Dear, Teacher and parents
I want to tell you about the Reading Boot Camp that we have in our class at Rio Vista! The thing we do in the morning is get out our speller. The speller has lots of reading things, Like fluency drills, National Reading Vocabulary, poems, short stories, and a Kung Fu List(Academic Words).The Fuency drills we use them to practice our reading and getting fast at reading. Mr.Taylor put the timer for one minute and when the time is up we see how many words we read in just one minute! We go to other classes and read to kids and show them how to do Reading Boot Camp. We go to the, third graders and to second graders and we go to the kinders to read. To show them how to do reading boot camp!The National Reading Vocabulary has words we need to know. It has fourth grade words ,third grade words, and fifth grade words. The things that really help us learn, a lot, is that a lot of times we put our chair cop cars to read with buddies. Cop cars means that we read with our partners with one chair back words and the other chair the other way,and we start reading the words and making sentences. Daily we have to do sentences from the national reading vocabulary. we write them in cursive three times and then make a sentence with them. The other thing the speller has is poems we read them and memorize them . Like we have one that we practice is one call The Captain's Fether it was fun and i memorize it.The Kung Fu list is a list of hard words . At first they were very hard but then they were easy. I am going to tell you how they became easy. We look them up in the dictonary and then wrote them in flash cards we practice them and they became easy. We also play vocabulary sparkle with them. sparkle means that Mr. Taylor ask us a word from the Kung Fu list and the first one to says what the word maens, gets a gum drop or a fudge roll.The other thing about reading Boot Camp is that we sing songs and use lyrics. We even made a video in google (Youtube). Google is something in the inernet that shows you lots of videos.I think Mr.Taylor is a very good teacher. He is preparing me a lot for fifth grade and i went up seven points on my first map test more what I went up last year for the whole year. Mr.Taylor is a very good teacher and I am greatful with Mr. Talor and I very fortunate to be in this class because i am learning a lot of new things and i think i am going to be very good in this class this year with Mr.Taylor.
Sincerly,
Frida
age 9
Thursday, October 21, 2010
Wednesday, October 20, 2010
The Education Blame Game and Real School Reform
This a an unedited letter from a dear friend that volunteered several times a week for many years! Bob and Joyce helped keep me sane at times and they both share my love of Harry Potter and great literature!
The answer to the problem with education is "all of the above."
However, good teachers with strong wills can and do meet the challenge and actually do an excellent job of educating their students year-after-year.
My wife and I are in our fifth year of volunteering with a fourth grade teacher Mr Taylor who annually starts with a class of fourth graders, 2/3 of whom are below grade level, and ends the year with most of the class at and above grade level. He gets results by emphasizing reading and writing, and holds students responsible for the work assigned. All the students read the same challenging books, stories and poems; they spend a lot of time on vocabulary, take notes, identify the main chapter idea and write a chapter summary every day. They read about six challenging books a year.
He uses the same basic methods used by the successful KIPP schools. He assigns more homework than any of his peers, and holds students responsible for its timely completion. He stresses civility and respect for authority -- without which learning is nearly impossible.
His Title I students perform as well as students in the nearby "rich" area with all top-rated schools.
He gets little or no recognition from his peers or the administration, despite his outstanding results. He irritates parents of non-performing students by regularly calling them to enlist their help. In turn, they complain to the administration. He sends disruptive students out of class and suspends them when necessary.
His peers and the administration attribute his success to "cheating," "teaching to the test," his volunteers, etc., etc.
Fortunately for his students, he puts them first and is determined that every student will make at least one year of progress in his class. Some students make spectacular gains in reading, writing or math. The average student this past year made about three years academic progress.
So, schools can definitely improve with good-to-great, strong-willed teachers -- and without more money. (Although more money would be nice.)
Bob
The answer to the problem with education is "all of the above."
However, good teachers with strong wills can and do meet the challenge and actually do an excellent job of educating their students year-after-year.
My wife and I are in our fifth year of volunteering with a fourth grade teacher Mr Taylor who annually starts with a class of fourth graders, 2/3 of whom are below grade level, and ends the year with most of the class at and above grade level. He gets results by emphasizing reading and writing, and holds students responsible for the work assigned. All the students read the same challenging books, stories and poems; they spend a lot of time on vocabulary, take notes, identify the main chapter idea and write a chapter summary every day. They read about six challenging books a year.
He uses the same basic methods used by the successful KIPP schools. He assigns more homework than any of his peers, and holds students responsible for its timely completion. He stresses civility and respect for authority -- without which learning is nearly impossible.
His Title I students perform as well as students in the nearby "rich" area with all top-rated schools.
He gets little or no recognition from his peers or the administration, despite his outstanding results. He irritates parents of non-performing students by regularly calling them to enlist their help. In turn, they complain to the administration. He sends disruptive students out of class and suspends them when necessary.
His peers and the administration attribute his success to "cheating," "teaching to the test," his volunteers, etc., etc.
Fortunately for his students, he puts them first and is determined that every student will make at least one year of progress in his class. Some students make spectacular gains in reading, writing or math. The average student this past year made about three years academic progress.
So, schools can definitely improve with good-to-great, strong-willed teachers -- and without more money. (Although more money would be nice.)
Bob
Monday, October 18, 2010
Learning to Read and Learning English
Learn English in 20 days!
107 words make up over 50% of the words you read and speak!
1000 words make up 75-80% of the words you read and speak!
1000 words make up 75-80% of the words you read and speak!
5,000 words make up 85-90% of the words you read and speak!
Start with the words you already know that are common in both languages!
Cognate Examples:
English Spanish
accident accidente
accidental accidental
accompany (to) acompañar
acrobatic acrobático(a)
active activo (a)
activities actividades
admire (to) admirar
Complete Cognates for English/Spanish
Build your own English language dictionary with phrases, definitions,
accident accidente
accidental accidental
accompany (to) acompañar
acrobatic acrobático(a)
active activo (a)
activities actividades
admire (to) admirar
Complete Cognates for English/Spanish
Build your own English language dictionary with phrases, definitions,
and important examples of key vocabulary including cognates.
Use the 1000 most used words in English as the foundation of your
self-made language dictionary. The First 100 Source Wiki
a · about · after · all · and · any · an · are · as · at · been · before · be · but · by · can
· could · did · down · do · first · for · from · good · great · had · has · have · her · he ·
him · his ·if · into · in · is · its · it · I · know · like · little · made · man · may · men ·
me · more · Mr · much · must · my · not · now · no · of · on · one · only · or · other
· our · out · over · said ·see · she · should · some · so · such · than · that · the · their
· them · then · there · these · they · this · time · to · two · upon · up · us · very ·
was · were · we · what · when · which ·who · will · with · would · you · your
Full List 1-1000 1000-2000 2000-3000 3000-4000 4000-5000
Dolch word list
From Wikipedia, the free encyclopedia
The Dolch Word List is a list of frequently used words compiled by Edward William Dolch, PhD. The list was prepared in 1936. The list was originally published in his book Problems in Reading in 1948. Under the copyright laws in effect during the time of publication, the Dolch word list is out of copyright.
Dolch compiled the list based on children's books of his era. The list contains 220 "service words" that have to be easily recognized in order to achieve reading fluency in English. The compilation excludes nouns, which comprise a separate 95-word list.
Many of the 220 Dolch words can’t be “sounded out” using common sound-to-letter implicit phonics patterns and have to be learned by sight; hence the alternative term, “sight word." Although the list is divided into grades, for native English speakers, all the words in the Dolch should be mastered by the end of 1st grade
Dolch words
Pre-primer: a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you
Primer: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes
1st Grade: after, again, an, any, as, ask, by, could, every, fly, from, give, giving, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, when
2nd Grade: always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your
3rd Grade: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm
Nouns: apple, baby, back, ball, bear, bed, bell, bird, birthday, boat, box, boy, bread, brother, cake, car, cat, chair, chicken, children, Christmas, coat, corn, cow, day, dog, doll, door, duck, egg, eye, farm, farmer, father, feet, fire, fish, floor, flower, game, garden, girl, good-bye, grass, ground, hand, head, hill, home, horse, house, kitty, leg, letter, man, men, milk, money, morning, mother, name, nest, night, paper, party, picture, pig, rabbit, rain, ring, robin, Santa Claus, school, seed, sheep, shoe, sister, snow, song, squirrel, stick, street, sun, table, thing, time, top, toy, tree, watch, water, way, wind, window, wood
Learn the first 1000 English words making flash cards. Then over time learn
the first 2000 most used English words saying them over and over, writing and
listening. Make flash cards to learn the 200 most used sayings, metaphors,
expressions, cognates, and phrases. Learn the words and phrase by sight,
sound and articulation through repetition.
Reading Boot Camp is used during the first 20 days of school to learn the
basics of English literacy. We spend 120 hours reading, singing, articulating,
writing, and focusing on building the foundations in word and phrase knowledge.
Dear Teachers,
I think the whole school should do READING BOOT CAMP; because I went from a 210 to a 234 (NWEA MAP)my reading lexile went from a 685 to a 1110 in 20 days ! In the morning we out what we call a speller. A speller is a book filled with, fluency drills, poems, national reading vocabulary and kung fu words, kung fu words are academic words by grade level we need to MASTER that are realy hard. Another thing we do is we sit in cop cars cop cars are when one chair is facing one way and the other chair the other way. We do cop cars so both partners could see the text. When we have time we go to 2nd grade classes like Mrs. Kirkendall's class .We also go to Mrs. Benoit's class we even sung a song with them and put it on youtube. We sing songs with them to help them read more fluently ,to help them read with expresion and to help them learn english. Mr.Taylor on the first weeks of school for homework gave us a book with realy hard fairy tailes.That is called the blue fairy book.after READING BOOTCAMP it made reading a book more easy. Another book we read is Because Of Winn Dixie..It's about a girl that just moved to a new place, doesnt have any friends ,that ends up meeting a dog that helps her meet friends. Mr. Taylor gives us all the same book to make sure kids are reading and so our partner can ask us questions and we can under stand the question is about. Are you wondering how we do our fluency test? What we do is we sit in cop cars..Mr.Taylor gives us one minute on the board .And we read the passage. At the end our partner tells us how we did on our words. Mr.Taylor gave us Ameracan juku to help us with our reading comprehension .Juku in Japan is like additional school to them. Vocabulary sparkle is another one of the fun things we did . Vocabulary sparkle is when Mr. Taylor gives us a word and we have to define so we know if we studied the word and we realy studied.We get it right we get a spice drop and if we don't we have to sit down. My favorite reward is Mexican pizza .Mexican pizza is a flour tortilla with cheese pepperoni and jalapenos .the only way you get some is if you work hard . Some songs we have learned are What the world Needs now and Across the universe. We put what the world needs now on youtube .If you think all of that was fun give reading boot camp a chance and tell everyone to do reading boot camp.
Friday, October 15, 2010
Phonics Vs. Whole Language
Phonics Vs. Whole Language
A thought on Phonics vs. Whole Language: A billion people in China, Japan, and other countries that use logographic character-based language have no phonics. How do they learn to read? They learn the character by sight.
Whole Language "The biggest arguments tend to be focused on student interest. Whole Language proponents claim that we may be doing more harm than good when we force our children to learn systematically and intensively with workbooks and basal readers. BORING!!! "
Whole Language as I was taught has at its core, the five component of all best practice reading philosophies. The focus is to use real literature to get to your goal of Literacy. Start with Dr. Seuss and teach phonemic awareness in the context of the literature and move forward, but this may have a point of reciprocity. If 70% of your 4th-5th-6th-grade class is not reading at grade level you may kill the desire to read by using primary literature and beginning reading methods. You must introduce literature that motivates the reader and again teach phonemic awareness in the context of the adolescent literature.
A thought on Phonics vs. Whole Language: A billion people in China, Japan, and other countries that use logographic character-based language have no phonics. How do they learn to read? They learn the character by sight.
Whole Language "The biggest arguments tend to be focused on student interest. Whole Language proponents claim that we may be doing more harm than good when we force our children to learn systematically and intensively with workbooks and basal readers. BORING!!! "
Whole Language as I was taught has at its core, the five component of all best practice reading philosophies. The focus is to use real literature to get to your goal of Literacy. Start with Dr. Seuss and teach phonemic awareness in the context of the literature and move forward, but this may have a point of reciprocity. If 70% of your 4th-5th-6th-grade class is not reading at grade level you may kill the desire to read by using primary literature and beginning reading methods. You must introduce literature that motivates the reader and again teach phonemic awareness in the context of the adolescent literature.
Is Phonics really always the best method for teaching a crude-phonemic based language?
Dyslexics have a real problem dealing with the 4000 phonemics exceptions in common English.
Alphabetics Phonemes and Phonics
PHONEMIC AWARENESS
The knowledge and manipulation of sounds in spoken words.
PHONICS The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS
The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
VOCABULARY DEVELOPMENT
The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES
The understanding of meaning in text.”
The foundations of learning English is the use of 44 Phonemes or sounds of the English Language
learning letter sounds (as distinct from the letter names);
For example, /mm/ not muh, /ss/ not suh, /ff/ not fuh. The letter names can be taught later but should not be taught in the early stages.
learning the 44 sounds and their corresponding letters/letter groups;
The English Alphabet Code 'Key' : 44 phonemes with their common 'sound pattern' representations:
Vowels (19):
|a| mat
|ae| ape, baby, rain, tray, they, eight
|air| square, bear
|ar| jar, fast
|e| peg, bread
|ee| sweet, me, beach, key, pony
|i| pig, wanted
|ie| kite, wild, light, fly
|o| log, orange
|oe| bone, boat, snow
|oi| coin, boy
|oo| book, would, put
|ow| down, house
|or| fork, ball, sauce, law,
|u| plug, glove
|ur| burn, teacher, work, first
|ue| blue, moon, screw, tune
|uh| (schwa) button, computer, hidden, doctor
|w| wet, wheel
Consonants (25):
|b| boy, rabbit
|ks|gz| box exist
|c|k| cat |key, duck, school
|ch| chip, watch
|d| dog, ladder
|f| fish, coffee, photo, tough
|g| gate, egg, ghost
|h| hat, whole
|j| jet, giant, cage, bridge
|l| lip, bell, sample
|m| man, hammer, comb
|n| nut, dinner, knee, gnat
|ng| ring, singer
|p| pan, happy
|kw| queen
|r| rat, cherry, write
|s| sun, dress, house, city, mice
|sh| ship, mission, station, chef
|t| tap, letter, debt
|th| thrush
|th| that
|v| vet, sleeve
|y| yes
|z| zip, fizz, sneeze, is, cheese
|zh| treasure
learning to read words using sound blending;
reading stories featuring the words the students have learned to sound out;
demonstration exercises to show they comprehend the stories
From Wiki
The Limits of Phonics and Phonemic Awareness
A Cautionary Tale: My Story
Phonics/Alphabetics vs. Whole Language: I will not presume to give advice on this subject or try to argue a point as this is such a hot topic these days.
"METHODZ ov teeching reeding hav graevly impruuvd sins Max Müller roet dhe wurdz kwoeted abuv. Neverdheles, eeven nou lurning to spel iz a far longger proeses for dhe Inglish chield dhan for children in meny udher kuntriz, such az Jurmany, Italy and Finland, and eeven dhe naetiv children ov dhe Goeld Koest and vaeryus udher parts ov Afrika."http://www.spellingsociety.org
"Dhe diferens iz not to be eksplaend bie asueming infeeryorrity on dhe part ov Inglish teecherz. It iz due to dhe unfonetik karrakter ov Inglish speling. Dhe speling ov Jurman, Italyan and Finish iz faerly fonetik, whiel dhe nue orthografiz ov Fante, Twi, Ewe and a number ov udher Afrikan langgwejez ar kompleetly soe." http://www.spellingsociety.org
Dyslexics have a real problem dealing with the 4000 phonemics exceptions in common English.
Alphabetics Phonemes and Phonics
PHONEMIC AWARENESS
The knowledge and manipulation of sounds in spoken words.
PHONICS The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS
The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
VOCABULARY DEVELOPMENT
The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES
The understanding of meaning in text.”
The foundations of learning English is the use of 44 Phonemes or sounds of the English Language
learning letter sounds (as distinct from the letter names);
For example, /mm/ not muh, /ss/ not suh, /ff/ not fuh. The letter names can be taught later but should not be taught in the early stages.
learning the 44 sounds and their corresponding letters/letter groups;
The English Alphabet Code 'Key' : 44 phonemes with their common 'sound pattern' representations:
Vowels (19):
|a| mat
|ae| ape, baby, rain, tray, they, eight
|air| square, bear
|ar| jar, fast
|e| peg, bread
|ee| sweet, me, beach, key, pony
|i| pig, wanted
|ie| kite, wild, light, fly
|o| log, orange
|oe| bone, boat, snow
|oi| coin, boy
|oo| book, would, put
|ow| down, house
|or| fork, ball, sauce, law,
|u| plug, glove
|ur| burn, teacher, work, first
|ue| blue, moon, screw, tune
|uh| (schwa) button, computer, hidden, doctor
|w| wet, wheel
Consonants (25):
|b| boy, rabbit
|ks|gz| box exist
|c|k| cat |key, duck, school
|ch| chip, watch
|d| dog, ladder
|f| fish, coffee, photo, tough
|g| gate, egg, ghost
|h| hat, whole
|j| jet, giant, cage, bridge
|l| lip, bell, sample
|m| man, hammer, comb
|n| nut, dinner, knee, gnat
|ng| ring, singer
|p| pan, happy
|kw| queen
|r| rat, cherry, write
|s| sun, dress, house, city, mice
|sh| ship, mission, station, chef
|t| tap, letter, debt
|th| thrush
|th| that
|v| vet, sleeve
|y| yes
|z| zip, fizz, sneeze, is, cheese
|zh| treasure
learning to read words using sound blending;
reading stories featuring the words the students have learned to sound out;
demonstration exercises to show they comprehend the stories
From Wiki
The Limits of Phonics and Phonemic Awareness
A Cautionary Tale: My Story
Phonics/Alphabetics vs. Whole Language: I will not presume to give advice on this subject or try to argue a point as this is such a hot topic these days.
I was diagnosed with dyslexia and dysgraphia in elementary school, I was told I would never read or write. Please email me if you have any questions at seansart@hotmail.com
Phonics was a dead end for me after 6 months and just made me more confused as it was taught. I was absolutely disgusted with controlled vocabulary books by age eight, with cats, mats, bats, and rats by the end of second grade. Four years of reading that rubbish with no real progress in reading. My first memories of school are feelings of inadequacy and shame. The earliest memory is trying and trying to learn how to write my name legibly. I was lost from the start learning letters and even worse trying to print letters that were dancing all over the page. It was almost impossible for me to write or copy letters because they were reversed, upside down and illegible by the time my mind tried to decipher them. Most students learned to write their names in kindergarten. In first grade and beyond, I was not able to write my name unless I had an example to copy from, even in second grade, and beyond. Worse than learning to write words was the entire reading process. Letter recognition and phonemic awareness seemed alien and incomprehensible. To me 'p,' 'b,' 'q,' and 'd' were all the same letter. How do you learn to read using phonics-based reading or letter recognition if the letters are always changing? I just resorted to guessing or pretending to sound things out to make my teachers happy. I did learn to listen very carefully so I could memorize some books to pass as if I could actually read, but that only works so long. My writing never advanced passed perfunctory imitation. Even with the examples in front of me, my version was a mess. When placed into reading groups, I was always in the lowest quartile group, or as I joke, the "milkweed group," or the "crows" -- never the "roses,” or the "eagles." Inevitably, I was stuck reading with the boy who never bathed and acted like he was operating on two pots of coffee (ADHD poster child). I would select a chapter book that looked interesting and the teacher would say “That is too difficult for
you Sean”. What I heard was, “You’re too stupid to read it Sean”. I spent most of my reading time looking at picture books or daydreaming-- never reading. By second grade I was feeling even more depressed and worthless. I was eventually diagnosed with a learning disability when I failed to learn to read by the end of third grade. The term dyslexia was used for the acrobatics that the letters were doing on the page that I was instructed to decipher.
Teaching me phonemic awareness and letter recognition was like trying to drive a car from the trunk. Three years of special education phonics and even more phonics-based books didn't get me very far. Trepidation wasn’t the word I was feeling when initially evaluated for a learning disability but more a sense of relief that my charade was over. Finally, I was going to learn how to read. My happiness died quickly when the reality of more phonics was the prescription. I realized very quickly I was alone in my journey to learn how to read. I just could not make the connections between the sounds and the letters. None of the experts had a clue what to do except more of the same. no measurable progress in my
reading made me hate books and reading. The five finger rule is great for students at grade level or above, but it keeps students like me who struggle with reading in the remedial literary doldrums. After ten years of teaching all aspects of reading and my own experience, I have observed that students top out after six months in phonics and need to transition to becoming sight readers.
Phonics in the context of great poetry and literature is a powerful teaching tool.Yet, I know there is a point of reciprocity or diminishing returns that has to be respected and looked for. Eventually, I learned to read with the help and advice of a very wise librarian. Read what you have a passion for, and forget the five finger rule.
you Sean”. What I heard was, “You’re too stupid to read it Sean”. I spent most of my reading time looking at picture books or daydreaming-- never reading. By second grade I was feeling even more depressed and worthless. I was eventually diagnosed with a learning disability when I failed to learn to read by the end of third grade. The term dyslexia was used for the acrobatics that the letters were doing on the page that I was instructed to decipher.
Teaching me phonemic awareness and letter recognition was like trying to drive a car from the trunk. Three years of special education phonics and even more phonics-based books didn't get me very far. Trepidation wasn’t the word I was feeling when initially evaluated for a learning disability but more a sense of relief that my charade was over. Finally, I was going to learn how to read. My happiness died quickly when the reality of more phonics was the prescription. I realized very quickly I was alone in my journey to learn how to read. I just could not make the connections between the sounds and the letters. None of the experts had a clue what to do except more of the same. no measurable progress in my
reading made me hate books and reading. The five finger rule is great for students at grade level or above, but it keeps students like me who struggle with reading in the remedial literary doldrums. After ten years of teaching all aspects of reading and my own experience, I have observed that students top out after six months in phonics and need to transition to becoming sight readers.
Phonics in the context of great poetry and literature is a powerful teaching tool.Yet, I know there is a point of reciprocity or diminishing returns that has to be respected and looked for. Eventually, I learned to read with the help and advice of a very wise librarian. Read what you have a passion for, and forget the five finger rule.
Tuesday, October 12, 2010
CCSS Response to Literature
Daily Response to Literature and Reading Comprehension | Grade 3, 4, 5, 6, 7, 8 , CCSS Response to Literature, Socratic Seminars and Response to Literature, and or Read and Response Journals are a great tool to help students build literacy.
Value of Response to Literature and Reading Comprehension
Response to Literature or Journaling as you read is the most effective way of understanding a work of literature and strengthening understanding of the writing process at the same time. With journaling you integrate reading and writing, and you will find that you can relate to the story more completely, and experience every image, every conversation, every character, and every interesting adventure. Avoid
hasty reading or skimming because it can prevent you from understanding the meaning of the book as a whole. Investigate everything fully; be prepared to learn and be inspired. Never skip a word you don’t know. Stop! Write it down! Seek the meaning! If you do skip the meaning, you are leaving a great
treasure behind. Seek those characteristics that skilled writers observe in real life and integrate them into your journals, essays, letters and reports: perseverance, conflict, justice, injustice, challenge, courage, character, adversity, and apprehension. Engaging writing includes exciting precise vocabulary, captivating dialogue, well organized plot, varied complex sentences, and grammatically refined prose with fresh original ideas. When you discover the deeper meaning and relate it to the content, you'll be on your way to understanding and loving books. Using great works of literature to examine, and compare and contrast with your own writing, will build knowledge of how to write great passages and prose yourself.
Writing about reading makes struggling students more secure and comfortable to write with the support of the author’s vocabulary and paragraphs. Writing about reading makes students more independent, competent, motivated, and involved in all forms of academic text.
Writing about reading gives students ideas for their own texts. They reread and reflect upon their writing, which sparks fuller learning.
Writing about reading supports students to take charge of their learning and make connections between different areas of learning. Seeing teachers and parents write in their own reading journals and sharing their writing reinforces the vital importance of writing for life-long learning. It also emphasizes the public nature of writing.
Journal coaching supports the students as they reach for more complexity in their reading and writing.
Journal coaching supports the students as they acquire the vocabulary and background knowledge to truly understand and enjoy the reading.
Value of Response to Literature and Reading Comprehension
Response to Literature or Journaling as you read is the most effective way of understanding a work of literature and strengthening understanding of the writing process at the same time. With journaling you integrate reading and writing, and you will find that you can relate to the story more completely, and experience every image, every conversation, every character, and every interesting adventure. Avoid
hasty reading or skimming because it can prevent you from understanding the meaning of the book as a whole. Investigate everything fully; be prepared to learn and be inspired. Never skip a word you don’t know. Stop! Write it down! Seek the meaning! If you do skip the meaning, you are leaving a great
treasure behind. Seek those characteristics that skilled writers observe in real life and integrate them into your journals, essays, letters and reports: perseverance, conflict, justice, injustice, challenge, courage, character, adversity, and apprehension. Engaging writing includes exciting precise vocabulary, captivating dialogue, well organized plot, varied complex sentences, and grammatically refined prose with fresh original ideas. When you discover the deeper meaning and relate it to the content, you'll be on your way to understanding and loving books. Using great works of literature to examine, and compare and contrast with your own writing, will build knowledge of how to write great passages and prose yourself.
Writing about reading makes struggling students more secure and comfortable to write with the support of the author’s vocabulary and paragraphs. Writing about reading makes students more independent, competent, motivated, and involved in all forms of academic text.
Writing about reading gives students ideas for their own texts. They reread and reflect upon their writing, which sparks fuller learning.
Writing about reading supports students to take charge of their learning and make connections between different areas of learning. Seeing teachers and parents write in their own reading journals and sharing their writing reinforces the vital importance of writing for life-long learning. It also emphasizes the public nature of writing.
Journal coaching supports the students as they reach for more complexity in their reading and writing.
Journal coaching supports the students as they acquire the vocabulary and background knowledge to truly understand and enjoy the reading.
Journal coaching supports the lowest quartile students as they learn challenging grade-level reading materials.
Journal coaching accelerates the student’s acquisition of vocabulary and reading comprehension.
Journal coaching accelerates the student’s acquisition of the Six Traits of Writing and the writing process
Journal coaching accelerates the student’s acquisition of vocabulary and reading comprehension.
Journal coaching accelerates the student’s acquisition of the Six Traits of Writing and the writing process
Monday, October 11, 2010
Learn To Read and Write English
Learning Language Vocabulary Indirectly: Children learn the meaning of most words indirectly, through everyday experiences with oral and written language--e.g., through rich conversations with adults, through being read to, and through reading extensively on their own. Students learn language by listening and making connections with auditory memory. Struggling readers need those audio learning cues even more and fall far behind their peers in overall language development. Struggling students sitting silently with a book will get very little out of the experience without the auditory component. READING ALOUD daily and participating in rich conversations is critical for at-risk students.
Students should always have the ability to listen to a model reading. Listing labs, audio books, podcast, and buddy buzzing are all part of language classroom. When I read, the students read along in their own book, or listening to an audiobook, students always have the text in front of them.
Learning Vocabulary Directly Children learn vocabulary directly
when they are explicitly taught both individual words and word-learning
strategies through reading engaging literature. Reading Boot Camp is
designed to build automaticity of the 2000 most-used, written words in
English. Fluency drills and accuracy drills reinforce the connections to
word meanings the students already possess in auditory memory.
Academic Words
Testing companies that produce exams for schools and academic
institutions use or make norm-references academic vocabulary lists
graded by academic level to evaluate student performance. Many
testing companies post these academic vocabulary lists on their web
sites in order of RIT level, and educators can use them free of charge.
Using and having a strong understanding of these words will help
you and your students achieve success. The words by them selves are
very hard to teach out of context so I refer to them during instruction
when applicable. Academic word lists are also used as part of word wall
games, drills and challenge vocabulary practice.
Academic Words
1000 Most Used Words in English
2000 Most Used Words in English
Learning Vocabulary Directly Children learn vocabulary directly
when they are explicitly taught both individual words and word-learning
strategies through reading engaging literature. Reading Boot Camp is
designed to build automaticity of the 2000 most-used, written words in
English. Fluency drills and accuracy drills reinforce the connections to
word meanings the students already possess in auditory memory.
Academic Words
Testing companies that produce exams for schools and academic
institutions use or make norm-references academic vocabulary lists
graded by academic level to evaluate student performance. Many
testing companies post these academic vocabulary lists on their web
sites in order of RIT level, and educators can use them free of charge.
Using and having a strong understanding of these words will help
you and your students achieve success. The words by them selves are
very hard to teach out of context so I refer to them during instruction
when applicable. Academic word lists are also used as part of word wall
games, drills and challenge vocabulary practice.
Dolch word list
The Dolch Word List is a list of frequently used words compiled by Edward William Dolch, PhD. The list was prepared in 1936. The list was originally published in his book Problems in Reading in 1948. Under the copyright laws in effect during the time of publication, the Dolch word list is out of copyright.
Dolch compiled the list based on children's books of his era. The list contains 220 "service words" that have to be easily recognized in order to achieve reading fluency in English. The compilation excludes nouns, which comprise a separate 95-word list.
Many of the 220 Dolch words can’t be “sounded out” using common sound-to-letter implicit phonics patterns and have to be learned by sight; hence the alternative term, “sight word." Although the list is divided into grades, for native English speakers, all the words in the Dolch should be mastered by the end of 1st grade
From Wikipedia, the free encyclopedia
The Dolch Word List is a list of frequently used words compiled by Edward William Dolch, PhD. The list was prepared in 1936. The list was originally published in his book Problems in Reading in 1948. Under the copyright laws in effect during the time of publication, the Dolch word list is out of copyright.
Dolch compiled the list based on children's books of his era. The list contains 220 "service words" that have to be easily recognized in order to achieve reading fluency in English. The compilation excludes nouns, which comprise a separate 95-word list.
Many of the 220 Dolch words can’t be “sounded out” using common sound-to-letter implicit phonics patterns and have to be learned by sight; hence the alternative term, “sight word." Although the list is divided into grades, for native English speakers, all the words in the Dolch should be mastered by the end of 1st grade
From Wikipedia, the free encyclopedia
DOLCH WORDS
Pre-primer: a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you
Primer: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes
1st Grade: after, again, an, any, as, ask, by, could, every, fly, from, give, giving, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, when
2nd Grade: always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your
3rd Grade: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm
Nouns: apple, baby, back, ball, bear, bed, bell, bird, birthday, boat, box, boy, bread, brother, cake, car, cat, chair, chicken, children, Christmas, coat, corn, cow, day, dog, doll, door, duck, egg, eye, farm, farmer, father, feet, fire, fish, floor, flower, game, garden, girl, good-bye, grass, ground, hand, head, hill, home, horse, house, kitty, leg, letter, man, men, milk, money, morning, mother, name, nest, night, paper, party, picture, pig, rabbit, rain, ring, robin, Santa Claus, school, seed, sheep, shoe, sister, snow, song, squirrel, stick, street, sun, table, thing, time, top, toy, tree, watch, water, way, wind, window, wood
Build your own English language dictionary with phrases, definitions,
and important examples of key vocabulary including cognates.
Use the 1000 most used words in English as the foundation of your
self-made language dictionary. The First 100 Source Wiki
Academic Words
1000 Most Used Words in English
2000 Most Used Words in English
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