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Text of the page (random words):
pers allow this is as true for young students learning basic writing skills as it is for middle and high schoolers developing more advanced literary ability integrating the active nature of blogging into the classroom can be done in several ways each with its own advantages students may have their own individual blogs or teachers can start a collaborative classroom blog to bring a class together on a particular project the key is making use of the unique learning opportunities offered by blogs student blogs journaling has been a typical classroom activity for many years as technology advances individual student blogs become the next logical step blogs offer a sense of community not found with paper journals when journaling for class students know that the teacher is the only person who is going to be reading their work however with blogs students can read each other s posts thereby creating a network of classmates who also have the opportunity to respond to the writing of their peers this encourages students to really think about what they re writing and put effort into presenting ideas in a clear comprehensible manner through continued use a blog can improve student articulation and critical thinking skills how does this translate to comprehension writing blog posts involves careful consideration of content a good blogger doesn t simply cobble a post together throw in a few links and call it done on the contrary blogging involves the same critical thought as traditional classroom writing projects students who blog have to take the time to consider what they re writing about and work out how to best present their opinions and ideas in order to do this with clarity students have to develop a solid grasp of the subject on which they re writing collaborative blogs teachers can also create a collaborative or community blog for their students the most important difference between this and individual student blogging is the ability of the teacher or instructor to easily moderate posts and comments most blogging platforms allow for the creation of a main or administrator account that can control the overall flow of activity on a blog with this option teachers set parameters so that they can review each piece of content before it appears on the blog thus eliminating the possibility of inappropriate material going live moderation makes it possible to use collaborative blogging even with young children an instructor moderated blog in which the entire class can participate opens the door to endless possibilities teachers can post writing prompts or discussion questions and have students respond in the comments section thus creating an open forum for discussion this free flow of ideas requires the same sort of careful thought that students should be applying to everyday classroom discussions however having to articulate their answers through writing encourages students to slow down and consider the words they re using a comprehensive knowledge of the subject at hand is also required to facilitate interaction and promote the academic sharing of ideas since it s possible to post a blog comment from anywhere community blog activity isn t restricted to the block of time reserved for a subject during the school day when at home both students and teachers participating in a blog can take the time to write thorough thoughtful posts and comments as well as respond to each other in ways that aren t possible during class this further aids comprehension in that teachers can provide more in depth information for students to read on their own time along with links for further reading blogs vs research papers the thought of a traditional research paper makes most students groan in anticipation of long hours spent at the library mountains of notes and the final frantic scramble to bring everything together while traditional research is still very important for students to practice teachers should consider the benefits that blogging has over bigger writing projects the fact that a blog post isn t as long as a whole paper is a plus rather than having to wade through page after page of information both students and teachers can break a subject down into manageable chunks students get the luxury of using the internet to do research on their own time and teachers are spared having to read and correct sheaves of lengthy reports it s also much easier for teachers to check the sources used by students in blog posts given that links are included right with the writing rather than being listed in the ubiquitous bibliography pages at the end of a traditional paper additionally knowing that the teacher is going to be checking their work this closely should motivate students to find quality information and put together thoughtful blog posts student blog posts have the potential to be more comprehensive and original than a paper comprised mostly of information regurgitated from sources that the teacher may never see posted by sharon taberski at 1 32 pm 7 comments email this blogthis share to x share to facebook share to pinterest saturday july 9 2011 a highly recommended book on reading comprehension just a brief post to recommend a professional book that i think every elementary grade teacher should own it s called teaching reading comprehension to students with learning difficulties by janette k klingner sharon vaughn and alison boardman this short volume offers clear practical and research based practices to improve students comprehension and in this age of high teacher accountability and standards this may be just what we need to keep ourselves grounded and feeling confident that we are doing the very best for our students it s one that i keep at the very top of my pile posted by sharon taberski at 8 03 am 4 comments email this blogthis share to x share to facebook share to pinterest labels comprehension wednesday june 29 2011 retelling as written response ideas this post is based on a question lisa posed in the june 25th comment box dear lisa i think you re right on when you have your ell first graders talk about the book you ve read aloud before asking them to respond in writing the types of guided responses you ve asked them to make and the prompts you ve provide seem varied and developmentally appropriate and i totally get how this is so much more difficult when they attempt them on their own this is always the case and as you well know their skill develops over time so we need to be patient let s focus for a moment on the retelling part of your question you ve expressed concern that asking kids to retell stories would be tedious and boring it may be but the extend to which it actually is depends on how often we ask them to retell and the types of retelling we engage them in two things need to come into play first we need to balance written responses with oral responses such as readers theater book talks etc and visual representations such as making pictures character maps etc second we need to expand the scaffolds we provide for students as they retell you mention b eginning m iddle e nd b m e as one scaffold in the next step in guided reading jan richardson offers two others that work with early readers such as yours they are s omebody w anted b ut s o s w b s and the five finger retell here s how richardson describes s w b s the students write a one sentence summary using the s w b s scaffold at first you will need to help students write this response but eventually you should be able to say write a somebody wanted but so for this story somebody who is the story about wanted what did this character want but but what happened so how did it end what happened next the response should be written in a complete sentence as students write independently you should circulate among the group and scaffold students who need your help in addition richardson discusses the five finger retell where each finger represents one aspect of story grammar thumb the characters are 1 st finger the setting is tall finger the problem is ring finger the events are what happened first next then little finger at the end since your students are young and ell this is a scaffold you would introduce and initially use in whole class settings however as the students get the hang of it you might ask them to write about one finger with enough detail and perhaps a picture to show they understand how it works with the story as a whole and of course they will need multiple demonstrations of what you mean i close with this reminder while responses to text written and otherwise are important and should be something kids do during their independent reading time of day we need to remember that providing voluminous opportunities for them to read just right books is still our number one priority kids can t improve their reading if they don t read posted by sharon taberski at 8 46 am 2 comments email this blogthis share to x share to facebook share to pinterest labels retelling in writing sunday june 12 2011 daniel willingham podcast background knowledge and reading strategies i was going through some files preparing for an institute i m doing this week in ohio and came across a link to a podcast given to me by a soul mate teacher in portland oregon well i finally listened to all 15 minutes of it and am so glad i did it s daniel willingham talking about background knowledge how important background knowledge is and how comprehension strategy instruction is being over done now that you have a bit more time assuming you ve already begun your well deserved summer break take your laptop on your deck grab a cool drink and listen bet it will start you thinking about next year posted by sharon taberski at 9 57 am 10 comments email this blogthis share to x share to facebook share to pinterest labels background knowledge comprehension strategies older posts home subscribe to posts atom sharon taberski a teacher for twenty eight years i currently work in districts across the country helping teachers set up reading and writing workshops and think systematically about how to accomplish their goals you may already be familiar with some of my ideas from reading on solid ground strategies for teaching reading k 3 my first book with heinemann my new book is comprehension from the ground up simplified sensible instruction in the k 3 reading workshop me showing eva s butterfly the sights in times square see jan 24th post the story map that goes with my jan 27th post in front of john steinbeck s childhood home in salinas ca total pageviews search this blog blog archive 2011 67 october 1 technology in schools a time and place august 2 july 2 june 3 may 4 april 10 march 14 february 15 january 16 followers short and sweet chapter books younger elementary grade readers zapato power series by jacqueline jules the andy shane series by jennifer richard jacobson franny k stein mad scientist series by jim benton not my dog by colby rodowsky ivy and bean series by annie barrows little house on the prairie chapter book series by laura ingalls wilder and renee graef ready freddy series by abby klein 26 fairmont avenue series by tomie depaola flat stanley s worldwide adventures series by sara pennypacker captain crowe s teeth by eion colfer the time warp trio series jake drake series by andrew clements my weird school daze series by dan gutman houndsley and catina series by james howe maybelle in the soup maybelle goes to tea by katie speck lulu and the brontosaurus by judith viorst the poppy seeds by clyde bulla the paint box kid by clyde bulla the chalk box kid by clyde bulla gooney bird greene by lois lowry stone fox by john reynolds gardiner the gold threaded dress by carolyn marsden the mercy watson series the buddy files by dori hillestad butler the green ghost by marion dane bauer short and sweet chapter books older elementary grade readers joey pigza series by jack gantos the miraculous journey of edward tulane by kate dicamillo the strange case of the origami yoda by tom angleberger riding freedom by pam munoz ryan because of winn dixie by kate dicamillo picture books to help kids infer the goat lady by jane bregoli the wednesday surprise by eve bunting charlie anderson by barbara ambercrombie the paper bag princess by robert munsch elephant and piggy books by mo willems hurricane by david weisner those shoes by maribeth boelts tight times by barbara shook hazen books to help kids visualize the eyes of gray wolf by jonathan london red sings from treetops by joyce sidman a quiet place by douglas wood atlantic by g brian karas in november by cynthia rylant twilight comes twice by ralph fletcher hurricane by jonathan london the chicken chasing queen of lamar county by patricia harrington saturdays and teacakes by lester laminack the five dog night by eileen christelow down the road by alice schertle hailstones and halibut bones by mary o neill owl moon by jane yolen i m in charge of celebrations by byrd baylor books that give kids something to think and talk about the goat lady by jane bregoli voices in the park by anthony browne martina the beautiful cockroach by carmen agra deedy the yellow star by carmen agra deedy 14 cow for america by carmen agra deedy how to heal a broken wing by bob graham fly away home by eve bunting the three questions by jon muth professional books i mention and recommend 35 strategies for guiding readers through informational texts by b moss and v s loh creating lifelong readers through independent reading by terrell young and barbara moss the book whisperer by donalyn miller a celebration of literature and response research based strategies for english language learners k 8 by denise rea and sandra mercuri how the brain learns by david sousa comprehension connections bridges to strategic reading by tanny mcgregor popular posts technology in schools a time and place i know it s been a while sorry i just had to share this letter with you and an accompanying new york times article that chapter books short and sweet do you feel that you re working too hard at getting kids to understand books they re reading independently are you concerned that there s n picture walks kwl and drta and the winner is an interview with dr kay stahl i can t wait to share this voice of literacy podcast with you i d listened to it when it was first broadcast in 2009 but s book selection for independent reading reading conferences yes book shopping days no let me state right off that while i m a huge fan of shopping for clothes shoes cosmetics etc i m not a fan of book shopping days where retelling as written response ideas this post is based on a question lisa posed in the june 25th comment box dear lisa i think you re right on when you have your ell f books to help kids visualize ask sharon an advice column for teachers on february 25 th michele wrote i am looking for some really good books to teach visualization with my second grade kiddos do you have an don t assume too much we often assume kids know more tha...