Strategies for Instruction
ECI 543 Diagnosing Reading DisabilitiesI created a video showing the importance of vocabulary instruction and how teachers can easily incorporate vocabulary activities into the instructional day.
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Taking Notes from Illustrations
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ECI 509 Teachers As Writers
One of the book studies I participated in was Jennifer Serravallo's The Writing Strategies book. I love the lessons in this book! They are teacher friendly and give examples of anchor charts with each lesson! The lesson I implemented with my 2nd graders was the Taking Notes from Illustrations. Students learned to attend to details in illustrations to write descriptive sentences. The illustrations were of key social studies vocabulary words. The students were successful in using the social studies vocabulary words to write descriptive sentences. |
Close Reading
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ECI 541 Reading Content Area
I enjoyed doing a close read of Who Says Women Can’t Be Doctors? written by Tanya Lee Stone. Perseverance and overcoming adversity are central to this story of Elizabeth Blackwell and the author communicates what life was like and society’s beliefs about women in the early 1800’s. There are many opportunities to prompt discussions about what the author implies and literary devices used such as metaphors and similes. This is a book that could be reread many times for several instructional purposes. |
Balanced Literacy Strategies
As a veteran teacher I have included a variety of vocabulary instruction and activities in various forms, but I don’t think I ever knew how valuable and important vocabulary is to student success and the direct correlation. In the beginning of Chapter 8, Content Area Reading, VV&M state “There is a strong connection between vocabulary knowledge and reading comprehension.” I enjoyed learning about new ways to easily incorporate vocabulary into my routine instruction.
The Kick Me strategy was developed by Jodi Macauley a 7th grade teacher from Illinois. This strategy has students up and moving while using vocabulary. Students have labels stuck on their back with vocabulary words, phrases or meanings. The students have an activity of finding the answers as they read the labels on other students backs. I think this would be a fun, active strategy to use when introducing new concepts in social studies in 2nd grade.
Vocabulary Paint Chips has students examining related words to use in their unit of study. I have used paint chips to teach 2nd graders about synonyms and using a thesaurus. Using the paint chips is a visual way for students to understand shades of meaning in commonly used words. I have paint chips with synonyms for students to use on the Writing Table in my classroom. I am thinking about using paint chips with writing elements for students to use as a tool to help remember attributes of different kinds of writing. For example one paint chip will have “Narrative/Fiction/Story” at the top, then “Characters, setting, events in order (beginning, middle, end), “Problem/Solution”, “Dialogue”, and “Author’s Message”. I will also make one for Informative/Nonfiction and Opinion writing for my 2nd graders to use.
I love the College Talk strategy. This strategy teaches students to use advanced vocabulary for common situations. Instead of asking students to stop talking, the teacher can say “You need to stop socializing.” This is something teachers can easily start implementing. I am going to implement College Talk next week by not using common expressions like “Let’s lower our voices.” and “Please line up quietly.” Instead I will say “Let’s decrease the level of our vociferations” and “Organize yourselves inaudibly in a straightaway.”
VV&M describe how teachers can use graphic organizers to build students conceptual knowledge of context terms and ideas. Using graphic organizers allows students to actively make connections and build on word and concept relationships.
References
Vacca, R. T., Vacca, J. A. L., & Mraz, M. E. (2016). Content area reading: Literacy and learning across the curriculum. Pearson.
The Kick Me strategy was developed by Jodi Macauley a 7th grade teacher from Illinois. This strategy has students up and moving while using vocabulary. Students have labels stuck on their back with vocabulary words, phrases or meanings. The students have an activity of finding the answers as they read the labels on other students backs. I think this would be a fun, active strategy to use when introducing new concepts in social studies in 2nd grade.
Vocabulary Paint Chips has students examining related words to use in their unit of study. I have used paint chips to teach 2nd graders about synonyms and using a thesaurus. Using the paint chips is a visual way for students to understand shades of meaning in commonly used words. I have paint chips with synonyms for students to use on the Writing Table in my classroom. I am thinking about using paint chips with writing elements for students to use as a tool to help remember attributes of different kinds of writing. For example one paint chip will have “Narrative/Fiction/Story” at the top, then “Characters, setting, events in order (beginning, middle, end), “Problem/Solution”, “Dialogue”, and “Author’s Message”. I will also make one for Informative/Nonfiction and Opinion writing for my 2nd graders to use.
I love the College Talk strategy. This strategy teaches students to use advanced vocabulary for common situations. Instead of asking students to stop talking, the teacher can say “You need to stop socializing.” This is something teachers can easily start implementing. I am going to implement College Talk next week by not using common expressions like “Let’s lower our voices.” and “Please line up quietly.” Instead I will say “Let’s decrease the level of our vociferations” and “Organize yourselves inaudibly in a straightaway.”
VV&M describe how teachers can use graphic organizers to build students conceptual knowledge of context terms and ideas. Using graphic organizers allows students to actively make connections and build on word and concept relationships.
References
Vacca, R. T., Vacca, J. A. L., & Mraz, M. E. (2016). Content area reading: Literacy and learning across the curriculum. Pearson.