Friday, February 8, 2008
Use UNLV WebCT
https://webcampus.nevada.edu/webct/entryPage.dowebct
Click on above link or here to get on UNLV WebCT.
Thanks!
Monday, February 4, 2008
Discussion Question 1
(From Stephan Andrews, Barbara Beall & Millie Maho)
Friday, February 1, 2008
Online access to textbook
If you go to this site, you can search for the course textbook, "Distinguished Educators on Reading: Contributions that have shaped effective literacy instruction". You can read the text online if you would like to.
Wednesday, January 30, 2008
Position Statement- IRA Excellent Reading Teachers
Position Statement from the International Reading Association
Excellent
Every child deserves excellent reading teachers because teachers make a difference in children’s reading achievement and motivation to read.
This position statement provides a research-based description of the distinguishing qualities of excellent classroom reading teachers. Excellent reading teachers share several critical qualities of knowledge and practice:
1. They understand reading and writing development, and believe all children can learn to read and write.
2. They continually assess children’s individual progress and relate reading instruction to children’s previous experiences.
3. They know a variety of ways to teach reading, when to use each method, and how to combine the methods into an effective instructional program.
4. They offer a variety of materials and texts for children to read.
5. They use flexible grouping strategies to tailor instruction to individual students.
6. They are good reading “coaches” (that is, they provide help strategically).
In addition, excellent reading teachers share many of the characteristics of good teachers in general. They have strong content and pedagogical knowledge, manage classrooms so that there is a high rate of engagement, use strong motivation strategies that encourage independent learning, have high expectations for children’s achievement, and help children who are having difficulty.
Amy's Comments: Week one (Au)
Kathryn Au (p. 119-132)
Her method of instruction focused more on strategies for promoting comprehension and “talk story” discussions.
Amy's comments: Week One (Ruddell
Robert Ruddell (pgs. 105-118).
What is an Influential Teacher?
Dr. Ruddell talks about two theories:
· Sociocognitive theory
o prior knowledge and beliefs influence the teacher, the teacher uses strategies
o prior knowledge and beliefs of students also influence the student
· Constructivist theory
o Reader Response- the teacher focuses on motivation to help the student
Ruddell & his colleagues studied Influential Teachers from Kindergarten through university. P. 108-109 shows an overview of their findings.
On pg. 110, he goes more in depth into what exactly they found and how it relates to the theories he talked about in the very beginning of the article.
P. 114 shows a diagram he created to help you visualize the interaction between the text being read, the teacher, the student (reader) and the classroom community.
P. 116 is a list of insights gained from this research. These 10 items came from the interviews Ruddell & his colleges did with teachers. He lists them here as a recommendation of what all teachers should be striving for.
Excellent Teacher of Reading Chart- DUE 5/5
This chart is due May 5th. I encourage you to work on it throughout the course.
What I am doing | In the Future |
Understand reading and writing development, and believe all children can learn to read and write. | |
1. | |
2. | |
Can assess children’s individual progress and relate reading instruction to children’s previous experiences | |
1. | |
2. | |
Know a variety of ways to teach reading, when to use each method, and how to combine the methods into an effective instructional program. | |
1. | |
2. | |
Can offer a variety of materials and texts for children to read. | |
1. | |
2. | |
Use flexible grouping strategies to tailor instruction to individual students. | |
1. | |
2. | |
Am a good reading “coach” (that is, I provide help strategically). | |
1. | |
2. | |