|
|
 |
|
|
Most of the links
below are from Classroom Flyer: Sponsored by
The
Learning Company's School Division
|
|
|
Book
Read Project:
The Book Read Project connects classrooms who are studying the
same texts. It also connects the classes to the author in many
instances. This project helps to improve the appreciation, discussion
and understanding of literature, while also promoting telecommunications
as an effective learning tool. Helping
Children Learn to Read:Educator
and author Susan Levene provides current information on the stages
of reading, diagnosing slow learners, intervention techniques
and suggestions for reading difficulties. You can download the
document in MS Word. Doucette
Index: K-12 Literature-based Teaching Ideas:
One of those sites that get bookmarked and used often. It offers
various resources for a lengthy list of novels in all grades,
with teaching guides, activities, lessons, units, etc. Enter the
title and author (and/or illustrator) to search for teaching ideas
on the book you are studying. For internet-accessible sites, make
sure you check "Show Websites Only" box. Reading
Comprehension Worksheets and Organizers:
This site includes many resources for aiding reading comprehension:
focus sheets, graphic organizers, story graphs, domes, sequencing,
semantic mapping and more. The
Venn Diagram & Reading: How
to use the Venn diagram to visually focus questions and topics
in reading and literature. Reading
Comprehension:
This excellent article addresses how to increase reading comprehension,
with strategies and activities also suggested. Assessment tools
are also analyzed. The site provides a quality guide for reading,
comprehension and literature activities. Online
Almanac: Everything
an almanac usually carries is here, but online. It also offers
a special features category with highlighted and timely articles.
Scholastic Your students can chat with authors,... and more (I'm sure you know the book publisher) The Reading Workshop What on Earth is a Reading Workshop? The author of this page defines the concept of a reading workshop as well as why it works, and offers typical activities to be included in such a project. Reading Workshop Review the benefits of creating a Reading Workshop, and a brief list of characteristics of a successful workshop. Reading Strategies Workshop: Find several potential strategies with which to approach student reading responses, as well as activities designed to enhance reading comprehension and feedback. The Book List Children's
Literature - Best Books Lists
Everyone has an opinion about what kids should (or shouldn't) read. |
|
|
Teaching Reading from an experienced teacher... "When I taught in the primary grades, I found that teaching the process was of extreme importance. I tried to use a 5 - 7 day lesson plan. All students worked on the same step, instead of letting them work at their own pace. Since I had no aide or other qualified adult to help me, I found that this amount of structure helps cut down on the discipline problems and actually keeps students on task more. The finished products were also better. Here's the plan that I used: Day 1: Idea Day -- I used a web or other teacher-devised worksheet to help students develop their ideas. In the beginning, with little ones, they could even write the same ideas as you, or do this as a whole-class writing project. (Also, tape-record your lesson(s) so students who are absent can listen and catch up with the rest of the class.) Day 2: Rough Drafts -- I model writing the draft on the overhead projector as a minilesson, first. I make sure that I misspell words and make some grammar and punctuation mistakes. Then, students use their webs, etc., to write their story. Teacher roams room to help with spelling or anything else. (I also give students an alphabetized spelling checksheet with frequently- used words for our district. When a child needs a word to be spelled, I write it in this checksheet. Phonetic spelling is strongly encouraged, but sometimes students INSIST on the correct spelling. Dictionaries may be used, but at this level, students spend more time looking than writing. When students have finished their rough drafts, they may do journal writing or read quietly. They DO NOT move to the next step in the writing process. Days 3, 4, and maybe 5: I give every student a number. I pair students together. I divide the number of students by the number of days that I need to spend on this activity. I model how to proofread papers on the overhead using my paper or another fictional student's work. If I had 20 students in the class, I might select the papers from students numbered from 1 to 7 on the first day, numbers 8 - 14 on the next day, and numbers 15 - 20 on the third day for proofing. Only the first group of students would take out their papers on the first day. We would then make an "assembly line" where student-pairs would look at and read individual papers. I would sit at a desk alone. Students would be instructed to only mark corrections to student writing if both partners agreed that a correction was needed. Corrections are to be made in pencil. I am the only one who can make a correction in pen. When I say "trade" everyone passes the paper to the next pair. I also pass the sample on. (Before I did it this way, I had students writing mean notes on others' work or making rediculous corrections.) When each paper gets back to the original starting points, the class is over. Papers are returned to their owners. This repeats until all papers have been proofed. "Final Day: Publishing - Students use their proofed papers to write their final copies. Since I have 5 computers, five students may type their stories. (I keep a list of those students and allow the next group of five to type the next week. When all students have typed, we start again.) The rest of the class writes their stories in their best handwriting. When students are finished, they either read or do another activity. They do not begin a new story and launch off on their own. "I devised this plan after years of frustration. I found that when students are allowed to go at their own pace, some students wrote lots and others looked busy and never complete. by: Darlene Richey. She teaches grade 5 at Amanda Elementary School in the Middletown/Monroe (Ohio) City, School District, USA. She has taught for 26+ years. |
|
|
|
|
|
|
Email the
