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Attention Reading Teachers: Not many post messages here anymore it seems. The last time I was on this message board was in 2019, so it has been a while since anyone has posted anything. Instead of continuing old topics or questions, I would love old and new members give a brief introduction. This could be brief and include the following information...See MoreAttention Reading Teachers: Not many post messages here anymore it seems. The last time I was on this message board was in 2019, so it has been a while since anyone has posted anything. Instead of continuing old topics or questions, I would love old and new members give a brief introduction. This could be brief and include the following information:
Name: (chatboard or real name)
Location: (optional)
School/Grade Levels: (optional)
Teacher Job Title:
Years of experience:
Job description:
Reading Programs/Curriculum, methodology (favorite, school required):
Concerns, questions, resources needed:
Name: Nicole S.
Location: soon to be St. Louis, MO in 30 days
School/Grade Levels: Elementary school in St. Louis
Teacher Job title: Reading Specialist Grades 3-5
Years experience: 18 years teaching reading as an interventionist in public, charter, and private schools in Missouri. I've also run a Reading Clinic as a dyslexia therapist part time and during summer sessions.
Job description: I am heading into a new school 100 miles away for the upcoming school year, but it will mostly entail providing reading intervention to struggling students in grade 3-5.
Curriculum/methods: I have training and experience in various Orton-Gillingham programs as well as a multitude of Tier 3 reading interventions.
My personal favorite reading program for providing the most successful literacy outcomes amongst my most struggling students is without a doubt SRA Reading Mastery (direct instruction programs created by Zig Engelman). It is not everyone's cup of tea, and it takes some practice like anything else.
I've tried to promote CKLA (Core Knowledge Language Arts) for school wide implementation for the past twelve years while working in various school districts. For some reason of another, it never seemed to be adopted for implementation. I have now accepted a position at a St. Louis school district that has made the decision to implement CKLA and now I am on board with their school. I hate moving but I think it will be worth it in the end!
Other: I learn so much from Reading Teachers around the world. I'm quite the resource junkie and I love helping other teachers as well. All that I ask is that my typos or grammatical errors are not criticized. I don't contribute on chatboards for my posts be proofread and the time isn't available for me to type slow and careful.
I do have an excess of literacy resources, programs, and curricula to get rid due to downsizing. Let me know if you are interested.
Is anyone using Wilson Reading Program----trying to see difference between this and Orton Gillingham? Help
Hi I am looking for old Merrill Linguistic decodable readers tht might be stilling on your shelf unused. Right now, I need Merrill G and H (Take Flight and Break Through). Does anyone have these?
Hi I am looking for old Merrill Linguistic decodable readers tht might be stilling on your shelf unused. Right now, I need Merrill G and H (Take Flight and Break Through). Does anyone have these?
Hi I am looking for old Merrill Linguistic decodable readers tht might be stilling on your shelf unused. Right now, I need Merrill G and H (Take Flight and Break Through). Does anyone have these?
4 Easy Teaching Strategies for Summarizing Skills By Susan Fitzell Summarizing is a life-long skill that greatly affects student learning. It is also a skill that students struggle with significantly. One of the worst consequences of a lack of summarizing skills is the ease with which students will mistakenly plagiarize. Early in my teaching career...See More4 Easy Teaching Strategies for Summarizing Skills By Susan Fitzell Summarizing is a life-long skill that greatly affects student learning. It is also a skill that students struggle with significantly. One of the worst consequences of a lack of summarizing skills is the ease with which students will mistakenly plagiarize. Early in my teaching career, I noticed that when students were assigned a summarizing assignment, they would simply copy sentences from the book – rearranged. Rather than read a sentence and tell it in their own words, they simply switched the wording around.
Not only were they simply copying, they were doing it poorly. When I’d question their methodology and suggest that they were plagiarizing, they were adamant that they were not plagiarizing because what they wrote did not look exactly the same as the text from which they were copying. Finally, through trial and error, I discovered that if students read a paragraph, then covered it, then stated what they read in one sentence, they could often summarize the paragraph in their own words.
Summarizing allows students to re-frame their understanding by identifying key facts and concepts, filing information away in long-term memory in a more concise way. Much research has been done on the efficacy of summarizing. Marzano, Pickering, and Pollack do an excellent job of compiling and presenting that research in teacher-friendly terms.
Here are four great ways to teach summarizing skills to your students. {Click below for the full article. Our content is always free, but please do support our sponsors.)
Hi! I start seeing my kiddies next week, and I want to be able to see what their main struggles are- fluency, comprehension, etc. Are there any online Reading Inventories out there? Thanks!
> The principals have too much power and will/can do > whatever is necessary to "get rid" of a teacher they don't > like. The principal can write up bad reports(which are not > true) and have the district back it up falsely. The unions > are virtually worthless........ > > > On 11/02/13, anon wrote: >> This t...See More> The principals have too much power and will/can do > whatever is necessary to "get rid" of a teacher they don't > like. The principal can write up bad reports(which are not > true) and have the district back it up falsely. The unions > are virtually worthless........ > > > On 11/02/13, anon wrote: >> This tactic is more common now since districts have >> rigged Nevada law further to gut what few protections >> teachers have, which is actually none, and that's by >> abusing the "probationary" status of teachers to get rid >> of veteran teachers. >> >> A principal can merely give a teacher two lousy >> evaluations in a row just because he or she feels like >> it, and that teacher goes back on "probationary" status, >> which then means a principal can just "non- renew" them >> for any reason or no reason at all (at-will). The teacher >> has NO chance at all to fight it. >> >> This just shows how utterly worthless the "unions" are in >> Nevada to even allow such abuse by administrators. >> >> >> On 11/02/13, anon wrote: >>> Principals are unique among supervisors in that they >>> have almost unlimited power, ironclad job security >>> (though that is changing, fortunately), and NO >>> accountability. That's because they are not closely >>> supervised. >>> >>> It takes maturity and a high sense of ethics to be a >>> successful principal, but unfortunately there are few >>> good principals anymore. Almost all of the good ones >>> (generally older ones, those who had many years of >>> teaching experience) left when the "reforms" started >>> taking hold. >>> >>> The "doctor" simply repeats boilerplate nonsense that >>> has no bearing on how easily teachers are scapegoated >>> and railroaded out of careers. It is pathetically easy >>> for teachers to get canned, and they have NO real "due >>> process" at all. The court system is also heavily >>> against them because few lawyers will take on teacher >>> lawsuits as it takes many years for them to be resolved. >>> That's because school districts can and do "run out the >>> clock" thanks to having unlimited funds. >>> >>> >>> On 11/01/13, HS Teacher wrote: >>>> On 11/01/13, Doctor wrote: >>>> >>>> >>>>> A tiny minority of teachers beyond probationary get >>>>> fired, and you can include in that resignation in lieu >>>>> or the other nonsense you listed. Far less than just >>>>> about any other career out there. I've fired people in >>>>> the private sector. Trust me! It's a LOT easier than >>>>> in public ed. You can't offer any numbers because >>>>> you're wrong. You only have what happened to you, and >>>>> probably a few other malcontents. >>>> >>>> You can't offer any numbers yourself. How do you >>>> justify the phrases 'a tiny minority', 'far less >>>> than...'? when you haven't offered anything but your >>>> own anecdotal evidence? (The very thing you are railing >>>> at 'anon' for doing, btw.) >>>> >>>> Here are numbers I'd like to find out: >>>> >>>> How many teachers 'burn out' in their first year? >>>> second year? third year? and so on... And how much of >>>> that 'burn out' comes from lack of support from >>>> administration? Or outright hostility from >>>> administration? >>>> >>>> I'd be surprised if you've never witnessed a principal >>>> targeting a particular teacher. I haven't been doing >>>> this job all that long, and I've seen it personally in >>>> seven separate cases. 'Punishing' a teacher with a >>>> difficult class schedule, writing 'do not hire' in an >>>> email to another district employee, subjecting a >>>> teacher to daily 'observations'. Out of the seven cases >>>> I'm thinking of, two no longer work for the district, >>>> both good teachers who were caught on the wrong side of >>>> a person with power. >>>> >>>> I think principals have a lot of power, and some abuse >>>> it. Teachers need due process as a protection. >>>> >>>> >>>>> Your attitude is one that likely breeds prejudice and >>>>> low standards in the classroom. You can't tell me that >>>>> you're this ball of bitterness, defeatism, and >>>>> narcissism with adults and a nurturing ball of >>>>> sunshine with students. I've heard it all before: "The >>>>> kids are all poorly raised, they're all from poverty, >>>>> certain ethnic group can't do well, that one kid told >>>>> me to screw off, or his older brother was a menace 5 >>>>> years ago, so I'm going to get back at him every >>>>> chance I get..." >>>> >>>> Jumping to a lot of conclusions here. And you're >>>> putting words in the other poster's mouth. That is not >>>> the way to have a 'sane, rational' discussion. >>>> >>>> >>>>
Has anyone paid for a membership to the Reading Recovery Council? Is it worth the cost?
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