During the past few decades, an extraordinary amount of public attention has been given to controversies regarding how reading is being taught, is not being taught, or how it should be taught. To address reading concerns, publishers have developed commercial reading programs which provide teachers with materials on a variety of reading levels for use in the classroom. These materials allow teachers to match the reading levels of students with the appropriate reading books. Within a typical classroom, the reading ability of the students will range from below grade level to above grade level. In order to accurately select books that are on a student's reading level, a teacher must assess the student's reading skills. Betts (1950) developed a simple technique for using graded reading books to evaluate children's reading levels. The technique, which he called an "Informal Reading Inventory," involved selecting a short passage from grade level readers several grade levels below and above the student's grade level. Next, several comprehension questions were written for each passage. The student was to read the passages aloud and to answer the questions. Results of the oral reading and the comprehension questions are analyzed to determine the student's reading level.
{"title":"Teachers Use IRIs to Help Struggling Readers","authors":"Carolyn Russell, Barbara Griesheim, Nancy Lee","doi":"10.56887/galiteracy.58","DOIUrl":"https://doi.org/10.56887/galiteracy.58","url":null,"abstract":"During the past few decades, an extraordinary amount of public attention has been given to controversies regarding how reading is being taught, is not being taught, or how it should be taught. To address reading concerns, publishers have developed commercial reading programs which provide teachers with materials on a variety of reading levels for use in the classroom. These materials allow teachers to match the reading levels of students with the appropriate reading books. Within a typical classroom, the reading ability of the students will range from below grade level to above grade level. In order to accurately select books that are on a student's reading level, a teacher must assess the student's reading skills. Betts (1950) developed a simple technique for using graded reading books to evaluate children's reading levels. The technique, which he called an \"Informal Reading Inventory,\" involved selecting a short passage from grade level readers several grade levels below and above the student's grade level. Next, several comprehension questions were written for each passage. The student was to read the passages aloud and to answer the questions. Results of the oral reading and the comprehension questions are analyzed to determine the student's reading level. \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114285019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elish-Piper and L'Allier's book The Common Core Coaching Book: Strategies to Help Teachers Address the K-5 ELA Standards provides informative and critical literacy coaching tools that support teachers in planning and implementing instruction aligned with the Common Core State Standards (CCSS). This series was created with teachers' questions in mind to ensure that the instructional examples provided throughout are not only practical and easy to implement, but also have been actually studied and refined within authentic classroom settings. The text is divided into five main sections that walk the reader through coaching toward the Common Core, facilitating individual, small-group and large-group settings, and provides a final section that includes profiles of highly effective literacy coaches.
{"title":"The Common Core Coaching Book: Strategies to Help Teachers Address the K-5 Ela Standards","authors":"C. Draper, L. Soares","doi":"10.56887/galiteracy.61","DOIUrl":"https://doi.org/10.56887/galiteracy.61","url":null,"abstract":"Elish-Piper and L'Allier's book The Common Core Coaching Book: Strategies to Help Teachers Address the K-5 ELA Standards provides informative and critical literacy coaching tools that support teachers in planning and implementing instruction aligned with the Common Core State Standards (CCSS). This series was created with teachers' questions in mind to ensure that the instructional examples provided throughout are not only practical and easy to implement, but also have been actually studied and refined within authentic classroom settings. The text is divided into five main sections that walk the reader through coaching toward the Common Core, facilitating individual, small-group and large-group settings, and provides a final section that includes profiles of highly effective literacy coaches. \u0000 \u0000 ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121449710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even though Georgia is no longer a part of the PARCC consortium and the PARCC assessments no longer engender fear in the hearts of Georgia teachers, it might be a good idea to review what is different about the Common Core State Standards and decide what the quantum shifts are for the classroom and the teacher.
{"title":"Quantum Shifts","authors":"Gerald L. Boyd","doi":"10.56887/galiteracy.36","DOIUrl":"https://doi.org/10.56887/galiteracy.36","url":null,"abstract":"Even though Georgia is no longer a part of the PARCC consortium and the PARCC assessments no longer engender fear in the hearts of Georgia teachers, it might be a good idea to review what is different about the Common Core State Standards and decide what the quantum shifts are for the classroom and the teacher.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116713645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preservice teachers require both personal knowledge and pedagogical understandings with written conventions. Concern with preservice teachers’ inability to demonstrate proficiency with written conventions prompted this study. This study utilized a pretest/posttest design, and participants’ were preservice teachers enrolled in a teacher education program. Participants completed five professor-created lessons aimed to develop personal knowledge with written conventions. Findings showed statistical significance regarding participants’ personal knowledge after receiving explicit instruction with written conventions.
{"title":"The Effect of Explicit Instruction with Writing Conventions Among Preservice Teachers","authors":"L. Sharp","doi":"10.56887/galiteracy.32","DOIUrl":"https://doi.org/10.56887/galiteracy.32","url":null,"abstract":"Preservice teachers require both personal knowledge and pedagogical understandings with written conventions. Concern with preservice teachers’ inability to demonstrate proficiency with written conventions prompted this study. This study utilized a pretest/posttest design, and participants’ were preservice teachers enrolled in a teacher education program. Participants completed five professor-created lessons aimed to develop personal knowledge with written conventions. Findings showed statistical significance regarding participants’ personal knowledge after receiving explicit instruction with written conventions. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121611594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This manuscript examines a kindergarten bilingual (Spanish/English) student’s responses to a poem during a two-day writer’s workshop. A detailed description of the student’s illustrated initial response to the poem is compared with the student’s later response after the vocabulary embedded in the poem was discussed. The importance of considering students’ sociocultural backgrounds and activating their prior knowledge as essential parts of instruction is stressed.
{"title":"Significance of Prior Knowledge Activation: A Close Look at Bilingual Kindergarten Student's Response to a Poem","authors":"Alma D. Stevenson","doi":"10.56887/galiteracy.31","DOIUrl":"https://doi.org/10.56887/galiteracy.31","url":null,"abstract":"This manuscript examines a kindergarten bilingual (Spanish/English) student’s responses to a poem during a two-day writer’s workshop. A detailed description of the student’s illustrated initial response to the poem is compared with the student’s later response after the vocabulary embedded in the poem was discussed. The importance of considering students’ sociocultural backgrounds and activating their prior knowledge as essential parts of instruction is stressed.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124221498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This integrative lesson engages students in retelling the story Tacky, the Penguin through music. First grade English Language Arts Common Core Standards (ELACC) are addressed as students play instruments, create movement, sing and chant, and discuss their roles throughout the process. Students’ understanding, fluency, and discussion skills are enhanced through their participation. The activity requires inexpensive hand bells and basic classroom rhythm instruments, and can be facilitated by general education teachers or music specialists with their young students. While the focus of this lesson is on the development of first grade literacy, this activity can be easily adapted to other stories and grade levels.
{"title":"Tacky and a Tambourine: Enhancing First Grade Literacy Through Music","authors":"N. Arrington","doi":"10.56887/galiteracy.33","DOIUrl":"https://doi.org/10.56887/galiteracy.33","url":null,"abstract":"This integrative lesson engages students in retelling the story Tacky, the Penguin through music. First grade English Language Arts Common Core Standards (ELACC) are addressed as students play instruments, create movement, sing and chant, and discuss their roles throughout the process. Students’ understanding, fluency, and discussion skills are enhanced through their participation. The activity requires inexpensive hand bells and basic classroom rhythm instruments, and can be facilitated by general education teachers or music specialists with their young students. While the focus of this lesson is on the development of first grade literacy, this activity can be easily adapted to other stories and grade levels. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125715177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
New teachers face a number of challenges as they begin their careers. In fact, many leave the profession for a range of reasons including an overwhelming amount of information and responsibility, pressures of high stakes testing, and lack of support. To counter these challenges, the authors discuss ways literacy coaches can provide leadership and guidance to new teachers through building relationships, creating a climate of trust, and developing individualized support to enhance the teacher’s success
{"title":"Literacy Coaching: Providing Leadership and Support for the Next Generation of Teachers","authors":"Katie Stover, C. Glover","doi":"10.56887/galiteracy.30","DOIUrl":"https://doi.org/10.56887/galiteracy.30","url":null,"abstract":"New teachers face a number of challenges as they begin their careers. In fact, many leave the profession for a range of reasons including an overwhelming amount of information and responsibility, pressures of high stakes testing, and lack of support. To counter these challenges, the authors discuss ways literacy coaches can provide leadership and guidance to new teachers through building relationships, creating a climate of trust, and developing individualized support to enhance the teacher’s success","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115261822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of close reading in the 21st century has become a necessary component of reading comprehension more than ever. Given the extraordinary amount of informational texts presented in print and digital formats that students encounter in today’s classrooms, the need for students to engage in critical reading to determine what a text says explicitly is essential for students to become critical consumers of information. In addition, the Common Core State Standards (CCSS) place further emphasis on the importance of teaching students to engage in “close, attentive reading” as critical text analysis relates to 80% of the Reading standards at each grade level (International Reading Association Common Core State Standards [CCSS] Committee, 2012). Sunday Cummins’ (2013) Close Reading of Informational Texts; Assessment- Driven Instruction in Grades 3-8 offers teachers a wealth of tools to teach close reading wrapped in one book. According to Cummins, close reading is the process of understanding how the words on a page fit together to support the author’s central ideas. Students examine the text’s structure, key vocabulary to build conceptual meaning, and connect to their own prior knowledge to use the information and ideas drawn from texts as the basis to grasp meaning.
{"title":"Close Reading of Informational Texts: Assessment-Driven Instruction in Grades 3-8","authors":"L. Soares, C. Draper","doi":"10.56887/galiteracy.42","DOIUrl":"https://doi.org/10.56887/galiteracy.42","url":null,"abstract":"The role of close reading in the 21st century has become a necessary component of reading comprehension more than ever. Given the extraordinary amount of informational texts presented in print and digital formats that students encounter in today’s classrooms, the need for students to engage in critical reading to determine what a text says explicitly is essential for students to become critical consumers of information. In addition, the Common Core State Standards (CCSS) place further emphasis on the importance of teaching students to engage in “close, attentive reading” as critical text analysis relates to 80% of the Reading standards at each grade level (International Reading Association Common Core State Standards [CCSS] Committee, 2012). Sunday Cummins’ (2013) Close Reading of Informational Texts; Assessment- Driven Instruction in Grades 3-8 offers teachers a wealth of tools to teach close reading wrapped in one book. According to Cummins, close reading is the process of understanding how the words on a page fit together to support the author’s central ideas. Students examine the text’s structure, key vocabulary to build conceptual meaning, and connect to their own prior knowledge to use the information and ideas drawn from texts as the basis to grasp meaning. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133939891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early learning experiences serve as the building blocks for young children’s scholastic success. Providing parents, grandparents, and caregivers with the necessary tools to establish this foundation is critical. This article describes two literacy workshops which were held as part of a local Early Learning College initiative. The goal of the program is to ensure that young children in the community are prepared for school and for early literacy learning experiences. The workshops aim to provide parents with strategies to create high-quality learning environments for their children. In turn, this will enhance their ability to effectively partner with teachers when their child enters a formal school setting.
{"title":"The ABCs of Literacy: Creating Excitement About Learning Through Reading, Writing and Poetry in an Early Learning College Literacy Session","authors":"A. Katz","doi":"10.56887/galiteracy.41","DOIUrl":"https://doi.org/10.56887/galiteracy.41","url":null,"abstract":"Early learning experiences serve as the building blocks for young children’s scholastic success. Providing parents, grandparents, and caregivers with the necessary tools to establish this foundation is critical. This article describes two literacy workshops which were held as part of a local Early Learning College initiative. The goal of the program is to ensure that young children in the community are prepared for school and for early literacy learning experiences. The workshops aim to provide parents with strategies to create high-quality learning environments for their children. In turn, this will enhance their ability to effectively partner with teachers when their child enters a formal school setting. ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125651786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a classroom strategy that helps the student become responsible for their own learning. Have you ever been in a classroom where your struggling readers say, “This is stupid” or “I don’t know anything anyway, I’m dumb?” These statements, made by struggling students validate that the affective side of learning is a powerful determiner on how struggling students’ approach learning and show just how discouraged they are with the reading/learning process when they are asked to work at a frustrational level. However, effective teachers have long recognized that attitudes, activating prior knowledge, peer discussion and summarizing are activities that support struggling readers as they learn to read (Alderman, 2003; Bandura, 1997; Bandura, Schunk, 1981; Keene & Zimmerman, 1997/2007; Rosenblatt, 1969, 1978; Wang, 2000). Therefore, the purpose of this article is to share an old strategy, the KWL, which was modified and used in a new way (see Appendix A). This new way provided a means for students to track their own learning growth, which in turn changed their attitudes toward learning. This is an important step, as the common core standards state that students are to work toward meeting expectations so they are prepared to enter college and/or the workforce (Council of Chief State School Officers and National Governors Association, 2010).
{"title":"Helping Struggling Readers Track Their Own Learning Growth","authors":"S. Szabo","doi":"10.56887/galiteracy.40","DOIUrl":"https://doi.org/10.56887/galiteracy.40","url":null,"abstract":"This is a classroom strategy that helps the student become responsible for their own learning. Have you ever been in a classroom where your struggling readers say, “This is stupid” or “I don’t know anything anyway, I’m dumb?” These statements, made by struggling students validate that the affective side of learning is a powerful determiner on how struggling students’ approach learning and show just how discouraged they are with the reading/learning process when they are asked to work at a frustrational level. However, effective teachers have long recognized that attitudes, activating prior knowledge, peer discussion and summarizing are activities that support struggling readers as they learn to read (Alderman, 2003; Bandura, 1997; Bandura, Schunk, 1981; Keene & Zimmerman, 1997/2007; Rosenblatt, 1969, 1978; Wang, 2000). Therefore, the purpose of this article is to share an old strategy, the KWL, which was modified and used in a new way (see Appendix A). This new way provided a means for students to track their own learning growth, which in turn changed their attitudes toward learning. This is an important step, as the common core standards state that students are to work toward meeting expectations so they are prepared to enter college and/or the workforce (Council of Chief State School Officers and National Governors Association, 2010). ","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130358664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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