:31:39 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176992002 How Can I Help Students become Better Writers in the Discipline When I am Not a Writing Teacher? a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176992138
This instructional article explains the best and most popular ways in teaching students to write. The article mentions that students need a good model to learn from so it is important for the teacher to practice writing strategies they want their students to learn from and experience. Examples of these strategies include providing examples of writing that are acceptable, model your process (as a teacher) for student’s learn from, and require drafts so the teacher can provide feedback and constructive critiques. There is many more examples list as well as links to further sources. All the examples mentioned allow students to feel comfortable enough to ask for advice as well as gives students the opportunity to make mistakes in writing and learn from them all with the guidance of the teacher. 

University, C. M. (2015). How can I help students become better writers in the discipline when I am not a writing teacher? Retrieved June 22, 2017, from https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/writing/helpstudentwriters.html]]> 2017-06-20 14:32:41 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176992138 Improving Instructional Practice to Teaching Spelling and overcoming Written Language Deficits:Successful and Meaningful Spelling a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/176992940 This is an instructional article that I found very useful for teaching deaf and hard of hearing students spelling. The author argues that hearing teachers who have deaf students tend to accommodate the students using existing programs and believes that this is not enough. Her suggestion to solve this problem in the deaf classroom is to provide spelling lists that not only consist of core words, but include review, challenge, and previous words as well. Instead of students copying these words for homework, classroom activities that make spelling fun and engaging should be used instead with the goal that after review is done in the classroom, students can then do spelling homework at home without parental guidance. 

Tanner, M. (2015). Improving Instructional Practice to Teaching Spelling and overcoming Written Language Deficits: Successful and Meaningful Spelling. Retrieved June 22, 2017, from deafen.net/publisheddocs/tannerprobsol.doc]]> 2017-06-20 14:40:09 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/176992940 Informal Spelling in the Classroom: A More Effective Approach a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177017642 This article focuses on the outdated strategy of memorizing spelling words. This article suggests that classrooms should involve more technology like games to remember how to spell words as well as provide opportunities to use spelling in real life scenarios. According to this article it is the teacher's job to teach students the questioning strategy where when they do not recognize a word should ask themselves what they think the word means and try to find real examples of this word in context. Teachers should provide real-life publications like mail, letters, and classroom books so students become more familiar with every day words and their spelling. With this method, students are able to put a meaning to spelling rather than try to memorize a list of words. 

Rudman, M. (1973). Informal Spelling in the Classroom: A More Effective Approach. The Reading Teacher, 26(6), 602-604.



]]> 2017-06-20 18:33:18 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177017642 a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177018859 2017-06-20 18:48:20 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177018859 Spelling in the Classroom a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177019614
This instructional article discusses and reviews the different stages of spelling that children go through to own a word and then spell it. It argues that spelling should not be treated as its own subject but rather an integral part of the language and literacy system. Teachers should set up their classroom with books and spaces for reading and writing. The teacher should always make available examples of spelling and should set up a routine each day where students can peer test each other, test themselves, and set up spelling periods once or twice a week for practice. This is a great resource and goes into heavy detail of how to physically set up the classroom and a step by step of what a teacher should do each day and week to ensure the success of spellers.

S. (2012). Spelling in the Classroom . Retrieved June 19 , 2017, from http://www.ed.gov.nl.ca/edu/k12/curriculum/documents/english/spellinghandbook/spell_in_class.pdf


]]> 2017-06-20 18:58:08 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177019614 The Importance of Fingerspelling for Reading a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177021275
This is a popular article published by Gallaudet University focusing on the importance of fingerspelling for deaf and hard of hearing students. Fingerspelling is not only related to reading and writing, but studies, including this article show that deaf students who have deaf parents are taught to finger spell at an early age do better in reading because fingerspelling coincides with English vocabulary growth. In addition, students who are strong at finger spelling have stronger vocabulary and reading skills. Fingerspelling should be used to teach students who are deaf to read and is an underestimated way of learning how to spell. 

G. (2010, July). VISUAL LANGUAGE & VISUAL LEARNING RESEARCH BRIEF: THE IMPORTANCE OF FINGERSPELLING FOR READING. Retrieved June 19, 2017, from http://vl2.gallaudet.edu/files/7813/9216/6278/research-brief-1-the-importance-of-fingerspelling-for-reading.pdf
]]> 2017-06-20 19:21:49 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177021275 Writing in Young Deaf Children a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177026296 This research article presents the information researchers and educators have on deaf children and their writing skills. This analysis aimed to study   deaf children’s writing skills in the classroom over an extended period of time, focusing on methodical practices, theoretical frames, and overall findings. The conclusion of this study was that although there have been writing assessments to determine how successful deaf students are at writing in English, the primary focus of these studies are the two main strategies that go into teaching deaf children writing are pedagogy and writing practice. The article aims to argue that these may not be the best methods in teaching deaf children to write and that other options should be explored according to the child’s use of grammar and syntax.

Williams, C., & Mayer, C. (2015). Writing in Young Deaf Children. Review of Educational Research, 85(4), 630-666.]]> 2017-06-20 20:29:02 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177026296 Evidence-based Practices for Teaching Writing a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177026527 This article is great for teachers struggling to teach writing to students and gives clear examples of successful methods to make the writing process in the classroom engaging and effective. Researchers and educators suggest to make the writing process clear, attainable, and ensuring students the time to revise and edit with teacher support. According to this article, it is important to teach students strategies for writing like summarizing their reading to ensure that they comprehend the text they need to write about, allow collaboration time so students can peer edit their work, and setting small goals so the project as a whole is not overwhelming. 

Burns, S. (2013, May 15). Evidence-based practices for teaching writing. Retrieved June 22, 2017, from http://education.jhu.edu/PD/newhorizons/Better/articles/Winter2011.html]]> 2017-06-20 20:33:27 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177026527 Comprehension Skills, Strategies & Best Practices a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177026853 This article is a great resource for teachers who are teaching comprehension strategies in the classroom. These ideas and examples suggest that teachers have students connect with their texts on a personal level, an interest level, and an academic level. It is important for students to understand the importance of a text that is being assigned, how that text relates to them as a reader, and of course, to always have the students infer and ask questions throughout the entire text. Using these strategies can make comprehension easier for students and are great methods for instructors to teach comprehension.

Comprehension Skills, Strategies & Best Practices. (n.d.). Retrieved June 22, 2017, from http://www.benchmarkeducation.com/best-practices-library/comprehension-strategies.html]]> 2017-06-20 20:38:50 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177026853 What Every Teacher Needs to Know about Comprehension a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177029787  
This is a detailed instructional analysis of teaching comprehension and what every teacher needs to know when teaching this topic. Within the article lists ways teachers can make sure their students are comprehending a text while reading. It also discusses pre-reading strategies that can set the student up for successful reading and comprehension. Teaching and focusing on vocabulary, decoding, activating background knowledge, and building fluency are just a few examples of ways teachers can guide reading and have students comprehend the text being read.

Pardo, L. S. (2004). What every teacher needs to know about comprehension. The reading teacher, 58(3), 272-280.
]]> 2017-06-20 21:16:01 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177029787 Reading Comprehension in Deaf Education: Comprehension Strategies to Support Students Who are Deaf or Hard of Hearing a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177030010 This review asks the question “what strategies work in teaching deaf or hard of hearing students’ comprehension?”  Research was conducted with different students who were deaf and hard of hearing and their teachers to prove that using different comprehension strategies helped the student’s overall comprehension in a given text. The study took place with different age groups including preschool through grade twelve and both in a private school and residential school. The strategies that this study reviewed were Close Reading, summarizing, story maps, and venn-diagrams. After giving students and teachers a pre-test, these strategies were including in instruction and after the study was finished, both teachers and students were given a post-test. The results were incredible with the majority of students improving their score by 20%, making a fair conclusion that these strategies do work in educating deaf students in comprehension. 

Bickham, L. M. (2015). Reading Comprehension in Deaf Education: Comprehension Strategies to Support Students Who are Deaf or Hard of Hearing.]]> 2017-06-20 21:18:53 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177030010 Semantic and Syntactic Reading Comprehension Strategies used by Deaf Children with Early and Late Cochlear Implantation a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177032232
This review explores cochlear 
implants (CI) and whether or not having this device improves or worsens comprehension. The study took nineteen children who received CI before two years old and nineteen who received it after two years old. We know that having these devices does not completely bridge the gap between deaf students and hearing, but does it improve the child’s reading comprehension skills. After the study was complete, conclusions showed that even having a CI at an early age, deaf and hard of hearing students do not rely on the same comprehension strategies to read as hearing students do. Hearing students rely on a semantic way of reading, where deaf and hard of hearing students (even those with a CI) rely on syntactic cues. This proves that even having a piece of technology that allows students to hear themselves, does not make a drastic difference in comprehending texts. 
 
Gallego, C., Martín-Aragoneses, M. T., López-Higes, R., & Pisón, G. (2016). Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation. Research in developmental disabilities, 49, 153-170.
]]> 2017-06-20 21:49:59 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177032232 20 Simple Assessment Strategies You Can Use Every Day a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177124923 This is an instructional article that helps teachers assess their students on a daily basis to ensure that comprehension and understanding has been reached on any given topic. Instead of having a formal, standardized test to assess students, teachers can perform simple activities to find out if their students are understanding the topic. One strategy discussed has to do with one of the major habits teachers perform almost everyday in the classroom which is asking the question "Do you get it?" As teachers were should refrain from asking this question and instead ask open ended questions and make activities for these questions more engaging.  Asking more detailed questions shows the teacher what students really know about a topic. This is just one strategy for assessment that is mentioned along with many more. I highly recommend this article to explore more ways of simplifying assessments in the classroom.

Staff, T. (2017, February 13). 20 Simple Assessment Strategies You Can Use Every Day. Retrieved June 19, 2017, from http://www.teachthought.com/pedagogy/assessment/20-simple-assessment-strategies-can-use-every-day/]]> 2017-06-21 17:39:47 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177124923 Linking Classroom Assessment with Student Learning a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177142946 This is an informational article connecting assessments given in the classroom with student learning. This article reviews the importance of assessments and why the goal of assessing students should not be to see how good or bad a student is in a given subject but instead, should be used as a tool in gathering evidence for the classroom as a whole. Assessments can tell students' strengths and weaknesses, can be used to guide lesson planning, and motivate students and teachers as well. Linking assessments and instruction is "critical to effective learning," according to this article. This is a great resource when researching the benefits of assessments. 

Linking Classroom Assessment with Student Learning . (n.d.). Retrieved June 22, 2017, from https://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf]]> 2017-06-21 22:07:27 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177142946 Classroom Assessment and the National Science Education Standard a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177146098
This book, in this particular case chapter three, focuses on assessments in the science classroom. A familiar form of assessment is giving unit tests, sending progress reports and report cards home, and then giving a letter grade, but this process does not capture the overall picture of a student's progress and comprehension; nor does is capture what happens in the classroom everyday. Instead of giving out formal tests, teachers should assign an open response question or an assignment and have students prove with evidence how they came to their answer and understanding. By doing this, teachers can see where students are struggling and succeeding which can better guide instruction  and future assignments.

National Research Council. (2001). Classroom assessment and the national science education standards. National Academies Press.]]> 2017-06-21 23:14:09 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177146098 How Classroom Assessments Improve Learning a14costa https://padlet.com/a14costa/3ug5jiwv51eh/wish/177152549 This is an article that focuses on the developmental of useful assessments to demonstrate student success in the classroom. The reason formal assessments like test and quizzes are favored is because the results are quick and the process rather easy. In order for students to achieve highly in the classroom, teachers must be willing to change their views on assessments and their views on what the results of these tests really mean. Few teachers are formally trained on the development and analysis of assessment so it is important that teachers demonstrate to their students the value of testing, why assessments are useful, and show students that instruction can change based on the results of the tests. Teachers who show their students that testing can be stress free and that they are willing to change based on the student's or class' needs are more likely to have a successful, healthy classroom.

Guskey, T. R. (2003). How classroom assessments improve learning.]]> 2017-06-22 01:03:36 UTC https://padlet.com/a14costa/3ug5jiwv51eh/wish/177152549