Sunday, November 10, 2013

Nonfiction Text Resources

As we begin to plan for the launch of unit 3 Bridget Leonardis shared with me a resources completely in line with my teaching philosophy and supportive while I start a new curriculum.  A link to some of the resources follows:

Harvey Daniels and Nancy Steineke on Nonfiction

Even more text-set resources from the same site!

Subjects Matter by Daniels is another resource.

Teachers' College Reading Writing Project
This site is a wealth of resources for engaging students with nonfiction text.

Text Features powerpoint

Friday, October 04, 2013

Sunday, September 22, 2013

Main Ideas and Determining Theme

Strategies that Work - resources for teacher PD in the area of teaching Main Idea and Theme.


Teaching Channel - Videos of instruction tied to the Common Core State Standards - some really great videos of instruction tied to CCSS.


The Circuit by Jimenez- I am using this story at the beginning of the year to review and reinforce work with levels of reading, main idea and determining theme RL 1-3

Wednesday, August 28, 2013

Poetry Resources

Poetry Foundation

  • Wondering about using this poem. Thinking about an excerpt at the beginning of our unit and then revealing more over time. Thoughts?
  • Theme for English B

    BY LANGSTON HUGHES
    The instructor said,

          Go home and write
          a page tonight.
          And let that page come out of you—
          Then, it will be true.

    I wonder if it’s that simple?
    I am twenty-two, colored, born in Winston-Salem.   
    I went to school there, then Durham, then here   
    to this college on the hill above Harlem.   
    I am the only colored student in my class.   
    The steps from the hill lead down into Harlem,   
    through a park, then I cross St. Nicholas,   
    Eighth Avenue, Seventh, and I come to the Y,   
    the Harlem Branch Y, where I take the elevator   
    up to my room, sit down, and write this page:

    It’s not easy to know what is true for you or me   
    at twenty-two, my age. But I guess I’m what
    I feel and see and hear, Harlem, I hear you.
    hear you, hear me—we two—you, me, talk on this page.   
    (I hear New York, too.) Me—who?

    Well, I like to eat, sleep, drink, and be in love.   
    I like to work, read, learn, and understand life.   
    I like a pipe for a Christmas present,
    or records—Bessie, bop, or Bach.
    I guess being colored doesn’t make me not like
    the same things other folks like who are other races.   
    So will my page be colored that I write?   
    Being me, it will not be white.
    But it will be
    a part of you, instructor.
    You are white—
    yet a part of me, as I am a part of you.
    That’s American.
    Sometimes perhaps you don’t want to be a part of me.   
    Nor do I often want to be a part of you.
    But we are, that’s true!
    As I learn from you,
    I guess you learn from me—
    although you’re older—and white—
    and somewhat more free.

    This is my page for English B.

Metropolitan Museum of Fine Arts - Medieval Art

MetMuseum Teacher Resources for Medieval European Art

Cooperative Learning Techniques

After 8 years out the of the middle school classroom, I am re-entering on Wednesday.  In preparation I have been thinking about the resources and materials I need to collect and catalogue here on my blog.  One of my teammates reminded me of Pens in the Middle for equalizing discussion in a small group as well as a way to share with students who will be selected to share from the group.  Here is a summary of the technique: http://cooperativelearningstrategies.pbworks.com/w/page/28127172/Pens%20in%20the%20Middle

Wednesday, July 24, 2013

Innovation on Earth

Global Connections
A blog for teachers interested in Global Education and competency.

Great Section from the Marshall Memo on YA Reading


 


-    Have teachers this year done anything that made you interested in reading a certain book? What was it?

-    Have you read something this year that was so memorable you keep thinking about it or you told someone else about it?

-    Have other people this year helped you decide to read certain books? Who? What did they do or say that made you want to read?

-    Do you talk with anyone about the books you read? Who do you talk to, and what kinds of things do you talk about?

-    Have you started to read a book in school that you found confusing? What happened with that?

-    Tell me something about your reading in classes other than English (social studies, science, math, etc.). What has been interesting or challenging about those experiences?

-    How has your reading at home changed this year?

-    What will happen with your reading this summer?

-    What did you learn as a reader this year?

-    Is there anything else you’d like to tell me about your reading?

 

“Engagement with Young Adult Literature: Outcomes and Processes” by Gay Ivey and Peter Johnston in Reading Research Quarterly, July/August/September 2013 (Vol. 48, #3, p. 255-275), http://bit.ly/1b7SWt5; Ivey can be reached at mgivey@wisc.edu.