Saturday, July 31, 2010

Summer Vacation

There was an article written in the August 2 print of TIME Magazine titled The Case Against Summer Vacation. It points out the benefits to literacy development of having kids engaged in academic activities year round. The article states, “Blame Tom Sawyer: Americans have a skewed view of childhood and summertime. We associate the school year with oppression and the summer months with liberty. School is regimen; summer is creativity. School is work and summer is play. But when American students are competing with children around the globe who may be spending four weeks longer in school each year, larking through summer is a luxury we can't afford. What's more, for many children — especially children of low-income families — summer is a season of boredom, inactivity and isolation.

Deprived of healthy stimulation, millions of low-income kids lose a significant amount of what they learn during the school year. Call it "summer learning loss," as the academics do, or "the summer slide," but by any name summer is among the most pernicious — if least acknowledged — causes of achievement gaps in America's schools. Children with access to high-quality experiences can exercise their minds and bodies at sleep-away camp, on family vacations, in museums and libraries and enrichment classes. Meanwhile, children without resources languish on street corners or in front of glowing screens. By the time the bell rings on a new school year, the poorer kids have fallen weeks, if not months, behind. And even well-off American students may be falling behind their peers around the world.” The article goes on to talk about schools stepping it up to provide new approaches to summer school.

I once sat on an airplane by a doctor from the great lakes area. When he found out I was an educator he immediately voiced some of his opinions on public education. His view was similar to the view of the article. He thought summer was a waste of time for kids and that the school year needed to be longer. Revamping public schools seems to be the wave of the future. It will be interesting to see where it takes us.

Getting ready for the big day!

Since school will be starting soon and teachers are busy preparing for the first day of school. Below is a list of websites to assist in getting ready for the start of school.

Tips for getting organized and setting up the classroom

http://www.kimskorner4teachertalk.com/classmanagement/organizingtips/menu.html

http://www.elementary-teacher-resources.com/setting-up-your-classroom.html

http://www.eduplace.com/rdg/res/classroom.html

http://k6educators.about.com/od/classroomorganization/ht/setupclassroom.htm

Ideas for the first day of school

http://www.kimskorner4teachertalk.com/classmanagement/firstday.html

http://www.theteacherscorner.net/seasonal/back-to-school/

http://www.suelebeau.com/firstday.htm

http://www.ilovethatteachingidea.com/ideas/subj_first_day.htm

First day of school for parents

http://www.pbs.org/parents/goingtoschool/first_days.html

http://parenting.kaboose.com/education-and-learning/tips-first-day-school.html

10 Things You Ought to Know About Reading Comprehension

Timothy Shanahan is one of my favorite researchers/educators. He once presented “10 Things You Ought to Know About Reading Comprehension.” Here is his list…

1. Reading comprehension tests don’t tell much about reading comprehension. It could be a decoding, word meaning, fluency, or comprehension problem.

2. Basic skills teaching improves reading comprehension. It provides enabling skills.

3. Reading comprehension itself can be taught explicitly. It is possible to provide instruction that helps students to think more effectively while they read to understand and remember more.

4. Reading comprehension instruction is not listening comprehension.

5. Reading comprehension instruction requires more than practice. Just reading and answering questions is better than just reading. But reading comprehension instruction is more than an assignment. We can teach kids how to think effectively when reading. Teach strategies.

6. Comprehension strategy instruction is different than comprehension skills instruction. Strategies are intentional and complex. Skills are cause and effect, categorize, compare and contrast, fact and opinion, etc. Strategies are summarizing, questioning, story mapping, monitoring, etc.

7. Combination of strategies are best.

8. Clear explanations matter. Students need to learn what, when, how, and why of strategies.

9. Gradual release of control approaches are effective. Modeling and explanation, guided practice and explanation, and independent practice.

10.We don’t have all the strategies. Strategies are about taking intentional mental actions to understand a text.

We can improve the reading lives of children by providing students with exemplary narrative and expository texts on which to practice their reading strategies.

Anita Archer

I had the opportunity to attend a conference this summer where the presenter was Anita Archer. She is amazing. Talk about a master teacher. She totally understands the importance of student engagement and explicit instruction. The topic of her conference was Explicit Instruction: Effective and Efficient Teaching. Below are some brief quotes and bits of information she presented…

Underlying Principles of Explicit Instruction

Variables related to student achievement/learning:

· Optimizing Academic Learning Time

· Optimizing Content Coverage

· Grouping for Instruction

· Scaffolding Instruction

· Addressing Different Forms/Levels of Knowledge

Guided and supported practice results in high levels of student success.

The more student responses required, the more they are engaged in the academic task.

The more you teach and how well you teach it = the more students learn

MODEL EVERYTHING!!!

Connect and interact with all students.

Monitor student responses:

WALK AROUND, LOOK AROUND, TALK AROUND.

Trade books for reading strategies

Summer is quickly coming to an end. Before we know it, school will be back in session. Teachers all over are gearing up for the new year by preparing amazing lessons to assist students in learning.

Strategy instruction is key when teaching reading. I love using trade books as I teach, so I was really excited to find this list of books to use to teach some of the different reading strategies. I have included the list for your resource.

Prior Knowledge:

Brenner, Barbara. Thinking about Ants. Illustrated by Carol Schwartz. Mondo, 1997. 32 pages

Jenkins, Steve and Robin Page. What Do You Do with a Tail Like This? Houghton Mifflin, 2003. 32 pages

Ross, Alice and Kent. The Copper Lady. Illustrated by Leslie Bowman. Carolrhoda, 1997. 56 pages

Making Connections:

Ada, Alma Flor. I Love Saturdays y domingos. Illustrated by Elivia Savadier. Atheneum, 2002. 32 pages

Ajmera, Maya and John D. Ivanko. Back to School. Charlesbridge, 2001. 32 pages

Rogers, Fred. Extraordinary Friends. Photographs by Jim Judkis. Putnam, 1999. 32 pages

Questioning:

Browne, Anthony. Into the Forest. Candlewick Press, 2004. 28 pages

Woodson, Jacqueline. The Other Side. Illustrated by E.B. Lewis. Putnam, 2001. 32 pages

Davies, Nicola. Big Blue Whale. Illustrated by Nick Maland. Candlewick, 1997. 27 pages

Visualizing:

Schaefer, Lola M. What's Up? What's Down? Illustrated by Barbara Bash. Greenwillow Books, 2002. 32 pages

Karas, G. Brian. Atlantic. Putnam, 2002. 32 pages

Medearis, Angela Shelf. Our People. Illustrated by Michael Bryant. Atheneum, 1994. 32 pages

Inferring:

Kasza, Keiko. My Lucky Day. Putnam, 2003. 32 pages

Simont, Marc. The Stray Dog. From a true story by Reiko Sassa. HarperCollins, 2001. 32 pages

Wiesner, David. Tuesday. Clarion, 1991. 32 pages

Summarizing:

Goldin, Augusta. Ducks Don't Get Wet. Illustrated by Helen K. Davie. (Let's-Read-and-Find-Out Science) HarperCollins, 1999. 32 pages

Markle, Sandra. Creepy, Crawly Baby Bugs. Walker, 1996. 32 pages

Rylant, Cynthia. Mr. Putter and Tabby Stir the Soup. Illustrated by Arthur Howard. Harcourt, 2003. 48 pages