{"content":{"sharePage":{"page":0,"digests":[{"id":"66057154","dateCreated":"1391984456","smartDate":"Feb 9, 2014","userCreated":{"username":"pamelasynoski","url":"https:\/\/www.wikispaces.com\/user\/view\/pamelasynoski","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/66057154"},"dateDigested":1531976892,"startDate":null,"sharedType":"discussion","title":"pamelasynoski","description":"So much goes into teaching students to read for meaning. In the primary grades, it is easy to lose sight of this because we spend a lot of time just trying to build reading fluency. In this latter half of the year in my second grade classroom, I begin to increase my reading for meaning strategies now that fluency is fairly established. I spend a great deal of time on vocabulary identification and accessing prior knowledge. We recall characters and setting in order to make connections and involve higher levels of thinking skills. Students can feel successful within themselves when these connections are made and discussed.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"66057046","dateCreated":"1391983888","smartDate":"Feb 9, 2014","userCreated":{"username":"pamelasynoski","url":"https:\/\/www.wikispaces.com\/user\/view\/pamelasynoski","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/66057046"},"dateDigested":1531976892,"startDate":null,"sharedType":"discussion","title":"pamelasynoski","description":"I believe as much emphasis should be placed on reading across the curriculum as reading within the curriculum. When the "reading teacher" begins the week's story, she uses strategies from the very beginning to increase student success with comprehension: activating prior knowledge, generating questions\/making predictions, and monitoring comprehension. With an increased need for more success with non-fiction reading, our social studies and science teachers role stretches across curriculum areas to aid in reading success. Teachers in every curricular area are teachers of reading in some way. The strategies they use may be different, but just as important to reading success.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"66054484","dateCreated":"1391967271","smartDate":"Feb 9, 2014","userCreated":{"username":"joannblackledge","url":"https:\/\/www.wikispaces.com\/user\/view\/joannblackledge","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/66054484"},"dateDigested":1531976892,"startDate":null,"sharedType":"discussion","title":"Day 2, Part 2 response","description":"I have always believed that students who do not know and use the correct strategies when reading any kind of text will not be able to truly comprehend what they are reading. In math, students usually only have to read one word or sentence before solving a problem. However, for some of my students, teaching them that 'simplify' in math means to solve the problem, find the answer, is a challenge that always strikes up the argument, "Why do they have to use different words when all they want is the answer? Can't they just tell us that?". I try my best to assist my students in this area through my powerpoints, reading the math textbook, and problem solving questions. I do all of this with my students to enrich their math vocabulary and association to the content to help them understand what each question is asking them to do. Of course, the problem solving questions that usually are a paragraph in length, that the state love to use on the Keystones, truly shows you that if you do not take the time to teach the reading strategies in math class, how to decode and pick out what is truly important, then students will fail at these questions on state tests and possibly in future careers depending on what they pursue. On a side note related to this, I always tell my students, "you want to be the person that controls your money for the rest of your life. If someone else does it because you do not understand the meaning of words in math, you could end up losing your hard earned money." It usually works for most of them!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"66054234","dateCreated":"1391965911","smartDate":"Feb 9, 2014","userCreated":{"username":"joannblackledge","url":"https:\/\/www.wikispaces.com\/user\/view\/joannblackledge","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/66054234"},"dateDigested":1531976892,"startDate":null,"sharedType":"discussion","title":"Try # 2....","description":"Reading Across the Curriculum and Reading Within the Curriculum are pretty much the same. Both focus on teaching students the strategies to become good readers. It is the job of the teacher in each content area to identify and present the proper reading strategies for their content to their students. Although the vocabulary will be very different across the curriculum, the actual basic strategies of activating prior knowledge,reading for a purpose and meaning, making connections, understanding how to navigate through different text, and rereading for understanding should always be touched upon when students are given a reading assignment in any and all content areas.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"65748832","dateCreated":"1390236319","smartDate":"Jan 20, 2014","userCreated":{"username":"suzannemccabe","url":"https:\/\/www.wikispaces.com\/user\/view\/suzannemccabe","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/65748832"},"dateDigested":1531976892,"startDate":null,"sharedType":"discussion","title":"Is there a difference?","description":"Weigh In...
\nWhat is the difference or IS THERE a difference between "Reading Across the Curriculum" vs. "Reading Within the Curriculum?"","replyPages":[{"page":0,"digests":[{"id":"69522980","body":"I don\u2019t feel that there is a difference between reading across the curriculum vs. reading within the curriculum in the types of strategies that could be used to increase comprehension. As a science teacher I activate prior knowledge, generating questions, use visuals, etc\u2026 when I have my students read for comprehension. However, the reading that is done in my classroom is different than the reading that is done in an English class. These same strategies that I use are used by other teachers within my school. Reading across the curriculum is different from reading within the curriculum because skills are develop that can be used in any subject. In this case, the students will develop broader connections from one subject to another. They will begin to make strong connections between their reading and themselves, between the reading and the world and other previously read materials.","dateCreated":"1391967083","smartDate":"Feb 9, 2014","userCreated":{"username":"robertsjeff","url":"https:\/\/www.wikispaces.com\/user\/view\/robertsjeff","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69523954","body":"I look at reading across the curriculum as all teachers working together to develop student literacy skills. The language arts teachers are responsible for teaching students the skills they need to read literature as well as nonfiction. The content area teachers must then support the students by using those same skills that were taught in language arts. I don't believe that content area teachers are being asked to teach reading. They are being asked to incorporate the skills already taught in the language arts classes into their lessons. Reading across the curriculum allows the students to make those important connections in reading across all subject matter. It is teachers working together. On the other hand, reading within the curriculum is the isolation of reading within each subject. There are no connections made. Teachers are working separately.","dateCreated":"1391970636","smartDate":"Feb 9, 2014","userCreated":{"username":"sistt","url":"https:\/\/www.wikispaces.com\/user\/view\/sistt","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524130","body":"I think that reading within the curriculum and reading across the curriculum are similar in that the reader needs to use distinctive reading strategies in both areas. Student should use before, during, and after reading strategies to construct meaning while reading. However, I think that the main difference between the two is the vocabulary in content area reading. Students are required to learn the meanings of more complex words in the content areas before they are able to actually understand the meaning of the passage. This may require students to rely more heavily on reading strategies than they would when reading a non-fiction piece. It may also require students to read something more than once to truly comprehend its meaning. If reading teachers and content area teachers both emphasize the importance of using reading strategies, I believe that reading across the curriculum can become easier for students.","dateCreated":"1391971205","smartDate":"Feb 9, 2014","userCreated":{"username":"deninezielinski","url":"https:\/\/www.wikispaces.com\/user\/view\/deninezielinski","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524138","body":"Reading Across the Curriculum and Reading Within the Curriculum are certainly different species, at least to me. I believe the difference is a semantic one. Many teachers and administrators may use these phrases interchangeably, but I see them as different. The difference for me lies in the prepositions. The word \u201cacross\u201d is defined as from one end to the other. The word \u201cwithin\u201d means inside. The word \u201ccurriculum\u201d means the subjects comprising a course of study. It can also be used to define the broader spectrum of the entirety of subjects and lessons offered by a school.
\n
\nTherefore, I posit that Reading Across the Curriculum means that students will be asked to read many types of genres in all subjects and that all teachers are to consider themselves reading teachers in some capacity. Each discipline includes reading and each teacher of that discipline is responsible for teaching reading skills that are appropriate to that content area. In this way, students become well-rounded readers of complex texts in many different areas. In this way students are genuinely reading across (or \u201cfrom one end to the other\u201d) of the curriculum because they are covering all subject areas offered by the school for their grade level. In addition, a science teacher might ask students who are studying the theory of relativity to read Einstein\u2019s biography. The topics are related, but the genres are not. Teachers specifically of reading need not solely focus on fiction in this scenario, but may also branch out to thematically relevant texts of different genres. These teachers would also be asking students to read across the curriculum.
\n
\nAlternatively, I suggest that Reading Within the Curriculum has a much narrower scope and applies only to the curriculum that comprises a certain course of study. For example, a science teacher would have students read within his or her class curriculum. Texts might include the science anthology, magazine articles on chemistry concepts or a text on the theory of relativity. All of these examples fall \u201cwithin\u201d the scope of the science curriculum. A teacher requesting that students read within the curriculum would not ask his or her science students to read Einstein\u2019s biography because the history of his life does not apply to the concepts being learned. The biography genre would be irrelevant in this scenario.","dateCreated":"1391971226","smartDate":"Feb 9, 2014","userCreated":{"username":"beluskop","url":"https:\/\/www.wikispaces.com\/user\/view\/beluskop","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524170","body":"I believe that when reading across the curriculum and reading within the curriculum, students should use the same basic strategies. The students should use strategies such as activating prior knowledge of the related information, determining what they know and want to learn regarding the information, making predictions about what they will learn, reading with a purpose, citing contextual evidence for what they have learned and analyzing and synthesizing information. Vocabulary instruction may be differ from within and across the curriculum. For example, technical terms that are found in science may need to be explicitly taught where students may be able to use context clues more often in ELA reading materials. Overall, when students are taught to use the same strategies for reading within and across the curriculum I believe this creates stronger skill sets and makes students stronger readers.","dateCreated":"1391971308","smartDate":"Feb 9, 2014","userCreated":{"username":"ashleysmith9","url":"https:\/\/www.wikispaces.com\/user\/view\/ashleysmith9","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524208","body":"I do not feel there is a difference in the processes for reading accross the curriculum v. reading within the curriculum. The steps and goals should be the same, such as activating prior knowledge, set a purpose for reading, The skills for developing reading comprehension, regardless of what is read, remain the same. The differences will certainly include an understanding of different vocabulary, and may be most noted in the use of different teaching strategies. Understanding relationships of cause\/effect, or fact\/opinion, or summarizing may support more content reading. Reading within the curriculum hopefully includes strong decoding skills, in order to create fluent readers, and not struggling readers. Books and stories with rich text and vocabulary will hopefully create interest and keep students motivated. Currently, I have a few high school students who are still being supported with SRA Reading program for decoding, fluency and reading comprehension. I struggle with the thought that they have developed such bad habits, such as guessing at words they do not immediately recognize, and very little of what they read in content classes, or high school level literature is comprehended. As a Learning Support teacher, my students need to develop good reading within the curriculum type skills before they can apply any of those skills to other content area classes.","dateCreated":"1391971417","smartDate":"Feb 9, 2014","userCreated":{"username":"EllenKeenan1","url":"https:\/\/www.wikispaces.com\/user\/view\/EllenKeenan1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524376","body":"I feel there is little difference between \u201creading across the curriculum\u201d and \u201creading within the curriculum\u201d mainly because they are both focused on the same objective. Both are focused on students becoming efficient readers through various active reading strategies. Students are being taught to actively digest the text regardless of the content. I do feel that \u201creading within the curriculum\u201d differs only in that it is content based rather than skill based. Teachers focus on comprehending specific content in text and not just reading comprehension skills; however, those teachers still need to reinforce active reading strategies so students can learn and apply the vocabulary and content they are reading. \u201cReading across the curriculum,\u201d enables carry-over and scaffolding of reading comprehension skills with \u201creading within the curriculum.\u201d While both have the same purpose, reading comprehension skills need to be constantly reinforced so students develop strong comprehension skills that can be used when they reach career-level or college level requirements.","dateCreated":"1391971883","smartDate":"Feb 9, 2014","userCreated":{"username":"jsjones6447","url":"https:\/\/www.wikispaces.com\/user\/view\/jsjones6447","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524482","body":"I think that reading across the curriculum and within the curriculum are basically the same. Within all of our classes reading is important ,I feel that we are all teachers of reading. Comprehension and the use of other reading skills are an important part of every subject area. By every teacher making sure students are thinking about how they are reading it strengthens the connections they are able to create and they can gain a deeper understanding of what they have read.","dateCreated":"1391972117","smartDate":"Feb 9, 2014","userCreated":{"username":"lindsayb1","url":"https:\/\/www.wikispaces.com\/user\/view\/lindsayb1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524536","body":"Reading across the curriculum and reading within the curriculum seem to be very similar. Reading across the curriculum seems to imply ownership of teaching\/implementing reading strategies to all teachers regardless of their subject matter. Reading across the curriculum seems to be a more prevalent term widely used by districts to send the message to teachers that we all have a stake in teaching students to be active engaged readers who can understand any kind of written material. Students will learn different strategies and ways to interact with a science text than a novel. Either way the goal of reading is for increased fluency and comprehension. To increase both students need exposure to text and strategies which can be gained from any teacher, in any classroom, on any subject.","dateCreated":"1391972236","smartDate":"Feb 9, 2014","userCreated":{"username":"ErinKoz08","url":"https:\/\/www.wikispaces.com\/user\/view\/ErinKoz08","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69525632","body":"Is there a difference? If forced to give a yes or no answer I would have to say yes. Reading within the curriculum like in my science class has to be different than reading within the curriculum in a social studies class. The topics, the information and most certainly the vocabulary will be different. So the information being extracted in both classes will be totally different. Reading across the curriculum in my mind is a common skill set that can be used in any classroom to help with comprehending any material, no matter what the subject. This is an extremely valuable skill to have to make students life long learners.","dateCreated":"1391975647","smartDate":"Feb 9, 2014","userCreated":{"username":"mblough1","url":"https:\/\/www.wikispaces.com\/user\/view\/mblough1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69527578","body":"I believe reading within the curriculum is learning the concepts\/content of that particular subject area. Reading across curriculum is the ability to apply reading for meaning across all subject areas\/disciplines. Reading across the curriculum allows opportunities for students to apply and expand their reading skills.","dateCreated":"1391982296","smartDate":"Feb 9, 2014","userCreated":{"username":"hollyvaltos","url":"https:\/\/www.wikispaces.com\/user\/view\/hollyvaltos","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69527712","body":"I do not think there is a significant difference between reading across the curriculum and reading within the curriculum. Whether one is reading across or within, he\/she is utilizing the same strategies to decode the text. From math problems to non-fiction text, readers must still identify key details, apply their knowledge of vocabulary, and read critically in order to achieve the ultimate goal of comprehension. By having reading reinforced in every classroom regardless of the subject matter, we are helping our students not only practice the crucial reading skills we emphasize in reading classrooms but we are helping them see the importance of reading, building their vocabulary, and increasing their skill level through practice which in turn increases their confidence. Students will be exposed to multiple genres and subject matter which will help appeal to all readers and their interests. By working as a team to enforce reading skills to help students develop and grow, teachers are smoothing the boundaries between reading across the curriculum versus reading in the curriculum.","dateCreated":"1391982699","smartDate":"Feb 9, 2014","userCreated":{"username":"kzehner35","url":"https:\/\/www.wikispaces.com\/user\/view\/kzehner35","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":11}]},{"id":"65748766","dateCreated":"1390236202","smartDate":"Jan 20, 2014","userCreated":{"username":"suzannemccabe","url":"https:\/\/www.wikispaces.com\/user\/view\/suzannemccabe","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/oncommoncoreground.wikispaces.com\/share\/view\/65748766"},"dateDigested":1531976892,"startDate":null,"sharedType":"discussion","title":"What is a proficient reader?","description":"Researchers have stated
\n
\n Good reading is active reading
\n Comprehension involves a repertoire of skills, reading and thinking strategies
\n These comprehension skills acan be taught successfully to nearly all readers, including young emergent readers
\n AND.... a wide body of research shows that teaching student comprehension skills has a significant and lasting effect on students understanding.
\n
\nHow might this research and the above statements impact the way you teach students to read for meaning?","replyPages":[{"page":0,"digests":[{"id":"69523546","body":"I currently use a variety of comprehension strategies with my students; however, I know that I could incorporate more strategies within my lessons. At various times throughout the year, I currently teach a reading skill such as creating visuals. Last week I had my Honors Chemistry students draw a picture as to how a lab setup should look after reading the manual. I then made a comparison to how this type of strategy could help you later in life as a homeowner reading an instruction manual to assemble a gas grill for example. As the year goes on I usually notice that the students begin to activate their prior knowledge and reading lab manuals becomes easier. Each content area teacher is also reading teacher. Teaching strategies that will allow the students to be successful in our area through reading will allow them to be successful in other areas as well.","dateCreated":"1391969102","smartDate":"Feb 9, 2014","userCreated":{"username":"robertsjeff","url":"https:\/\/www.wikispaces.com\/user\/view\/robertsjeff","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524366","body":"The purpose of reading is to read for meaning. You must comprehend the text. The statements made about the research on active reading should have an impact on all teachers. As a language arts teacher, I teach comprehension skills everyday. My students know to make predictions, monitor their understanding, create mind movies, etc. If a student reads something that he does not understand, he knows to stop and implement a reading strategy to clarify the text. Proficient readers make sure they understand the text. They know what strategies to use to gain an understanding of the text.","dateCreated":"1391971854","smartDate":"Feb 9, 2014","userCreated":{"username":"sistt","url":"https:\/\/www.wikispaces.com\/user\/view\/sistt","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524454","body":"I absolutely agree that good reading is active reading. All research that I had read indicates that a passive reader is a bored reader. A bored reader does not gain as much from the text at hand as an engaged and active one. I do believe that comprehension skills can be taught to nearly all readers. The idea that these same skills can be taught to emergent readers is thrilling, but it points to the fact that early reading instruction is necessary. Students need to be exposed to literacy skills early and on an ongoing basis. Comprehension skills can have a chance to build and strengthen as the child grows. How does all of this affect the way I teach students to read for meaning?
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\nStudents must be actively engaged in reading. Anticipatory sets, vocabulary acquisition and the building of prior knowledge all must come into play before texts are tackled. Texts must be presented that are high interest to students. These texts must also be complex enough to provide an opportunity for growth but readable enough to provide a window for success. I, as the facilitator of active engagement, must guide my students to use strategies such as QAR and Think-alouds when they are reading. Something as simple as teaching a child to keep notes in the margins as they read or to use sticky notes to write down questions they have can help increase comprehension because of the metacognition involved in such actions. A student cannot perform these tasks without giving thought to how they are thinking. It would almost take more effort to \u201ccheat the strategy\u201d than it does to comply with it. Close reading of isolated sentences or paragraphs is another strategy that can be employed with teaching on to comprehend. Teaching skills for comprehension and metacognition not only affect the understanding of fiction but can be applied to all disciplines at all levels. The ability to pull apart texts and actively search for personal meaning in those parts is a skill that will last a lifetime.","dateCreated":"1391972057","smartDate":"Feb 9, 2014","userCreated":{"username":"beluskop","url":"https:\/\/www.wikispaces.com\/user\/view\/beluskop","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524512","body":"I believe that helping students to be active readers and teaching them the skills needed to comprehend material are both crucial aspects in education and also in real life. We need to teach our students to not only read the materials in class, but to also be able to use the reading skills we teach them in their lives\u2026now and in the future. This might require teachers to select materials that relate to the lives of students. For example, in teaching about Congress, I could find reading materials that show how the actions of Congress impact the lives of my students. This can help to keep students interested in the reading. Students should also be encouraged to generate questions about the material as they read. Discussions about the material as a class are also helpful as it gives students the opportunity to put the ideas into their own words. I think that when a student can put something in his or her own words (as opposed to just parroting what they have read); it shows a deeper level of comprehension. This can be done in class by having students explain things to each other after reading. Those students who may not have understood the actual text will benefit from a simplified explanation of their classmate.","dateCreated":"1391972181","smartDate":"Feb 9, 2014","userCreated":{"username":"deninezielinski","url":"https:\/\/www.wikispaces.com\/user\/view\/deninezielinski","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524584","body":"As a speech language pathologist in the school setting, I am typically not directly teaching reading. I do however address listening comprehension skills with my students. When we are working on increasing comprehension of material I always provide them with the passage to read along with me. I use many of the strategies that are used when teaching students to be proficient readers. For instance, we always activate prior knowledge of the topic, determine what we know and want to learn, make predictions, note key details, make inferences and determine main ideas. Story maps and vocabulary graphic organizers are also used during each lesson. It is my hope that my students are able to take the strategies we are focusing on in our speech and language sessions and apply them to academic classes.","dateCreated":"1391972363","smartDate":"Feb 9, 2014","userCreated":{"username":"ashleysmith9","url":"https:\/\/www.wikispaces.com\/user\/view\/ashleysmith9","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524772","body":"A proficient reading is one who can make predictions, read fluently, think about what they have read, actively ask questions to monitor their comprehension, can make connections with the text to deepen their understanding and can visualize while reading. I utilize many comprehension strategies within my classroom including graphic organizers. One thing that I did take from this lesson was making sure to be consistent when using these. I am currently working on a way to help students develop questioning skills and plan on using the post it idea while reading a passage to motivate students to come up with their own questions to aid in comprehension.","dateCreated":"1391972949","smartDate":"Feb 9, 2014","userCreated":{"username":"lindsayb1","url":"https:\/\/www.wikispaces.com\/user\/view\/lindsayb1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524870","body":"I agree completely that good reading is active reading AND uses a variety of comprehension strategies. I always hope that by teaching a variety of different skills, one may trigger a lightbulb moment in a student, and you never know when that will occur. I have a variety of students, all of whom are builiding their reading comprehension. For the ELLs, who lack vocabulary, we try to find answers by connecting one or two of the key words from a question to a passage. It is impossible for them to understand all the vocabulary in a given text, so we look for connections or context clues in a sentence, or build on the (few) vocabulary they do have in their "wordbank." When teaching vocabulary, we sometimes look for google images to connect to the vocabulary. One student is reading a graphic novel, and we will evenrually compare it to the full text novel. Because I work with struggling readers, I often tell my students it is ok to read once for word decoding, and a second time for understanding, putting it all together, especially with more complex reading. I have to do it all the time when we work on Science and Social Studies. When we read something for pleasure, it isn't critical to "get" every word. When we read in Science, or Math...one word can make all the difference in an outcome. One of my goals can be to continue to find rich text materials for reading, in order to keep reading interesting and fun, and at the same time develop the better vocabulary and make students think.","dateCreated":"1391973251","smartDate":"Feb 9, 2014","userCreated":{"username":"EllenKeenan1","url":"https:\/\/www.wikispaces.com\/user\/view\/EllenKeenan1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69524982","body":"I agree with the statement, \u201cgood reading is and active reading,\u201d and with the research provided to support that statement. Students can use reading and phonological skills to accurately read a passage, book, directions, etc. and spit back what was read; however, regurgitating that information does not help them. They will not be able to apply what they read and most likely forget what was read. Students need to use active reading skills so they can internalize what is being read and use what they have read in more complex tasks (e.g., compare a text to another text). As a speech-language therapist, my caseload consists of students with moderate to severe receptive language deficits. I am constantly working on reinforcing active reading skills to aid in comprehension skill development. I feel one of the most important things is to active prior knowledge; make the reading\/content real to the student. I believe that if a student can relate to a passage from a real-life experience, it will greatly help in the comprehension of the content. Students need a real-life connection to relate to and internalize information. I employ strategies that require students to ask questions and make predictions throughout the text. This keeps students engaged throughout the lesson and actively involved. I also believe that using story maps\/thinking maps strengthens active reading skills and helps break down a story for student into consistent story elements (e.g., beginning, middle, end). By teaching and using these active reading strategies, students will carry them over into other classes to aid in text comprehension.
\nI also recommend parents to utilize these strategies at home with their children during story time; I encourage parents to use reading materials that their child enjoys so they can take pleasure in the activity and develop active reading skills in a non-stressful setting.","dateCreated":"1391973564","smartDate":"Feb 9, 2014","userCreated":{"username":"jsjones6447","url":"https:\/\/www.wikispaces.com\/user\/view\/jsjones6447","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69525798","body":"WOW. How might this impact the way I teach my students reading for meaning? This is an area I feel I can certainly improve upon and I do think the skills\/strategies presented will help. I think I do a good job preparing the students to read. I also think I do a good job helping them organize the information from the text. I fall short after that. I do need to create more time for reflections on what they read. I think this can be done periodically throughout the reading activity. It might help me check their comprehension and it might spur more interest and discussion on the topic in later reflections.","dateCreated":"1391976168","smartDate":"Feb 9, 2014","userCreated":{"username":"mblough1","url":"https:\/\/www.wikispaces.com\/user\/view\/mblough1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69526862","body":"
\nReading comprehension and fluency are very skills that I work on everyday with my learning support students. One of the programs we use (SRA decoding) places a great emphasis on decoding and reading fluency. Where our programs for these students lack is in the area of teaching reading comprehension skills. Some of the handouts gave me more ideas to use with my students. Students need practice interacting with text. They need repeated exposure to different kinds of text. Most importantly, they need to engaged in reading as an active process. Students need a set of skills that will help them attack a piece of text and digest it for meaning. My students learn best when I model the strategy several times before they can begin to use it in guided practice. My hope is that they like one strategy better than the others an begin to rely on that skill whether it be a graphic organizer or a think aloud. This class, as well as other classes, has exposed me to more strategies than I am currently using.","dateCreated":"1391979789","smartDate":"Feb 9, 2014","userCreated":{"username":"ErinKoz08","url":"https:\/\/www.wikispaces.com\/user\/view\/ErinKoz08","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69527268","body":"I completely agree with the statements you made above and the research. When students are active in their learning and read for meaning they learn to apply and extend their comprehension strategies across other disciplines. After reading the video and the articles, I feel that it is extremely important to challenge readers to relate to the context of what they are reading and develop a deeper understanding to relate to the real world. Students need to be challenged as they are reading in order to find meaning. This meaning they gain is established through exploring prior knowledge; actively engaging while reading by exploring story structure, asking questions, exploring meaning, making and verifying predictions, monitoring their comprehension; and extending and applying what they have learned. One thing that stuck out for me while reading these articles was to make sure you utilize a consistent story map so that students can make the connection that all stories have the same structure.","dateCreated":"1391981122","smartDate":"Feb 9, 2014","userCreated":{"username":"hollyvaltos","url":"https:\/\/www.wikispaces.com\/user\/view\/hollyvaltos","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"69528018","body":"In my classroom, an important goal is to teach my students to become proficient readers, using reading strategies independently when they start to lose understanding to increase overall comprehension. I have witnessed my students being active readers most consistently during independent reading time when they are able to select their own genre and text based on their interests and reading levels. They are able to create and answer their own comprehension questions. This is also practiced each day through their leveled-reader partner work. I model vital skills and strategies through whole-group instruction, and students are able to practice those skills in a small group setting as I circulate to ensure their understanding. Their comprehension levels are monitored on a bi-weekly basis to show growth. Students chart their growth on bar graphs so they can see their fluency and comprehension levels change. This forces them to self-reflect on how they can continue to improve. Seeing students apply the skills and strategies as they do independent work is evidence that it will have a significant and lasting effect on their reading proficiency.","dateCreated":"1391983769","smartDate":"Feb 9, 2014","userCreated":{"username":"kzehner35","url":"https:\/\/www.wikispaces.com\/user\/view\/kzehner35","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":10}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}