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THE purpose of this book is to facilitate the teaching- of Phonics. It is intended for supplementary use with any beginning- lessons in reading, and may be used with any Primer or First Reader published. In the child's hands it readily becomes a tool with which he may help himself.
With one exception each sound is represented as that made by some object with which children are familiar. It thus takes advantage of the child's love of mimicry and play, and leads him easily over this important step in reading, which all too often is tiresome and laborious to both teacher and pupil.
The vowel sounds herein illustrated are ti, e I s it, and with very few exceptions only the long and short sounds of the vowels are used. I believe it is never wise to use diacritical marks in the first grade. Tell the child that in words of one syllable ending in ethe e is silent and & becomes a, or as children like to say it, "E keeps still but makes the first vowel tell its name."
When a word is found to which this rule does not apply merely tell the child that word is an exception.
The words used in the book are largely those which children find in their first lessons in reading.
In going over the book the first time read the Phonic story to the child, teaching him each sound as illustrated, but not requiring him to sound words, then return to the front of the book, taking the word building pages and sounding the words.
Florence Akin
And Nature, the old nurse, took
The child upon her knee Saying, "Here is a story book
Thy Father has written for thee."
"Come wander with me" she said,
"Into regions yet untrod, And read what is still unread
SHORT ESSAYS WHICH PRESENT THE PHILOSOPHY AND METHOD OF TEACHING THE ELEMENTARY SOUNDS OF THE ENGLISH LANGUAGE TO CHILDREN BEFORE THEY ARE TAUGHT TO READ SCRIPT OR PRINT —THE OBJECT BEING TO INDUCE PLAINER SPEECH AND READING BY THE AMERICAN PEOPLE
Tiger Mothers and Tiger Teachers flow from one source, "The Uber Work Ethic that gets you across the finish line first. Tiger Mothers and Tiger Teachers like Jaime Escalante instill students with "An Uber Work Ethic!." Some people seek or find a tiger mindset on their own but it helps to have that persistent task master driving you to your goals!
"A man who has committed a mistake and doesn't correct it is committing another mistake."
How would Uber attitudes, super high academic expectations, and mindful discipline impact western parents and students?
Twice-exceptional Students!? Uber performance in all academic areas!? Paragon academic focus!? Erudite manners and discipline!? Wise reasoning students!? Uber successful and super stressed!? Happy well-rounded students or suicidal!? Western vs. Chinese Pedagogical Philosophy in the 21st Century
[PDF]China and the Confucian Education Model - Universitas 21
Western standards) educational inputs in Confucian systems but ... Chinese philosophy was government and ethics rather than logic. ..... and a Chinese classroom is characterised as 'verbal activeness vs. mental activeness'.
Struggle For Smarts? How Eastern And Western Cultures Tackle - NPR
Chinese schoolchildren during lessons at a classroom in Hefei, east China's Anhui province, in 2010. ... at the University of Michigan, he went to Japan to research teaching methods and found himself .... Not East Versus West.
[PDF]Western and Eastern Education Philosophies - Online Educational ... the aspect of students involvement within classroom activity, the technique of ... from the views ofWestern and Eastern Educational Philosophies, along with the ... consider the combination ofacademic roots in order to construct the best ...
What are the best aspects of a Chinese educational philosophy?
Tiger Mothers and their Cubs thrive in the Wester Public School Systems. WHY? Engaged parents and students that make a real sacrifice for educational success.
As a Tittle I school teacher with 75% of my students entering yearly that are functionally illiterate. We have BIG Problems today if this is the trend. As Title I teachers we function more like Sisyphus and less like Plato. Teachers and administrators at many schools have no idea how to match curriculum, standards, expectations, and the high stakes mandates of performance based assessment. We have one option to save the left-behind and that is REAL Literacy. Giving this gift of literacy is paragon to all other reforms, curriculum, or standards. Struggling most of my public school life to overcoming Dyslexia and become moderately literate was accomplished with the help of great authors and illustrators not curriculum and standards. All the special education programs and canned reading (curriculum) programs killed all desire to read and write by age 12. What saved me was great books and the love of learning. The schools almost destroyed my love of learning as I filtered it through my dyslexic eyes. My invented curriculum and standards at age 12: Simply when I was 12, I wanted to learn how to read, so I could play and understand Dungeons and Dragons, and learn how to write heroic D&D campaigns with sensory rich detail that drew my friends into worlds vast in scope. What would my future be without the fantasy genre? Teach kids to read so they can find their own standards and curriculum. Sean Taylor M.Ed
Alliteracy is the state of being able to read but being uninterested in doing so. This phenomenon has been reported on as a problem occurring separately from illiteracy, which is more common in the developing world, while aliteracy is primarily a problem in the developed world.
Illiteracy is the inability to read and write. More to come!
The European Commission has just announced an agreement whereby English will be the official language of the European Union rather than German, which was the other possibility. As part of the negotiations, the British Government conceded that English spelling had some room for improvement and has accepted a 5- year phase-in plan that would become known as
"Thr Euro-English Plan."
In the first year, "s" will replace the soft "c".. Sertainly, this will make the sivil servants jump with joy. The hard "c" will be dropped in favour of "k". This should klear up konfusion, and keyboards kan have one less letter.
There will be growing publik enthusiasm in the sekond year when the troublesome "ph" will be replaced with "f".. This will make words like fotograf 20% shorter.
In the 3rd year, publik akseptanse of the new spelling kan be expekted to reach the stage where more komplikated changes are possible.
Governments will enkourage the removal of double letters which have always ben a deterent to akurate speling.
Also, al wil agre that the horibl mes of the silent "e" in the languag is disgrasful and it should go away.
By the 4th yer people wil be reseptiv to steps such as replasing "th" with "z" and "w" with "v".
During ze fifz yer, ze unesesary "o" kan be dropd from vords kontaining "ou" and after ziz fifz yer, ve vil hav a reil sensi bl riten styl.
Zer vil be no mor trubl or difikultis and evrivun vil find it ezi TU understand ech oza. Ze drem of a united urop vil finali kum tru.
Und efter ze fifz yer, ve vil al be speking German like zey vunted in ze forst plas.
"Reading Boot Camp RTI: Where Fun Meets Real Reading Success"
The schedule below is a sample of the many RBC literacy activities, and it lightly touches on the enrichment activities.
Reading Boot Camp Philosophy: Awaken or reawaken the desire for learning, curiosity, and imagination, let the light of wisdom and reason shine in. Solemnity, harmony, and literacy are distant visions for some teachers on day one, yet the seed is planted rigorously, feed constantly, and blossoms over the 20-plus days of Reading Bootcamp. RESTORATION OVER REFORM!
Reading Boot Camp is a teaching philosophy that uses collaborative teaching, cooperative learning structures, active student learning, and teacher made curriculum that has many levels, structures, and strategies designed to meet the needs of individual children and classrooms.
“Reading Boot Camp is a sure fire way to rev-up reading in your classroom. RBC has no magical remedy,justuses consistent teaching practices, significant time on task~reading with student accountability, coupled with high interest reading, student motivation and effort. Students who participated in Reading Boot Camp the summer of 2011 at Wilson K-8 and then for three weeks as the 2011 school year began, enjoyed the routines of daily singing to music with lyrics, poetry readings, word work drills, reading fluency drills, student choice in reading, academic word games, and motivational brain breaks which translated to student success. Does Reading Boot Camp work, YES! Students grow in their reading ability, are motivated to read, recite, and sing to lyrics, while reading which equals a high level of student engagement and more time on task reading!” Cindy Senn, Wilson k-8 Reading Specialist/Teacher
The RBC schedule is not set in stone! Activities include
Fluency Drills, Sight Word Drills in game format, Singing, Exercising,
Emotional Intelligence/Character Lessons (Formative Handicrafts), Literacy
Games, Academic Vocabulary Games (Legendary Lands), Poetry Readings, Book
Clubs, Close Reading, Socratic Seminars, Recess and Play, Authors' Circles,
Jokes, Riddles, Plays, Readers Theater, and tons of reading fun!
Reading Boot Camp is a comprehensive, five-week literacy program designed to reawaken a student's passion for learning through a blend of rigorous academics and play-based engagement. Rather than relying on traditional textbooks, the curriculum utilizes multisensory strategies, cooperative learning, and high-interest materials like poetry and classic stories to improve reading fluency. Daily schedules are carefully structured to include character education, academic vocabulary drills, and Socratic seminars, fostering an environment that prioritizes emotional intelligence alongside technical skill. The program emphasizes student accountability and visible goal-setting while maintaining a festive atmosphere with rewards like music and games. Ultimately, the framework seeks to provide restorative education for all learners by combining the science of reading with creative, human-centered teaching practices.
1. Philosophical Foundation: Restoration Over Reform
The Reading Boot Camp (RBC) is engineered on the strategic principle of "Restoration over Reform." In traditional remedial models, literacy is often treated as a mechanical failure to be "reformed" through the sterile glow of a computer screen, repetitive software, and uninspiring basal readers. This framework departs from that technical deficit-correction model, choosing instead to reawaken the student’s innate curiosity and latent wisdom. Restoration is about returning the "revolutionary" joy of learning to the classroom, moving literacy from a solemn, solitary burden to a vibrant, communal pursuit of reason.
Reading Boot Camp Philosophy:
Take a
brain break every half hour
Sing
lots of songs
Build strong
reading fluency
Incorporate
formative handicrafts (Käsityö Finish Character Education) at least twice
daily
Repeat
all declarative lessons (e.g., Vocabulary Tiers 1, 2, and 3) within two
hours to maximize long-term memory retention
Keep
it fun
Play
games and board games
Be
creative
Use
cooperative learning structures
Skip
the published basal readers and computer reading software
8:35 - Morning Motivational Read-Aloud and Emotional
Intelligence and Character Building
"Can I get a Huzzah!"
After saying the Pledge of Allegiance and listening to
school announcements, the entire class starts with a morning song. My favorite
is "Edelweiss" from The Sound of Music, though sometimes we'll
start with a different song. Then we begin our morning meeting circle.
Sometimes this includes a Native American talking stick if we need to review
behaviors that are not uplifting to the classroom or showing respect and
manners. We remind students that it's about respect, responsibility, and
resilience.
We start the day with "Character and Curiosity Mindset
Indoctrination," an old-school method featuring classic fairy tales,
parables, inspirational stories, and fables. During the pandemic, I started
using the Kindness 101 videos. Before that, I always loved Steve Hartman's
"On the Road" segments—his amazing tales of people showing incredible
character, morals, humility, empathy, and caring for each other. Our school is
also a Character Counts school, so we're always looking for children who are
being outstanding citizens and showing amazing character. I share epic stories
of courage, virtue, honor, perseverance, responsibility, duty, fortitude,
chivalry, civility, empathy, sacrifice, and most importantly, an exemplary work
ethic.
Two Rules: BE NICE and BE HELPFUL or BE VIRTUOUS and BE
BENEVOLENT!
KEEP THE GOALS SMART, CHALLENGING, SHORT, AND FUN!
8:45 - Morning Goals and Preview
We set daily, weekly, and monthly goals with active charting
of all data to provide strong visual cues of each student's progress. Class and
student goals are always set at or above grade level, even for students who are
four years below grade level. All class goals are posted in the classroom and
updated regularly as students meet and surpass them.
Daily goals include tasks completed for homework and
classwork. For intermediate students, we list at least seven daily goals:
I will
read, analyze, and/or diagram two to four poems, and select one to
memorize for recitation
I will
read or reread two short stories on character and complete vocabulary
comprehension exercises and/or a Venn diagram (questions)
I will
read two chapters from a grade-level text and write a story map for each
I will
write five to fifteen kid-friendly sentences with at least six to eight
words each using the review vocabulary
I will
write one poem in student-selected cursive in my Book of Memories (a
collection of students' best work and cherished knowledge)
I will
study, review, or learn twenty-five new words, ideas, facts, jokes,
stanzas, phrases, limericks, rhymes, riddles, antonyms, synonyms, quotes,
parables, folktales, myths, fables, and/or fairy tales
We set
big goals but keep many easy to attain
Note: Do not try to accomplish all of this in one day! A
goal can be as simple as "Do your homework."
Primary Goals:
I will
learn and have fun and always show manners and respect
I will
read 15-25 Tier 1, 2, or 3 vocabulary words with my learning partner and
create and share kid-friendly sentences showing my understanding
I will
actively listen and ask complete questions
I will
read one or two poems, short stories, fables, or fairy tales and find the
words that help me create a picture in my mind, or I will draw an
illustration (imagery)
"Try to learn 25 new things every day at school or
at home!"
Rewards and Accountability:
Students who meet their daily, weekly, and monthly goals can
earn rewards such as art lessons, hot cocoa with the teacher, Chinese noodles
for lunch, homework passes, and the kids' favorite—a ten-minute dance party.
Students who make no effort or show a lack of character in
meeting their goals receive direct feedback. I use kid logic and parables to
re-teach work ethic and responsibility.
I eat lunch with my students most days so they can share
what's going on in their lives. I invite students who seem lost or lack desire
to participate in school to join me for lunch. I let them know I will do
everything in my power to teach them how to read and keep them on task. I am a
tough, no-nonsense teacher, and letting the kids talk and laugh with me at
lunch helps them see me as someone other than the reading teacher. It helps
kids relate and feel more comfortable in the classroom.
Reading Boot Camp A Quick Overview: Where Every Child Discovers the Joy of Reading
A Revolutionary Program Born from Personal Strugle and Triumph
After 24 years of transforming struggling readers into confident learners, Reading Boot Camp stands as one of the most successful literacy interventions in education today. This groundbreaking program emerged from the convergence of cutting-edge reading science, proven methodologies, and deeply personal experience—created by someone who overcame severe dyslexia and dysgraphia to become a champion for every child's right to read.
The Power of Evidence-Based Joy
Reading Boot Camp isn't just another reading program—it's a complete reimagining of how we teach literacy. Built on the solid foundations of: The Science of Reading - Evidence-based practices that work Orton-Gillingham Methodology - Time-tested multisensory approaches Finnish Educational Philosophy - Emphasizing character development through meaningful work Personal Experience - Understanding the struggle from the inside out
What Makes Reading Boot Camp Extraordinary
Philosophy That Transforms Reading Boot Camp reignites the joy of learning through authentic summer camp experiences—no workbooks, no worksheets, no EdTech. Students discover their love of reading through collaborative storytelling, poetry exploration, joke sharing, and creating original stories together.
Rooted in Finnish handicraft traditions and Montessori principles, learning happens through cooking, crafting, singing, and play-based activities that build community and character. Students engage with high interdependence and accountability while maintaining choice in their reading materials.
Assessment comes through natural teacher observation of collaboration, participation, and active engagement—watching students sing, play games, work together, and lose themselves in the pure joy of stories and learning.
The Science of Reading Meets the Power of Read Alouds
Reading Boot Camp 2.0 English Language Arts:
20 Day Curriculum Map
Reading
Boot Camp Daily Must Do's!
1. Daily Reading Fluency Practice: Literature and Informational Text
2. Daily Read Alouds with Socratic Seminars: Analyzing and Discussing Literature
3. Mini ELA Concept-Lesson/Teaching Points: See daily teaching points
4. Small Group Guided Reading: Close Reading Strategies (Summarize and paraphrase main ideas in Literary Fiction, nonfiction, & Expository / Informational Text)
5. Independent Close Reading: One Page Close Reading Passages Literature and Informational Text
6. Shared Reading / Reading Literature (Harry Potter) and Informational Text (Make inferences/draw conclusions)
7. Multimodal Word Study: Tier1, 2, and 3 Academic Vocabulary / Context Clues / Multimeaning words / Word Analysis · Greek and Latin Roots · Base Words · Prefixes, Affixes, and Suffixes
8. Writing Focus: Dependent on Grade Level ELA Standards
Week #1 Narrative Writing and Poetry or Research-Based Informational Writing,
Week #2: Opinion and Informational Writing or Research-Based Opinion/Argument Essays
Week #3 Research-Based Informational Writing or Narrative Writing, or Poetry
Week #4 Opinion and Informational Writing or Research-Based Opinion/Argument Essays
WEEK One
WEEK Two
WEEK Three
WEEK Four
WEEK Five?
Teaching Points:
·
Greek and Latin Roots · Base Words · Prefixes,
Affixes, and Suffixes · multimeaning words · contexts
clues
7 elements of narative stories, plot,
character types, setting, conflict, resolution
TEXT FEATURES EXPOSITORY TEXT
Advanced review:
Cited
textual evidence · text annotation
·
5 Organizational Structure of Different Genres · Connections
among and across texts & genres
Teaching
Points:
·
Narrative text, 7 main genres of fiction · plot
development, including subplot ·3+ types of
conflict ·
resolution
·
LITERARY DEVICES
·
LITERARY FORMS
·
LITERARY ELEMENTS
AT LEVEL REVIEW: Making inferences, Drawing Conclusions, and locating supporting Information
Advaced review:
·
Point of view, first/third. limited vs omniscient and subj vs. objective · character
qualities that influence theme and conflict · Character
Analysis ·
characterization
Teaching
Points:
· Expository text, 5 main structures of · Inference · Predictions · Drawing Conclusions ·, Signal words · Locating Key Information (Close Reading)
TEXT FEATURES of EXPOSITORY TEXT
AT LEVEL REVIEW:
·
Narrative text, 7 main genres of fiction · plot
development, including subplot · 3+ types of
conflict ·
Character qualities that influence theme and conflict
·
Plot development, including subplot · Character
qualities that influence theme and conflict · Point of
view, limited vs omniscient and subj vs. objective
Day
#1 Essential Questions, Academic and Concept Vocabulary, Teaching Points, and
ELA Lesson Focus!
WHAT
ARE WORDS and WHY are they so IMPORTANT?
Day #1 Essential Questions: How can you determine the meaning of a word using its roots and/or affixes? How are words formed or created? What are the origins of the English language? How do Greek and Latin Roots help a reader clarify unfamiliar words? Extension: How do context clues enable a reader to comprehend advance or complex texts?
Day One Concept Focus (Background Knowledge): Some words have an affix at the beginning, which is called a prefix, and others have an affix at the end, which is called a suffix. Words can also have both a prefix and a suffix. Some common prefixes include: de-, mis-, pre-, and un-. Common suffixes include: -ing, -ly, -ness, and -y. Objective:
Students will explore, read, review, build background knowledge, and discuss
the concept of root words with prefixes and suffixes and identify their
meanings.
Word Analysis/ Concept Word Study | Academic and Concept Vocabulary Focus Day
#1
Greek and Latin Roots, Base Words, Prefixes, Affixes, and Suffixes.
Day One Concept Focus Extensions (Background Knowledge): Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing the meaning word. Part of reading comprehension involves using the other words in a sentence or passage to understand an unknown word. An author often includes hints, or clues, to help the reader expand vocabulary and grasp the meaning of the passage.
Spiraling Reading Strategies and ELA Concept Review Day #1
Essential Questions: Understanding and making meaning from a text requires background knowledge and locating facts in the text. What are the best strategies to make an inference and draw a conclusion when I read?
Teaching Points /Concept Vocabulary
Tier 3: Inference, Predictions, Drawing Conclusions, and Locating Key Information (Close Reading)
Tier 2: compare & contrast, cause & effect, restate, support & supporting details, reinforce, details, context
Socratic Seminar Topic: What did Ludwig Wittgenstein mean by "the limits of my language are the limits of my world"?
Day #2 Essential Questions,
Academic and Concept Vocabulary, Teaching Points, and ELA Lesson Focus!
How do stories create empathy in the reader and why is this so important for our social wellness?
Day
#2 Essential Questions:What can fiction do better
than nonfiction? Why? How do the
characterization, conflict, and plot of a work of nonfiction differ from those
of a work of fiction? What makes fiction narrative different from other types
of writing? What are the main characteristics of a short story?
Day Two Concept Focus (Background Knowledge): A narrative is a literary work that involves the retelling of a story. To develop an effective narrative essay, paper, poem or book, you need to include several common narrative elements. These elements include a main theme of the story, characters, a plot and the setting. Author's craft is the art of writing immersive stories. It is the writer's intentional use of LITERARY DEVICES and LITERARY ELEMENTS to create introspective thoughts and or emotions in the reader.
Word Analysis/ Concept Word Study | Academic and Concept Vocabulary Focus Day #2
CHARACTER, THEME, PLOT, POINT OF VIEW / Types of Point of View, SETTING, CONFLICT, and TONE.
5 stages of a Story: 1 – Exposition. Exposition is the beginning of the story. The author sets up the story including characters, setting, and main conflicts. 2 - Rising Action. The Rising Action occurs throughout the story. This is where conflicts start to build. 3 – Climax. The Climax is the turning point of the story. This point in the story is when conflicts start to move in a different direction and it may not always be a positive direction. 4 - Falling Action. Falling Action occurs after the climax as conflicts start to resolve in the story. The excitement of the climax means the end is near. 5 – Resolution. The Resolution is the solution to the problem as you have reached. The solution might not be what you want, but the conflict has been resolved.
Day Two Concept Focus Extensions (Background Knowledge): 5 types of text organization: Description. This type of text structure features a detailed description of something to give the reader a mental picture. EXAMPLE: A book may tell all about whales or describe what the geography is like in a particular region. Cause and Effect. This structure presents the causal relationship between an specific event, idea, or concept and the events, ideas, or concept that follow. EXAMPLE: Weather patterns could be described that explain why a big snowstorm occurred. Comparison/Contrast. This type of text examines the similarities and differences between two or more people, events, concepts, ideas, etc. EXAMPLE: A book about ancient Greece may explain how the Spartan women were different from the Athenian women. Order/Sequence. This text structure gives readers a chronological of events or a list of steps in a procedure. EXAMPLE: A book about the American revolution might list the events leading to the war. In another book, steps involved in harvesting blue crabs might be told. Problem-Solution, This type of structure sets up a problem or problems, explains the solution, and then discusses the effects of the solution. EXAMPLE: Click here to view an example of Problem-Solution text structure.
Spiraling Reading Strategies and ELA Concept Review Day #2
Essential Questions: How are the various types of argumentative writing similar or different? How …… type of writing similar or different from ….. types of writing? What kind of organization could be used for this form of writing?
Day #3 Essential Questions,
Academic and Concept Vocabulary, Teaching Points, and ELA Lesson Focus!
Why
is mood, atmosphere, tone, and the writers style important to building an
emotional connection and draw the readers into the story.
Day #3 Essential Questions: How are words used to create the mood or atmosphere in a story? How are words used to reflect a positive or negative tone in a story? How is tone related to atmosphere and mood?
Day Two Concept Focus (Background Knowledge): Atmosphere, Mood, Tone.. While “tone” is the writer's attitude towards the story, “mood” is the feeling the reader gets from the authors style of writing. Tone often describes the writing overall, but the mood (feeling) of a piece of writing can change throughout it. Tone and mood in fiction and literature are created by a writer's style and ... identify what's important to him, but also affect the reader's response and feelings. ... of which is ideal when you want to draw a reader deep into story. ... It's not the reader's emotions, but the atmosphere (the vibe) of a scene or story.
Word Analysis/Word Study | Academic and Concept Vocabulary Focus Day #2
· Atmosphere, Mood, Tone, Setting, Imagery and Descriptive Visual Words
MOOD = EMOTIONS & FEELINGS Create a list of mood words
TONE= Positive or Negative ATTITUDE Create a list of attitude words
Mood = ATMOSPHERE = Sensory Details and Words in in Writing
Spiraling Reading Strategies and ELA Concept Focus Day #3
Essential questions: What are some strategies to find the theme or the main ideas in a story? How are the theme and the main idea similar and or different (compare and contrast)?
Essential Concepts: Main ideas are typically found in a literary passage. Central ideas are found in an informational text
· The theme is the lesson or message that the writer wants to get across in his or her story.
Teaching Points / Concept Vocabulary
Tier 3: Main Idea, Central Ideas, Topic, Theme, and Points of View Tier 2: categorize, determine, sequencing, claim, inform, persuade,
Advanced
Teaching Points / Concept Vocabulary
Character qualities that influence theme and conflict, Point of view limited vs omniscient and subj vs. objective
Socratic Seminar Topic: “Sometimes, you read a book and it fills you with this weird evangelical zeal, and you become convinced that the shattered world will never be put back together unless and until all living humans read the book.” ― John Green
1. What does the title tell you? Is this a persuasive text, expository text, narrative text, or technical text? 2. Skim the text and label/annotate the headings, titles, subheadings, pictures, diagrams, captions, and any text features 3. Read the text closely and annotate each paragraph seeking the main ideas, themes, mood, tone, points of view...Annotate in the margins and take notes. Read the first and last sentence of each paragraph and find the main ideas. 4. Read the question carefully and circle 1 or 2 keywords/clues in the questions and one keyword/clue in each of the multiple choice questions or distractor choices. 5. Skim the text and find the exact text or passage that supports your first answer choice or conclusion. 6. Investigate and eliminate the 2 or 3 distractors or DECEIVERS with the same close reading strategies. Distractors are designed to fool the passive reader. 7. Annotate and X-OUT the distractors, why are they wrong and what is your proof/evidence? 8. Find and prove your answer using text evidence and circle the correct answer and highlight it!
8:50 Vocabulary Games: VOCABULARY SPARKLE Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. They say the definition or kid friendly sentence if given the vocabulary word or they must give the word when a definition is given. The child that cannot give an answer says SPARKLE and must sit down. Continue the game until you are down to one child! The last child that has answered all the vocabulary gets a small bag of popcorn. Every child that answers a hard vocabulary question correctly gets a pretzel, stamp, or a sticker. They love this and it is great review for challenging academic vocabulary! Start with a mix of easy and hard words to get the kids excited and ready to study the challenging academic words.
8:54 WORD WORK DRILLS: Vocabulary Drills and Practice With Buddy: Vocabulary Building Activities Graded word list used daily to build phonemic awareness, word attack skills, articulation, power, and fluency. Students read the words up to ten times per day, as needed, at the start of Reading Boot Camp to reinforce fluency and word attack skills. The drills are quick, one-time read-through that take about a minute to read the twenty to forty words. ALL VOCABULARY (WORD WALLS) I USE DURING READING BOOT CAMP ARE CONTAINED IN A SPELLER! THE SPELLER CONTAINS ALL GRADED VOCABULARY, ACADEMIC WORDS, FLUENCY DRILLS, POETRY, SHORT STORIES, And ACADEMIC GLOSSARIES. Ask students to keep an efficient pace and use timers to guide the class. Students with attention problems do well with this task. After reading the vocabulary list for fluency have students share kid friendly sentences, antonyms, synonyms and definitions. Students that are learning English are asked to repeat the sentences or definition they just heard. Activities can be done with a partner or in small groups.
Sample from Primary Speller
Week 1
1st Grade Comprehensive English Vocabulary Tier 1, 2 & 3
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
the
I
it
had
at
of
that
with
you
her
and
was
is
not
by
to
he
for
be
which
in
his
as
on
have
Week 1
2nd Grade Comprehensive English Vocabulary Tier 1, 2 & 3
down
never
those
way
long
good
where
come
without
being
men
old
shall
life
well
own
day
himself
make
through
most
work
came
go
might
Week 1
3rd Grade Comprehensive English Vocabulary Tier 1, 2 & 3
9:10 Quick Reading Drills: Fluency drill: Students use a collection of teacher-made fluency drills to quickly read a passage and assess a reading fluency rate. Students are trained to complete the Running Record and monitor, record and prepare a simple miscue analysis for their peers. Students then switch roles and repeat the Running Record process. The students calculate, or get help calculating, their own words-per-minute fluency rate. Extensions: The student then read and reread the fluency drill to practice inflection, articulation, and expression with peer and teacher modeling. The first time a passage is introduced, I read the passage with power and inflection as it would be performed as a recitation for an audience. We discuss vocabulary and background knowledge to insure full understanding of the literature.
9:15 Poetry and Prose: Students can read a quick poems with a reading buddy or come together for formal poetry readings and student recitation. Formal poetry readings start with soft jazz music and students sitting with their poetry books in hand, reading along as a student reads or I perform a selected poem. Students who have mastered a poem are invited to recite for the class. We critique the poem for articulation, emotions, and our thoughts and impressions. Extensions: Jazz and poetry can run longer than the five to ten minutes that I give it during Reading Boot Camp. Reading collections of poems from the same author and doing a more thorough analysis is time well spent and makes life-long readers of poetry. There are many "aah . . ." and "Wow!" teachable moments in poetry. Digging deeper into poetry helps teach the hardest concepts in reading, such as inference, author's view point, simile, metaphor, hyperbole, and allusion. Extensions: Riddles and Jokes are also used to teach inferential thinking skills.
9:25 Guided Reading or Close Reading: Students participate in an Oprah-style book club during Reading Boot Camp and throughout the year. All students (and the teacher) read the same award-winning chapter book. I usually start with a book that is one grade above the level I teach to insure a very steep learning curve. Harry Potter books are favorites. Whenever a student or I read to the class, the students always have the text in front of them. The students read along silently with the reader, their fingers following word-for-word. To begin, I read the first few pages (no more than half of the chapter). I stop frequently to do a 'think aloud' to show my thoughts and opinions. Any passage that has a teachable moment is seized to help students understand complex concepts. Background knowledge and challenging vocabulary are explained and simplified with synonyms and examples. Students have a short breakout reading session with their peers and reread what I read to them. Students are grouped in many ways, from picking groups randomly using popsicle sticks, to forming groups using student data. Students take turns reading two pages and then actively monitoring for understanding and decoding. The student who monitors the reader must ask three questions that show a deep understanding of what was just read. The impressions of characters feelings, motivations, author's viewpoint, and vocabulary are discussed and analyzed for meaning. Students who cannot decode a word or don’t know its meaning get assistance from their peers, or, if needed, from the teacher.
9:50 Brain Breaks: Educational Sloyd "handicrafts training that incorporates character building", Games, Poems. and Music and Lyrics: Students learn to sing 10-20 songs during RBC. We usually start with the Beatles or classics from the great singer songwriters.
Use everything and anything to bring
literacy into the classroom, Even Zumba!
Music and Movement with a Twist!
9:55 Quick Fluency drill: Students retake the previous fluency drill to improve their wpm scores.
10:00 Music and Movement: After sustained, focused reading and concentration, students take a music and movement break in the form of a high-energy tune and kung fu exercises. The kids do deep knee bends, push ups, and other stretching exercises -- think Tie Chi and New Wave Rave music. Extensions: I will turn the music and movement break into a longer lesson by having the students listen to a song with great poetic lyrics. The goal for the students is to listen and write down all the lyrics. The students' focus quickly turns to mania to get all the lyrics written down. Active listening is very easy to teach with this method, especially if you use a song from No Doubt to Katy Perry. '
10:05 Story Maps and Journaling: Students write a story map or journal entry to strengthen reading concepts. Students work together with their reading partners or with the teacher together for the second part of the guided reading instruction. We review important concepts to look for and discuss the main idea of the chapter. I model a proper story map on the chalk board and show students my thought processes on selecting important detail. Students break out into groups and revisit the chapter they just read earlier with their peers. They review the chapter again, stopping to write challenging and interesting vocabulary. Then they sequence important details as they happen in the chapter. Students can use the author’s words and phrases or put them into their own words, depending on their ability. Students take turns reading and helping with selecting important content and discussing what is actually important. Students usually have fifteen to twenty vocabulary words and ten to twenty sentences in sequential order.
We Spend 30% of the day goofing off with enrichment activities! Handicraft "Käsityö", Paper Sloyd. Singing Songs, Playing Games, Hunting for Sand Rubies in the Sand Box, Dancing to Bollywood Songs, Dressing Up, Hand Weaving, and every other fun activity that makes learning fun!
We Take a Brain Break Every Half Hour!
The Praisers Club Affirmation Poster Party!
The Students Play Games Twice A Day!
The Kids Favorite Quick
Brain Break is Hand Weaving "Käsityö"!
10:45 Word Work Vocabulary Practice with Peers | Dragons and Airships or Alien Vocabulary Game | (Tier 3 and Tier 2 Testing Words) Use this free tier 3 academic vocabulary game to background knowledge and build Reading ELA readiness. The game is designed to be a fun way to build academic vocabulary using a game students already know, snakes and ladders. .
11:05 Direct Vocabulary Instruction: ELA and Reading Testing Vocabulary: This is even made into a camp style activity. Three tiers of vocabulary are used during vocabulary instruction. Grade level Tier 1 reading/spelling vocabulary, Tier 2 and 3 academic vocabulary, and a grade below Tier 1 for review. six-ten words from each academic Tier are selected and explicitly taught with definition and kid friendly examples. We read, write, define, categorize Tier 1 vocabulary, and students use in a sentence, I try to make funny or odd sentences to help students remember. Tier 1 Vocabulary is also, alphabetized, syllabified, categorized (noun, verb, adjective etc.) and roots, suffix, prefixes are examined in a discussion forum. Students then write one kid-friendly sentence per word for Tier 1 grade level vocabulary, with at least six to eight words, to show understanding. I give students examples of strong sentences and weak sentences to model competent writing. Students can use my sentences to help with the process at the beginning. Most vocabulary words are discussed and made into sentences by the teacher to help students with active listening before they have to write them. Extensions: Students who are reading at grade level are instructed to choose harder words and analyze and write more complex sentences.
11:25 MORE BRAIN GAMES: VOCABULARY SPARKLE Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. They say the definition or kid friendly sentence if given the vocabulary word or they must give the word when a definition is given. The child that cannot give an answer says SPARKLE and must sit down. Continue the game until you are down to one child! The last child that has answered all the vocabulary gets a small bag of popcorn. Every child that answers a hard vocabulary question correctly gets a pretzel, stamp, or a sticker. They love this and it is great review for challenging academic vocabulary! Start with a mix of easy and hard words to get the kids excited and ready to study the challenging academic words.
Teaching Poetic Devices with Lyrics!!
11:30 SMARTBoard Read Aloud: Alice in Wonderland, Chapter One: Students gather around the SMARTBoard to read and listen to Alice in Wonderland. I load the PDF ebook to display on the SMARTBoard, select the Librivox audio book, and start the presentation. I ask for a volunteer to use the pointer to help students follow the text as its being read by the Librivox narrator. The students relax and listen to Alice and I have time to work with a student or put my feet up and take a breather. I am lucky to have a SMARTBoard to help with reading instruction and lesson planning. Before the SMARTBoard, I was stuck using my Aver key and my TV.
Make Reading an Event!
11:30 Short Stories: Many teachers do not have a SMARTBoard, so this type of read aloud is not possible in that format. Teachers can use their computer and/or an Aver key to do a modified read aloud. Teachers, who do not have access to technology, can use a student-led reading group to read a short story. Students select a short story from their anthologies and round-robin read with their groups. The teacher can join a group, or work one-on-one with a student who is struggling. Groups should be formed using student data to insure each group has one strong reader. They read the story, and if they have time, read a second story, taking turns reading and discussing important details and interesting concepts.
12:00 Morning Wrap: Quick discussions of morning goals, learning, and methods are critiqued to improve the learning environment. Exemplary students who demonstrate excellent manners and etiquette are praised and celebrated.
12:05: Brain Breaks: Music and Lyrics:
12:10 Recess and Lunch: Students who are not on task, who play or goof around, lack manners or good school-etiquette are kept in during recess to re-teach those skills that are needed to succeed. I use an old-school method of positive behavior modification in the form of writing sentences. Positive affirmations are used to help modify attitude and behavior. Intermediate students, who are chronically off the mark, write twenty five affirmations to start the reprogramming and they lose their lunch recess.
12:40 Vocabulary Practice With Buddy: Vocabulary Building Activities
12:50 Quick Fluency drill: Students retake the previous fluency drill to improve their wpm scores.
12:55 Poetry and Prose: Students buddy read a poem or come together for student recitation or performance. We start the soft jazz music and sit with our poetry books in hand, reading along as the students recite or perform a selected poem.
The fountains mingle with the river
And the rivers with the ocean,
The winds of heaven mix for ever With a sweet emotion; Nothing in the world is single, All things by a law divine In one another's being mingle - Why not I with thine? See the mountains kiss high heaven And the waves clasp one another; No sister-flower would be forgiven If it disdain'd its brother: And the sunlight clasps the earth, And the moonbeams kiss the sea - What are all these kissings worth, If thou kiss not me?
1:00 Academic Vocabulary Instruction: Six challenging words are selected, usually at a grade above what is taught. I use a fifth grade vocabulary list for some, and sixth grade for a few students. Vocabulary is reviewed, categorized (noun, verb, adjective etc.) and synonyms and antonyms are diagrammed on the SMARTBoard or chalk board. I give three examples of each word in a sentence to help students understand the meaning. Students then write one kid-friendly sentence per word, with at least six words, to show understanding. Students are allowed to use my sentences or write their own. Extensions: Students above grade level can assist with writing and editing of peers' work and reading if they are competent and good role models. Students can also assist with analyzing new poems and literature for challenging vocabulary and suggested lessons.
1:10 VOCABULARY SPARKLE Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. They say the definition or kid friendly sentence if given the vocabulary word or they must give the word when a definition is given. The child that cannot give an answer says SPARKLE and must sit down. Continue the game until you are down to one child! The last child that has answered all the vocabulary gets a small bag of popcorn. Every child that answers a hard vocabulary question correctly gets a pretzel, stamp, or a sticker. They love this and it is great review for challenging academic vocabulary! Start with a mix of easy and hard words to get the kids excited and ready to study the challenging academic words.
1:15 Fluency Drills or Math Blast Vocabulary Lesson Math Blast is a quick review of Tier 3 Math vocabulary on the chalk board with examples. Example: Obtuse, Mode, Median, Ordered Pairs or any other Grade level Tier 3 Vocabulary students must mastered. 1:20 Vocabulary Instruction: VOCABULARY MASTERS!
1:30 Music and Movement: After sustained focus and concentration, students take a music and movement break in the form of a super-high-energy tune and Kung Fu exercises. The kids do deep-knee bends, push ups, and other stretching exercises think Tie Chi and new-wave, rave music.
1:35 Poetry and Prose: Student volunteers read a favorite poem as the class reads along. Cracker Barrel Philosophy: Reading great poetry is bubble gum for the imagination. 'It's very hard when you start but the more you chew the softer it gets". Sean
1:44 Word Wall Fluency Drills
1:45 Quick Fluency drill: Students retake the previous fluency drill to improve their wpm scores.
1:50 Poetry Recitation: Students write, read, and memorize a poem to recite. The students read and reread the entire poem, practicing articulation and enunciation for public performance. They must memorize at least one stanza, and students with more skill can memorize up to four. We start with a simple poem like Twinkle Twinkle Little Star that most kids know.
2:15 Music and Lyrics:
2:20 Short Stories: Students select a short story from their anthologies, peer read with their partners, and take notes in their reading journals. Try to incorporate the classics, e.g. The Brothers Grimm and Aesop’s Fables to give students a foundation in classic literature.
2:30 Guided Reading or Close Reading: Students bring their Harry Potter book and join in as I read the first few pages of the next chapter that was read earlier in the morning. We read chorally, practicing speed and fluency, with me as the model. I stop often, explaining my Metacognition, to help student take deeper meaning from the material. I ask for volunteers to reread a paragraph or a passage, as the class silently reads along. Background knowledge and challenging vocabulary is explained in detail, and we try to make connections to books, movies, or other teachable concepts. The students then break out into their groups and reread what we read chorally. Each student may read or monitor for understanding, and all students are encouraged to read. During transitions to the next reader, they pause for inquiry and dialogue on important impressions. Students who cannot decode a word, or don’t know its meaning, get assistance first from their peers then the teacher.
2:45 Music and Lyrics:
2:50 Vocabulary Practice With Buddy: Vocabulary Building Activities A sample page from my NEW Eclectic Intermediate Speller (2012-2013) that meets or exceeds all Common Core State Standards for Reading and English Language Arts! A Sample Week
3:00 Short Music and Movement Cleanup: Always leave the student on a high point, if possible, with great music and lots of smiles and praise.
Flipped Classroom Weekly Reading Homework:
Homework Reading Ideas: The Great Robot Race: Weekly Reading Assignment #1
Read
the short wiki article below about DARPA'S Grand Challenge and then
watch the PBS Nova program. Write a short summary, create a Glogster, Empressr, and or Prezi of what you learned or
found interesting and post it to the Reading Sage Blog.
Extra
Credit: Follow the links on the wiki article and or read one of the
extra articles below and do an in-depth research paper or digital presentation about the DARPA
challenge and share your findings and opinions with our readers. Reading Assignment Extensions | Digital Presentations: Create a Digital Project and share the link and project on the Reading Sage Blog.
My Top 10 Digital Presentation Tools!
Spreaker Create an online podcast or radio show and share with your friends
Vocaroo Online Voice Recorder
Vocaroo is a quick and easy way to record and share voice messages,
podcast over the internet with no sign up
Glogster Express yourself with the ultimate Glog(TM) - graphic blog. Mix Web, Images, Text, Music and Video.
Little Bird Tales: Capture the Voice of Childhood. We offer a fun,unique way to create,record and share stories online.
Empressor Tell your story
anyway you like. Add photos, music, video, and audio, and share it
publicly or privately in an instant. Empressr is the best and original
browser based rich media presentation and storytelling tool.
Prezi Prezi is a cloud based
presentation software that opens up a new world between whiteboards and
slides. The zoomable canvas makes it fun to explore ideas
Voki Voki is a FREE service that
lets you: Create customized avatars. Add voice to your Voki avatars.
Post your Voki to any blog, website, or profile.
VUVOX VUVOX allows you to create
interactive slideshows and presentations from photos, video and music
from Flickr, Picasa Web Albums, and YouTube..
Slideshare Offers users the
ability to upload and share publicly or privately PowerPoint
presentations, Word documents and Adobe PDF Portfolios
Zoho Zoho offers a suite of online web applications geared towards increasing your productivity and offering easy collaboration.
The DARPA Grand Challenge is a prize competition for American driverless vehicles, funded by the Defense Advanced Research Projects Agency, the most prominent research organization of the United States Department of Defense. Congress
has authorized DARPA to award cash prizes to further DARPA's mission to
sponsor revolutionary, high-payoff research that bridges the gap
between fundamental discoveries and military use. The initial DARPA
Grand Challenge was created to spur the development of technologies
needed to create the first fully autonomous ground vehicles capable of completing a substantial off-road course within a limited time. The third event, the DARPA Urban Challenge extended the initial Challenge to autonomous operation in a mock urban environment. The most recent Challenge, the 2012 DARPA Robotics Challenge, will focus on autonomous emergency-maintenance robots. Wiki
More Games!
"The Legendary Lands" a Literary Adventure Game
In this RISK style “word domination game“ game of reading comprehension and reading strategies you are battling to conquer the world of literacy, literary elements, poetry and academic vocabulary in any domain. To win, you must launch daring adventures, assemble teams of scholars, build floating sky fortresses of learning (Sky Libraries), seek knowledge on all fronts, and sweep across vast literary lands with boldness and cunning. But remember, the dangers, as well as the rewards, are high. Just when the world of knowledge is within your grasp, your antagonist opponent might strike and take it all away!
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