Wednesday, June 20, 2012
Wednesday, April 30, 2008
A Big Thank You!
Project RAISSE has been a wonderful experience for Gilbert High School. I cannot thank the participants enough for all of the hard work, dedication and commitment to this project. As you reflect on how Project RAISSE changed you as a professional educator and your view on reading and literacy, remember that student achievement is our utmost priority. Implementing these best practices in your instruction and presentation will promote the effort in helping students find success in your content area.
Saturday, April 26, 2008
Small Triumph
Okay, a small triumph to report! We started Scribbler of Dreams, a modern-day version of Romeo and Juliet, about a week before we began our research projects. We read Romeo and Juliet last semester, and this semester, we decided to continue our study of forbidden love through this modern novel and through research. Well, when we began reading the book, I had several very vocal girls in my second block class who were really not interested in this book. Everyday that week when we pulled out the novels to start reading, they were very vocal about their dislike for this story. Now they are loving it! They cannot wait to read the novel everyday, and they are volunteering to read out loud. I love it when the students are won over!!
Great Research Experience. . .
So, we’ve finished our rough draft of our research papers and I think this may be the first time ever that I have received 95 percent (or maybe more) of my students papers. I usually have a fairly large number of students who just DO NOT do the assignment. I really think our media assistant’s webpage that she created helped the students find their information more quickly so that they had time to get the bibliography and the essay completed. I’ve had our media specialist pull books before for the students, but I haven’t had her compile groups of websites for each topic. One she compiled her wiki space site, I knew right away that the students could just go to these sites and quickly find their information, rather than spending hours and hours surfing through Google. Also, Debra, our English resource teacher, really helped her students in her class to draft outlines, and think of questions to answer for each topic. She is AWESOME!! These two ladies helped the students do such a great job on their papers. I even had a few of these special education students who went around the computer lab after they finished their papers and helped the other students with their research projects!!!
Grading Portfolios
I just had to write--eventhough it is 12:30 A.M. on a Saturday morning. I brought the portfolios of my two study groups home with me to grade. I turn them in to USC on Monday, so of course, I am not grading them until the weekend before--you teachers understand that, right??? Well, I certainly didn't imagine that I'd be grading them on Friday night! However, that is EXACTLY what happened.
I brought them into the house to clean out the car for my usual weekend job--carting my kids around to various activities. I casually picked up one notebook to flip through--and was HOOKED!
Each one of my ten study group members' portfolios was wonderful. I could hardly believe all that we'd done together--must less how much they'd done on their own that they hadn't even had time in study group to share (though we certainly had already shared a LOT there!).
Best of all, when I read the year-end reflections, I was thrilled. The students at GHS--and PHS, too, I am sure--are so fortunate! Ultimately, they are the ones who benefit from the enthusiasm, comaraderie, "tool box" of strategies, and new knowledge of books that was demonstrated in each portfolio I read.
Not only was I inspired enough to stay up til the A.M. hours to read these, I just had to share my excitement! Now. . . I just hope someone reads this since you are all through with your blogging "requirements."
Congratulations to all RAISSERS!! and their students!!
I brought them into the house to clean out the car for my usual weekend job--carting my kids around to various activities. I casually picked up one notebook to flip through--and was HOOKED!
Each one of my ten study group members' portfolios was wonderful. I could hardly believe all that we'd done together--must less how much they'd done on their own that they hadn't even had time in study group to share (though we certainly had already shared a LOT there!).
Best of all, when I read the year-end reflections, I was thrilled. The students at GHS--and PHS, too, I am sure--are so fortunate! Ultimately, they are the ones who benefit from the enthusiasm, comaraderie, "tool box" of strategies, and new knowledge of books that was demonstrated in each portfolio I read.
Not only was I inspired enough to stay up til the A.M. hours to read these, I just had to share my excitement! Now. . . I just hope someone reads this since you are all through with your blogging "requirements."
Congratulations to all RAISSERS!! and their students!!
Wednesday, April 23, 2008
Opportunity for Publishing Students' Work
Are you guys familiar with the magazine Teen Ink? It is a really cool magazine that only includes the writings and artwork of youth. Students really enjoy reading writings done by their contemporaries.
Your own students can submit their writing--no matter the genre. The magazine is available to schools and can be purchased as individual subscriptions are classroom-set orders. The subscriptions are not all that expensive. Ask an English teacher at your school; we get samples all the time.
There are also a lot of other publishing opportunities. See you English department chair for suggestions. Sometimees offering a child an opportunity to publish makes them work harder and write more! That's always a good thing.
Your own students can submit their writing--no matter the genre. The magazine is available to schools and can be purchased as individual subscriptions are classroom-set orders. The subscriptions are not all that expensive. Ask an English teacher at your school; we get samples all the time.
There are also a lot of other publishing opportunities. See you English department chair for suggestions. Sometimees offering a child an opportunity to publish makes them work harder and write more! That's always a good thing.
Tuesday, April 22, 2008
All Over
RAISSE is over and I hate to say that I am some what relieved. I have learned so much from RAISSE. However, this has been a really overwhelming year for me. This year was my first offical full year as a teacher and boy, oh, boy has it be a ride. I am so ready for the summer, as I am sure many of my collegues are very ready too! RAISSE really has made me a better teacher. I try to incorporate RAISSE strategies into my classroom more frequently. I also have to say that students seem to enjoy a lot of what I incorporate with these strategies. I send a big thank you to all the group leaders who did such a wonderful job keeping all of us on track.
Rubrics
I have to say rubrics are such a pain to create. If you are like me, it takes forever to get them just right any way. However, once you have a good rubric, they are wonderful tools to have. You can just simply change a word or two here or there from semester to semester. Rubrics really make grading a lot easier. I have also made a few rubics that come back to bite me. Once I made a rubric that really did not give students the clear understanding of a product that I was looking for. Students turned in some pretty rough looking projects, but I had to give them a grade based on the rubric. So it was a lesson well learned.
Using picture books in secondary classrooms
Here is another great article that I found in the process of doing my thesis.
AUTHOR:
CYNDI GIORGIS
TITLE:
The Power of Reading Picture Books Aloud to Secondary Students
SOURCE:
The Clearing House 73 no1 51-3 S/O 1999
VALUE OF READING PICTURE BOOKS ALOUD:
Few secondary students remember having seen a picture book since entering middle or high school, much less having had one read aloud to them. A recent study of secondary teachers (Duchein and Mealey 1993) indicated that more than two-thirds of those interviewed were read to prior to beginning school and more than half were read to by primary teachers, but the practice had ceased for most by third grade. Teachers who did read aloud during grades four to six and into middle and high school, however, made significant, positive, and long-lasting impressions on their students. As one seventh grader whom I worked with said, "It felt odd at first because I haven't had a teacher read a picture book to me in a long time. Most people think that we are too old for picture books, but it's interesting to listen to them." The perception is that picture books have either no value at the secondary level or that reading such books aloud should be reserved for children still in the early stages of their literacy development.Research studies over the years have also supported the positive correlation between a student's being read to and his or her own ability as a reader and writer. Unfortunately, many teachers believe that once students begin reading independently, the process of reading aloud to them should end. One secondary teacher in a college literature class recently asked, "Why should I read to my students when they can read for themselves?" Again, studies show that older students who have experienced reading aloud realize "the power of the spoken word and the bond that develops between speaker/oral reader and audience" (Megyeri 1993, 186).When secondary teachers read picture books aloud, it is important that they read the entire book rather than a few pages or brief excerpt. Students gain numerous perspectives through text and illustration that they would not if one or two pages were taken out of context. A case in point is The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith. This story is told from the wolf's point of view (allowing the teacher to elucidate the literary element of point of view) and is effective with older students because they are familiar with the traditional story of "The Three Little Pigs" and they connect to the sophisticated humor in the story and illustrations. Reading the whole book conveys to students that the teacher values literature in its entirety.
HOW TO SELECT PICTURE BOOKS:
Reading aloud to students should occur in all secondary classrooms, not just language arts classes. A number of recently published picture books deal with issues and concerns of today's middle and high school students. These books can be integrated successfully into social studies, language arts, math, science, music, and art (see figure 1). Picture books have been published that focus on historical issues such as the Holocaust, Japanese internment, slavery, Westward expansion, and the Lowell (Massachusetts) mills. In addition, many excellent picture book biographies highlight scientists, explorers, artists, and musicians from the past and present. Teachers searching for books to support the discussion of societal issues such as drugs, homelessness, and suicide will find picture books that present these difficult topics in an powerful format that is meaningful and accessible to all students.When selecting a picture book to read aloud, the teacher should be clear about his or her intended purpose. Books with an interesting story and appealing illustrations are key to the success of the read-aloud. Recommendations from other teachers and librarians are a good place to begin to locate picture books, although what may have worked well in one classroom or the library does not necessarily work with another group of students. Knowing the students and what may appeal to them is critical. Teachers should also select a book that they themselves enjoyed because their enthusiasm for the story will become evident once they begin reading it aloud. Finally, teachers should never assume that the meaning derived from a picture book is bound to be simplistic. Some powerful discussions in secondary classrooms can evolve from the reading of a picture book.
STRATEGIES FOR READING ALOUD:
Teachers at the secondary level will often read aloud poetry, short stories, or brief passages from novels. Yet, many times when a secondary teacher brings a picture book to the classroom, he or she apologizes to the students and tries to explain the reasons for bringing a book for "little kids" to the class. Students immediately perceive that they are going to be "read down to" and often are put off by the experience. If students reject picture books in their classroom, the question should be raised as to how the book was introduced. If the picture book is explained as an inferior text, then students will develop a negative mindset before the reading occurs, and the experience is doomed to failure.Also, it is critical that a teacher actually use the term picture book. Recently, during a workshop on literature, a middle school teacher stated that she preferred to call them "short stories" rather than picture books so that her students didn't reject them. However, a knowledgeable teacher who has read, and seen the potential for reading, picture books aloud should not pretend that the books are anything but picture books. By explaining to students how text and illustrations work in concert to create meaning, teachers will help students come to accept picture books as commonplace in the classroom.When students see themselves and their life experiences in the books that are read aloud to them--such as the sibling rivalry found in Patricia Polacco's My Rotten Red Headed Older Brother--the reading experience becomes much more meaningful. Picture books may cause students to reflect on values, both materialistic and altruistic, by discussing a book such as The Table Where Rich People Sit by Byrd Baylor. In that story, the protagonist initially bemoans the fact that her parents make very little money. She comes to realize, however, that true wealth has nothing to do with money. At times, reading a powrful picture book to secondary students may push them in their thinking because many of these books deal with complex issues.When the picture book presents a historical perspective, it is critical that the teacher provide a context for the reading. The power of reading aloud Richard Wright and the Library Card by W. Miller, a story focusing on an incident taken from Wright's novel Black Boy about his inability as a black man in the South to check out books from the public library during the 1920s, will be lost if students are not provided with the historical context in which to place the story. The same is also true of Sarah Stewart's The Gardener, set during the Depression and written in a letter format telling of a young girl's attempts to create a garden that will cheer up her seemingly crabby uncle. Once students have an understanding of the time period, they will be able to derive meaning from the text and illustrations.An important reason for reading a picture book aloud is that the story can be shared in one class sitting, an ideal situation in secondary schools, where class periods are often brief and reading and response to picture books is possible within a single period. Of course, the book can be reread time and again, but the impact will be lost if the story is carried out over several days.
CONCLUSION:
Reading aloud to middle and high school students demonstrates a teacher's enthusiasm for reading, an attitude that can be contagious (Richardson 1994). Hearing a good story read aloud often piques the interest of the most reluctant reader, who will then become an active listener and, possibly, a more willing reader. As one high school student said, "My outlook on picture books is that I feel it is important to keep these books throughout our school years. Although these books are thought to be only for elementary students, they are a nice way to inspire another story or use as a tool to help you open your creative doors. With all the stress and homework of high school, it's nice to have someone read you a story."
AUTHOR:
CYNDI GIORGIS
TITLE:
The Power of Reading Picture Books Aloud to Secondary Students
SOURCE:
The Clearing House 73 no1 51-3 S/O 1999
VALUE OF READING PICTURE BOOKS ALOUD:
Few secondary students remember having seen a picture book since entering middle or high school, much less having had one read aloud to them. A recent study of secondary teachers (Duchein and Mealey 1993) indicated that more than two-thirds of those interviewed were read to prior to beginning school and more than half were read to by primary teachers, but the practice had ceased for most by third grade. Teachers who did read aloud during grades four to six and into middle and high school, however, made significant, positive, and long-lasting impressions on their students. As one seventh grader whom I worked with said, "It felt odd at first because I haven't had a teacher read a picture book to me in a long time. Most people think that we are too old for picture books, but it's interesting to listen to them." The perception is that picture books have either no value at the secondary level or that reading such books aloud should be reserved for children still in the early stages of their literacy development.Research studies over the years have also supported the positive correlation between a student's being read to and his or her own ability as a reader and writer. Unfortunately, many teachers believe that once students begin reading independently, the process of reading aloud to them should end. One secondary teacher in a college literature class recently asked, "Why should I read to my students when they can read for themselves?" Again, studies show that older students who have experienced reading aloud realize "the power of the spoken word and the bond that develops between speaker/oral reader and audience" (Megyeri 1993, 186).When secondary teachers read picture books aloud, it is important that they read the entire book rather than a few pages or brief excerpt. Students gain numerous perspectives through text and illustration that they would not if one or two pages were taken out of context. A case in point is The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith. This story is told from the wolf's point of view (allowing the teacher to elucidate the literary element of point of view) and is effective with older students because they are familiar with the traditional story of "The Three Little Pigs" and they connect to the sophisticated humor in the story and illustrations. Reading the whole book conveys to students that the teacher values literature in its entirety.
HOW TO SELECT PICTURE BOOKS:
Reading aloud to students should occur in all secondary classrooms, not just language arts classes. A number of recently published picture books deal with issues and concerns of today's middle and high school students. These books can be integrated successfully into social studies, language arts, math, science, music, and art (see figure 1). Picture books have been published that focus on historical issues such as the Holocaust, Japanese internment, slavery, Westward expansion, and the Lowell (Massachusetts) mills. In addition, many excellent picture book biographies highlight scientists, explorers, artists, and musicians from the past and present. Teachers searching for books to support the discussion of societal issues such as drugs, homelessness, and suicide will find picture books that present these difficult topics in an powerful format that is meaningful and accessible to all students.When selecting a picture book to read aloud, the teacher should be clear about his or her intended purpose. Books with an interesting story and appealing illustrations are key to the success of the read-aloud. Recommendations from other teachers and librarians are a good place to begin to locate picture books, although what may have worked well in one classroom or the library does not necessarily work with another group of students. Knowing the students and what may appeal to them is critical. Teachers should also select a book that they themselves enjoyed because their enthusiasm for the story will become evident once they begin reading it aloud. Finally, teachers should never assume that the meaning derived from a picture book is bound to be simplistic. Some powerful discussions in secondary classrooms can evolve from the reading of a picture book.
STRATEGIES FOR READING ALOUD:
Teachers at the secondary level will often read aloud poetry, short stories, or brief passages from novels. Yet, many times when a secondary teacher brings a picture book to the classroom, he or she apologizes to the students and tries to explain the reasons for bringing a book for "little kids" to the class. Students immediately perceive that they are going to be "read down to" and often are put off by the experience. If students reject picture books in their classroom, the question should be raised as to how the book was introduced. If the picture book is explained as an inferior text, then students will develop a negative mindset before the reading occurs, and the experience is doomed to failure.Also, it is critical that a teacher actually use the term picture book. Recently, during a workshop on literature, a middle school teacher stated that she preferred to call them "short stories" rather than picture books so that her students didn't reject them. However, a knowledgeable teacher who has read, and seen the potential for reading, picture books aloud should not pretend that the books are anything but picture books. By explaining to students how text and illustrations work in concert to create meaning, teachers will help students come to accept picture books as commonplace in the classroom.When students see themselves and their life experiences in the books that are read aloud to them--such as the sibling rivalry found in Patricia Polacco's My Rotten Red Headed Older Brother--the reading experience becomes much more meaningful. Picture books may cause students to reflect on values, both materialistic and altruistic, by discussing a book such as The Table Where Rich People Sit by Byrd Baylor. In that story, the protagonist initially bemoans the fact that her parents make very little money. She comes to realize, however, that true wealth has nothing to do with money. At times, reading a powrful picture book to secondary students may push them in their thinking because many of these books deal with complex issues.When the picture book presents a historical perspective, it is critical that the teacher provide a context for the reading. The power of reading aloud Richard Wright and the Library Card by W. Miller, a story focusing on an incident taken from Wright's novel Black Boy about his inability as a black man in the South to check out books from the public library during the 1920s, will be lost if students are not provided with the historical context in which to place the story. The same is also true of Sarah Stewart's The Gardener, set during the Depression and written in a letter format telling of a young girl's attempts to create a garden that will cheer up her seemingly crabby uncle. Once students have an understanding of the time period, they will be able to derive meaning from the text and illustrations.An important reason for reading a picture book aloud is that the story can be shared in one class sitting, an ideal situation in secondary schools, where class periods are often brief and reading and response to picture books is possible within a single period. Of course, the book can be reread time and again, but the impact will be lost if the story is carried out over several days.
CONCLUSION:
Reading aloud to middle and high school students demonstrates a teacher's enthusiasm for reading, an attitude that can be contagious (Richardson 1994). Hearing a good story read aloud often piques the interest of the most reluctant reader, who will then become an active listener and, possibly, a more willing reader. As one high school student said, "My outlook on picture books is that I feel it is important to keep these books throughout our school years. Although these books are thought to be only for elementary students, they are a nice way to inspire another story or use as a tool to help you open your creative doors. With all the stress and homework of high school, it's nice to have someone read you a story."
Literacy as blogging!
I am currently working on a Masters degree, and one of the requirements is that I complete a thesis. I have found many interesting articles. Here is one on how blogging is used to help increase literacy in the classroom. If you would like the entire article, it can be found through DISCUS.
Collaborative literacy: blogs and Internet projects.(TECHNOLOGY IN LITERACY EDUCATION).
Author(s):Erica Boling, Jill Castek, Lisa Zawilinski, Karen Barton and Theresa Nierlich.
Source:The Reading Teacher 61.6 (March 2008): p504(3). (1625 words) Reading Level (Lexile): 1250.
Document Type:Magazine/Journal
Full Text :COPYRIGHT 2008 International Reading Association Inc.
Popular technologies offer new and exciting ways to capitalize on the strengths of authentic writing, the power of the writing process, and the engagement of collaborative writing. In this column, we showcase students using some of these new technologies. The first vignette focuses on using blogs in the classroom. Blogs are websites that allow individuals to create personal webpages of text, pictures, graphics, videos, and other multimedia with the same ease as creating a word processing document. Unlike traditional websites, however, they provide a space where people can post comments and engage in online conversations. The second vignette illustrates the power of collaborative writing using Internet projects.
Classroom Blogging (by Erica Boling)
Collaborative literacy: blogs and Internet projects.(TECHNOLOGY IN LITERACY EDUCATION).
Author(s):Erica Boling, Jill Castek, Lisa Zawilinski, Karen Barton and Theresa Nierlich.
Source:The Reading Teacher 61.6 (March 2008): p504(3). (1625 words) Reading Level (Lexile): 1250.
Document Type:Magazine/Journal
Full Text :COPYRIGHT 2008 International Reading Association Inc.
Popular technologies offer new and exciting ways to capitalize on the strengths of authentic writing, the power of the writing process, and the engagement of collaborative writing. In this column, we showcase students using some of these new technologies. The first vignette focuses on using blogs in the classroom. Blogs are websites that allow individuals to create personal webpages of text, pictures, graphics, videos, and other multimedia with the same ease as creating a word processing document. Unlike traditional websites, however, they provide a space where people can post comments and engage in online conversations. The second vignette illustrates the power of collaborative writing using Internet projects.
Classroom Blogging (by Erica Boling)
Articles
I love using articles in my classroom. Many times I will pick something off the news or something that I came accross on the internet that is interesting and relates to my classes. This has been a great way to start some good conversation in my classroom. Students seem to enjoy a lot of the articles that I bring in. I even have some students that will bring in things that they have found. I had a student bring in a flyer from a doctor's office. It really had great information. Articles have also helped me bring a real world aspect to the material that I teach.
Buying Books
I am really excited about buying books for my classes. I plan on going to Books-A-Million and looking for lots of books that relate to my classes. I am a little nervous that $100 will go very fast though. I bought a few books at the flea market, and I have noticed that many students just pick the books up casually in my room. It is very exciting for me to see students wanting to read more. I know buying more books for my room will peak their interest a little more.
Friday, April 18, 2008
Bloging Reflection
After searching for the past 4 days for all of my blogs, I have realized that I have spent more time looking for blogs than I spent writting them. I could not find all 8 posts for the life of me. So here I am blogging to reflect on my blogging experience. Most teachers had great input and advice for each other and I hope that my blogging helped them somehow. There are many new and exciting things that I try everyday to make class exciting and refreshing. The best advice that I could give anyone is to start each period with a smile on your face and an upbeat attitude no matter what it is that you may be dealing with that day: stress, loss of sleep, etc. The students deserve to have a positive uplifting teacher everyday! Try to make this a priority. We deserve the same as teachers, but often don't receive this - so don't get your hopes up. Hope everyone enjoyed blogging as much as I did. Happy blogging futures for all.
Wednesday, April 16, 2008
Want Books....Lots of Books!
Now it is time to order books for my classes and I need some help. Does anyone know of any great books that would go well with my Health Science classes? I am really looking for "quick reads," "read alouds" or anything that will capture my students' minds. Some topics might include: health careers, diseases, anatomy, physiology, diversity, or anything that future doctors, nurses, lab techs, vets, etc., might need to read. If you have any great ideas, please let me know ASAP...my list is due this week! HELP! :P
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