I am curious about how many first grade classrooms are using a reading workshop model. In particular, are first grade teachers using information gained from individual conferences to plan for small group instruction? Does anyone know a way to find the answer?
I am in the process of introducing the research paper process to my 7th and 8th graders.
I am finding that they are having a very difficult time understanding what a blueprint is. I am afraid it is because I am not explaining it well enough on their level.
Can anyone offer some advice on how to bring this topic home to these younger students?
I'm doing some research on the use of storybooks for developing literacy skills. Specifically I'm looking for some ideas about to use storybooks to assess emergent and beginning readers' knowledge about reading. Generally, I'm also looking to find out how other teachers use storybooks in their own classrooms. Any insights would be greatly appreciated.
On 11/17/05, Freddie Thomas wrote: > I'm doing some research on the use of storybooks for > developing literacy skills. Specifically I'm looking for > some ideas about to use storybooks to assess emergent and > beginning readers' knowledge about reading. Generally, I'm > also looking to find out how other teachers use storybooks > in their own classrooms. Any insights would be greatly > appreciated.
I am looking for the same information as you requested. Did you receive any helpful responses? If so, could you forward them to me? Thanks!
I'm doing some research on the use of storybooks for developing literacy skills. Specifically I'm looking for some ideas about to use storybooks to assess emergent and beginning readers' knowledge about reading. Generally, I'm also looking to find out how other teachers use storybooks in their own classrooms. Any insights would be greatly appreciated.
I just started teaching 6th grade language arts...and i desperately need a lesson for next wednesday about thanksgiving. Does anyone have a fun language arts lesson combined with art, directed for thanksgiving. Any fun ideas would be great. I just really want to do some fun project with my students. Poetry...drawing...letters...anything would be great!!
I'm a first year, first grade teacher, and I really struggle with time management. Reading is HUGE in first grade, and I feel like by the time I get my students settled down and ready to learn, it is time to rotate. I have an aide and the reading specialist working for part of my reading time, so I really can't keep a group for a few extra minutes. For a portion of my reading group time, there are three reading groups going on at the same time in my classroom. I feel like I'm stuck with four 20 minute rotations that are more like 10 minutes of reading. I use the Cal State adopted Houghton Mifflin text. Does anyone have some ideas or time savers? Your input would be greatly appreciated.
I am looking for someone with experience building an upper grade (grades 3-6) book room. We define "book room" as a room where sets of short stories and books are stored. In an effort to maximize resources for guided reading, we want to create a centralized resource in our school where teachers can pull resources as needed.
Has anyone been involved with something like this before? If so, would you mind if I picked your brain a bit? Please drop me an email at [email removed]
I'm doing some research on the use of storybooks for developing literacy skills. Specifically I'm looking for some ideas about how to use storybooks to assess emergent and beginning readers' knowledge about reading. Generally, I'm also looking to find out how other teachers use storybooks in their own classrooms. Any insights would be greatly appreciated.
I often use storybooks as a supplement to my lessons. They provide great reinforcement of concepts that I teach my students in my primary lesson. Storybooks also take what I teach in my l;esson and make it concrete for my students, they are able to see what they have learned put into use.
On 11/21/05, F Thomas wrote: > I'm doing some research on the use of storybooks for > developing literacy skills. Specifically I'm looking for > some ideas about how to use storybooks to assess emergent > and beginning readers' knowledge about reading. Generally, > I'm also looking to find out how other teachers use > storybooks in their own classrooms. Any insights would be > greatly appreciated.
I agree with the responses to your question, but I also believe storybooks can be used to assess students' background knowledge about books. I like to use storybooks and ask my children to tell me where the title is or where the author's name is. I also will ask them to show me how to read, like pointing out where to start and then where to go. Should they read from left to right and from top to bottom? Not only can you use storybooks to assess if they children have this background knowledge, but you can also use storybooks to intoduce and teach background knowledge about books. I hope this helps.
On 11/21/05, F Thomas wrote: > I'm doing some research on the use of storybooks for > developing literacy skills. Specifically I'm looking for > some ideas about how to use storybooks to assess emergent > and beginning readers' knowledge about reading. Generally, > I'm also looking to find out how other teachers use > storybooks in their own classrooms. Any insights would be > greatly appreciated.
Does anyone have a favorite style of teaching a special needs child with an average IQ but some severe learning disabilities? Does anyone feel a colaborative environment works best or inclusion? Etc.
On 11/17/05, Freddie Thomas wrote:
> I'm doing some research on the use of storybooks for
> developing literacy skills. Specifically I'm looking for
> some ideas about to use storybooks to assess emergent and
> beginning readers' knowledge about reading. Generally, I'm
> also looking to fi...See More