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THE MAGIC OF READING
Good Readers Read, Read, Read-All the Time, All Day Long Download Description Proposal
1- Independent Reading Students who are self-directed, capable and somewhat self-motivated read selected or assigned material from both narrative or informational arenas on their own. Their self-directed behaviors model the good reading strategies for others. In fact, they can become advocates for reading and writing as they encourage or partner with others as mentors or coaches.
2 - Student-Led Reading While the teacher is working with a small group in a direct instruction or guided reading session, a designated student or classroom aide or parent volunteer is assigned to lead a small group as they read aloud quietly. At any time, the leader can appoint someone else to read a passage or line or two by handing them the talking stick and then the leader picks it up and continues reading along. This strategy provides the needed fluency-pacing, expression and phraseology for a smooth reading flow and increased comprehension
3 - Buddy Reading Pairs of students decide how they will address the text they have been assigned or they have selected. The only rule is that they must alternate reading by sentences, parts, paragraphs or sections. Both are responsible for the Read/Listen/Think cycle as they complete the piece. Buddy-readers can be organized by the teacher for the week, the semester, the year or they can be randomly organized daily, weekly or monthly.
4 - Choral Reading Students in a small group read selected material as a chorus, following along and reading aloud in a synchronized way. Manage this by selecting an appropriate location in the room, modeling appropriate voice levels and by appointing a monitor within the groups.
5 - Echo Reading Reading Echo reading is simply that. One partner reads a sentence, paragraph or section and the other repeats the reading as a human echo. The shorter the pieces, the more support there is for the echoing reader. Sentence by sentence, or paragraph by paragraph are best when working with struggling or second-chance readers.
6 - Bluetooth Reading Based on a reading technique learned in a reading clinic setting, the technical name for the strategy is, “neurological impress”. In this configuration, the reader sits slightly behind, but right next to the developing reader, and the two read together with the stronger reader taking the lead. In this way, the developing reader is hearing, seeing, and saying the words, in effect, impressing the brain with triangulated input.
7 - Reader’s Theater This is a strategy that lends itself to scripts with actual roles for student reading, yet it can also be used quite effectively with normal textbook reading, narratives and even with electronic versions of text and images. The strategy calls for reading and listening skills as the students in the group read predetermined segments. The segments for the readers may be scripted roles, paragraphs, or pages.
The Secret of Good Writers
Good Writers Write, Everyday, in Every Way
To become expert at anything, you need 10,000 hours or ten years of practice.
Based on the idea of relentless practice, if behooves k12 teachers to structure some form of writing every day. Let students write all the time. Give them a chance to become comfortable at all aspects of the writing process- getting started with their writing, confidence in expressing their ideas, and clarity in their communications.
Writing Strategies that Motivate, Energize, and Engage
#1 One-Minute Write
Prepare students to write for one minute as fast as they can, using compete sentences. Provide a topic. Use a timer. “Ready, Set, Begin”. At 60 seconds: “STOP!”
- Count/record the number of words / Circle all 3 syllables/plus words
- Set a goal. More words or more 3-syllable words/ Strategize to meet the goal
Give new but related topic. “Ready, Set, Begin.” “STOP” 60 seconds. Count. Did you meet your goal? Did you beat your personal best? Choose on writing to share with a partner.
#2 Mediated Journal Entry
1. Name a good thinker (historical figure, fictional character, or personal acquaintance).
2. List two traits of the literate person (beyond the obvious).
3. Describe someone who is not literate.
4. Tell how the two are different.
5. Write a closing sentence.
6. Give your piece a telling title.
#3 Compare/Contrast Patterns - How Alike and Different
Dual Paragraphs - AAA BBB Pattern
AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much.
BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper is used.
Alternating Pattern: AB, AB
A) Salt is savory, B) while pepper is spicy. A) yet, the salt is not that healthy, B)while pepper is benign. And, finally, A) salt is invisible on the food, B) while pepper is visible.
#4 Five ($5) Dollar Paragraph
Select a topic. Use the key to count your words worth! Write a $5 dollar essay
- Nouns 15 cents - Verbs 25 cents - Adjectives 10 cents - Adverbs 50 cents - Prepositions 1 cent - Conjunctions 5 cents
#5 Writing Tools-Graphic Organizers/Thinking Maps
Mind Maps, Concepts Maps,T-charts, Fishbone Analysis Chart, Attribute Web
Foldable Books Little Book. Accordion Book, Magic Book, Step Book, Fold Over
#6 Pass a Paper-Mrs. Potter’s Questions
What were we expected to do?
What did we do well?
What would we do differently next time?
Do we have any questions?
#7 Required Rigor-1000 Word Essay
Select an appropriate topic based on unit of study. Write 100 words a day for10 school days. Peer edit each 100 word page with a partner. Celebrate your achievement.