Look at the bibliography of Research on Page 497-503.
Select 2 articles or books that you would want to read sometime in the future. Share how you would hope to use them in differentiating your reading instruction. Discuss the potential of sharing these choices on your grade level or area of specialty.
Friday, February 5, 2010
Sunday, January 31, 2010
Week Four Classroom Libraries Due 2/7/10
I've included the entire section on classroom libraries in your packets. Please read through it. READ PAGES 424-430 - Book Conferences -- answer the following questions about these pages:
How do you currently conduct book conferences in your room?
How do you decide what text you will use for your conference?
Do you think any of the conference forms could be useful in your classroom?
Share your thoughts about Book Talks. Which Book Talk # (1 - 10) would work best in your classroom?
How do you currently conduct book conferences in your room?
How do you decide what text you will use for your conference?
Do you think any of the conference forms could be useful in your classroom?
Share your thoughts about Book Talks. Which Book Talk # (1 - 10) would work best in your classroom?
Sunday, January 24, 2010
Week 3 -- Journal Writing due 1/31/10
Read Pages 364 & 365 about using journal assessments that suport differentiation -- would you find this approach helpful in driving your instruction? Do you find the forms (pages 367-370) for evaluating these responses something you could use in your classroom?
When you get a chance read Pages 378-382 -- it's filled with great ideas for using journals in the differentiated classroom.
Look at the 3 different lessons -- one for dougle-entry responses, one for graphic organizers, and one for note-making techniques. Which one would you be most likely to use in your classroom?
When you get a chance read Pages 378-382 -- it's filled with great ideas for using journals in the differentiated classroom.
Look at the 3 different lessons -- one for dougle-entry responses, one for graphic organizers, and one for note-making techniques. Which one would you be most likely to use in your classroom?
Wednesday, January 20, 2010
Week 2
Read Page 262 -- what do you think the value is of preparing students to read? Share some ways you prepare students to read material.
I've done the Strategy Lesson # 33 -- Textbook Treasure Hunt -- it is a great lesson to do with kids. They love it and get a lot out of it. Take a look at it -- try it with any of your content area subjects -- it's a great lesson.
Robb suggests that the lesson of Questioning the Author is beneficial for weaker readers -- review the lesson -- is this a lesson you could use with your whole class and then differentiate -- or is it only appropriate for your weaker readers?
Skimming a Text -- such a good lesson -- please review it and try it with your students. It's a valuable skill for kids to have as they enter middle school.
The three-part lesson is Building Concepts -- Read P. 301 -- comment on what you think of what Robb says about teaching concepts in content and not just skills. Review the lesson on Building Concepts -- what do you like (or dislike) about the lesson.
Use the remaining materials for your personal files. Notice the planning guide for Content Area
use it for long- and short-term planning goals.
I've done the Strategy Lesson # 33 -- Textbook Treasure Hunt -- it is a great lesson to do with kids. They love it and get a lot out of it. Take a look at it -- try it with any of your content area subjects -- it's a great lesson.
Robb suggests that the lesson of Questioning the Author is beneficial for weaker readers -- review the lesson -- is this a lesson you could use with your whole class and then differentiate -- or is it only appropriate for your weaker readers?
Skimming a Text -- such a good lesson -- please review it and try it with your students. It's a valuable skill for kids to have as they enter middle school.
The three-part lesson is Building Concepts -- Read P. 301 -- comment on what you think of what Robb says about teaching concepts in content and not just skills. Review the lesson on Building Concepts -- what do you like (or dislike) about the lesson.
Use the remaining materials for your personal files. Notice the planning guide for Content Area
use it for long- and short-term planning goals.
Sunday, January 10, 2010
Week 1 due 1/17
I've included an introduction to this model as well as some checklists to use for assessment. The resource I am using is filled with a tremendous amount of material to use when differentiating reading instruction. Please review the handouts I gave you when you have time. This week's assignment is due by Sunday, 1/17.
<Read Pages 25-32 Implementing the Reading Strategy Curriculum in Your Differentiated Classroom --
Focus on the list of learning experiences. Which one is already in place and successful in your room? Which one would you want to develop more fully in your room?
What parts of the Management Techniques would best help your reading instruction flow smoothly?
Review the section on Management Tips for Journals -- compare your approach to writing journals with the description given by Laura Robb.
Notice Pages 87-88 -- The Read Aloud -- this is crucial to this program.
The remainder of the packet consists of model lessons before, during and after reading. Review and take what you can from them.
Pages 143-152 provides a lesson that covers all three parts (pre, during and after). Notice the difference between this lesson and the individual ones.
Finally, look at the grid as a planning tool. It is helpful to use it in developing both long and short term goals of instruction.
<Read Pages 25-32 Implementing the Reading Strategy Curriculum in Your Differentiated Classroom --
Focus on the list of learning experiences. Which one is already in place and successful in your room? Which one would you want to develop more fully in your room?
What parts of the Management Techniques would best help your reading instruction flow smoothly?
Review the section on Management Tips for Journals -- compare your approach to writing journals with the description given by Laura Robb.
Notice Pages 87-88 -- The Read Aloud -- this is crucial to this program.
The remainder of the packet consists of model lessons before, during and after reading. Review and take what you can from them.
Pages 143-152 provides a lesson that covers all three parts (pre, during and after). Notice the difference between this lesson and the individual ones.
Finally, look at the grid as a planning tool. It is helpful to use it in developing both long and short term goals of instruction.
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