College Book Ppt Best Practices

BEST PRACTICES FOR READING

EDCI 5030 Dr. Wendell

Nicole Brondum Summer 2009

Section I lignment with National, State, and Professional Standards

National Standards for Reading Instruction

Overview of No Child Left Behind’s (NCLB) Standards and Assessments

Understanding No Child Left Behind’s (NCLB) Standards for Reading

Professional Organizations Research

International Reading Association’s (IRA) Standards for the English Language Arts

National Reading Panel

Center for the Improvement of Early Reading Achievement (CIERA)

State Standards for Reading Instruction

Louisiana’s Grade Level Expectations (GLEs)

Section II ualities of Best Practice in Reading

Qualities That Students Need From Teachers       

Hearing books read aloud Think-a-louds Safe reading environment Phonics instruction Authentic activities Writing experiences Assessments that mirror classroom activities

Qualities That Students Need With. . . Reading 

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Internalize and transfer strategies Teacher supportBefore, During, & After Daily opportunities for discussion

Books    

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Choice Quick reads Variety of texts Gain meaning from print Read, read, and read some more Interactions with Print

Section III est Practice Strategies for Reading

Reciprocal Teaching 

http://www.ncrel.org/sdrs/areas/issues/students/at



http://www.greece.k12.ny.us/instruction/ELA/6-12/R

Literature Circles 

http://www.litcircles.org/

Role, Audience, Format, TopicRAFT 

Occurs after reading



http://www.greece.k12.ny.us/instruction/ELA/612/Reading/Reading%20Strategies/RAFT.htm

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http://doe.sd.gov/curriculum/6plus1/docs/educators/doc

Word Study 

Includes: 

word sorts

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word walls

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word families

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http://www.trcabc.com/resources/teachers-corner/using-

Think Aloud 

http://www.greece.k12.ny.us/instruction/ela/6-12/Readin

Guided Reading Groups

Connecting Strategies to 13 Best Practice Principles Reciprocal Teaching

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Scaffolding process (Cognitive and

Literature Circles

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Social ) 

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Choice of book (Student- Centered, Authentic, and Democratic)

Generating questions based on text

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Read whole book (Holistic)

(Constructivist)

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Scaffolding process (Social)

Responsible for own learning

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Work in groups (Collaborative)

(Challenging)

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Discussion topics in groups

Through dialogue reveal the meaning of text (Expressive)

(Democratic and Expressive) 

Immersed in real text (Experiential)

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Information discovered through collaborative efforts (Cognitive )

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Generate meaning from text (Constructivist)

Connecting Strategies to 13 Best Practice Principles RAFT

Word Study

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Differentiated based on student point of view (expressive)

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Choice in catagorization of words (Student-Centered and Authentic)

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Deep understanding of text (holistic, challenging, and cognitive)

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Hands-on and active (Experiential)

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Develops critical thinking and reasoning skills (Challenging, Cognitive, and Constructivist)

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Choosing categories based on skill level (Developmental)

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Flexible formatting provides for authentic experiences (Authentic)

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Recreation of original text (Constructivist, Expressive)

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Choice in role, targeted audience, type of format, and topic (Democratic)

Connecting Strategies to 13 Best Practice Principles Think Aloud

Guided Reading

Section IV xemplary Instruction

A Feast of Books in First Grade By: Pat Barrett Dragan

Section V etting the Learning Community More Involved

Getting Principals More Involved 

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Read to the students in the classroom Be seen on campus Tutor students Each lunch with students Literacy Nights Read-ins Request reading specialists to provide more in-depth training Request professional journals

Getting Parents Involved 

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Provide parents with after-school workshops on:  Homework help  Internet accessible computers Offer opportunities to volunteer:  Reading stories in the classroom  Assist in learning centers  Tutor other children Communication through:  Newsletters  Translators  Website with parent resources

Getting Caregivers Involved Teachers can get caregivers involved with:  

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Website resources Classroom assistants for learning centers After-school tutoring Access to computers with Internet capabilities Opportunities for classroom read-ins Brochure with “Homework Help” Tips

Getting Community Members Involved Teachers can get members of the community involved in reading by: 

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Enlisting volunteer readers from the local community Invite local celebrities to be guest readers Contact local agencies that promote reading and writing, such as Junior Achievement, that provide enrichment opportunities Promote fundraising opportunities to increase classroom library

Section VI eferences

Schedule Class/Week

Topic

Reading

Assignment

1

Topic

Chapter

Task

2

Topic

Chapter

Task

3

Topic

Chapter

Task

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http://www.ncpie.org/DevelopingPartnership

Introduction/Course Description 

Introduction 

Introductory notes

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Introductory notes

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Introductory notes

Objectives and Results 

Objectives Course objective 1  Course objective 2  Course objective 3 

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Results 

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Expected results

Skills developed Skill 1  Skill 2 

Vocabulary 

Term One Definition A  Definition B 

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Term Two 

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Definition

Term Three 

Definition

Procedures/Lecture Slide 

Add procedure here Step one  Step two 

Graphs/Charts 1

Graphs/Charts 2

Conclusion 

Add your conclusions here.

Questions/Discussions 

Question One Discussion  Discussion 

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Question Two 

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Discussion

Questions Three 

Discussion