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Enabling the CCSS version of exemplary adolescent literacy.
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Rescooped by Lynnette Van Dyke from Common Core Resources for ELA Teachers
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Google Drive Graphic Organizers: Reading Literature

Google Drive Graphic Organizers: Reading Literature | AdLit | Scoop.it
Graphic organizers are versatile tools to use in your classroom; you can introduce a new skill, practice skills, and assess comprehension and learning. This

Via Tracee Orman
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Tracee Orman's curator insight, August 21, 2016 11:17 PM
Google Drive graphic organizers are editable, shareable, and perfect for a 1:1 paperless classroom. They are standards-based and cover ALL of the Common Core reading literature standards. 
Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class
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Why Reading Strategies Usually Don't Help the Better Readers

Why Reading Strategies Usually Don't Help the Better Readers | AdLit | Scoop.it
Yes, we should teach reading comprehension strategies, even to good readers. But we should do so in an environment that emphasizes the value of knowledge and understanding, and that requires students to confront genuine intellectual challenges. Those disciplinary literacy strategies touted in my last entry seem to have motivation built in: trying to connect the graphics and the prose in science to figure out how a process works; or judging the veracity of multiple documents in history; or determining which protagonist an author is most sympathetic to in literature tend to be more purposeful and intellectually engaging than turning headers into questions or summarizing the author’s message.

Via Deb Gardner
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Stephanie Roberts's curator insight, June 11, 2015 10:13 AM

I teach AP students so I found this interesting.

Rescooped by Lynnette Van Dyke from Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions
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The Largest Vocabulary in Hip hop

The Largest Vocabulary in Hip hop | AdLit | Scoop.it

Hip hop + data + linguistics http://t.co/53SDyOhcr8


Via Ayoub Maatallaoui, Sharrock
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Sharrock's curator insight, May 5, 2014 3:49 PM

so much to connect in subjects like math and English (ELA).

Rescooped by Lynnette Van Dyke from Teacher Tools and Tips
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What Fairy Tales Really Mean

What Fairy Tales Really Mean | AdLit | Scoop.it
It’s a literary rite of passage. You finally pick up a copy of the original, unabridged Grimm’s Fairy Tales. And you’re horrified.     Cinderella’s stepmother orders one daughter to cut o...

Via Sharrock
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Sharrock's curator insight, October 24, 2013 9:37 AM

Fairy tales are violent and inappropriate for our kids (at least the old versions are)--prove otherwise. You need to find the stories themselves to support these story summaries though. I don't know if we can easily find them online. The reference sources are included in the webpage though. Could make for an interesting discussion in faculty meetings. 

Rescooped by Lynnette Van Dyke from K-12 Research, Resources and Professional Learning Materials for English Language Arts
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Classroom Video Modules | Inside the Common Core Classroom | AdLit.org

Classroom Video Modules | Inside the Common Core Classroom | AdLit.org | AdLit | Scoop.it

AdLit.org is a national multimedia project offering information and resources related to adolescent literacy. These classroom video modules provide the opportunity for self-paced professional development around Common Core ELA strands and sub-strands.


Via lori dolezal
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Rescooped by Lynnette Van Dyke from Eclectic Technology
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Beyond the Book: Infographics of Students' Reading History

Beyond the Book: Infographics of Students' Reading History | AdLit | Scoop.it
I'm an evangelist.

A book evangelist, that is. I hand out books to students and colleagues, booktalking them in class, at lunch, and even in my email signature. I want my students to read widely and

Via Beth Dichter
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Beth Dichter's curator insight, June 20, 2013 8:43 PM

What would happen if you asked your students' to reflect on their reading history...and then have them create an infographic that helps them dig a bit deeper and share what they have learned? According to this teacher the finished product is pretty amazing!

She began with an article from the NYTimes "What's Your Reading History? Reflecting on the Self as Reader". Then she had students explore infographics and critique them as a group. The students then explored a number of websites that allow you to create infographics (and links are provided to them) and students chose one to work with. The post provides links to a number of infographics made by the students.

And the link to the article at the NYTimes is http://learning.blogs.nytimes.com/2010/03/04/whats-your-reading-history-reflecting-on-the-self-as-reader/?_r=0.

Rescooped by Lynnette Van Dyke from Great Books
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Planning Text-Dependent Questions #edchat #engchat #sschat #scichat #ccss #ccchat

Planning Text-Dependent Questions #edchat #engchat #sschat #scichat #ccss #ccchat | AdLit | Scoop.it
The Common Core emphasizes close reading and text-dependent questions. So what are text-dependent questions, and how can teachers develop them?

Via Darren Burris, Mark Gillingham
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Rescooped by Lynnette Van Dyke from Great Books
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In a Middle School Workshop: Literacy Learning--What a Difference

In a Middle School Workshop: Literacy Learning--What a Difference | AdLit | Scoop.it

The Literacy Design Collaborative module writers from New York, Colorado, Kentucky, California, Idaho, Michigan, and New Mexico met outside of Denver to share our module creations, discuss the needs of the local Writing ...


Via Darren Burris, Mark Gillingham
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Rescooped by Lynnette Van Dyke from My K-12 Ed Tech Edition
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5 Technology Tools Perfect for ELA Online Learning Stations

5 Technology Tools Perfect for ELA Online Learning Stations | AdLit | Scoop.it
I’ve written extensively about the benefits of using the Station Rotation Model with students. English teachers frequently ask me which technology tools I use to design my online learning sta…

Via Deb Gardner
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Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class
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Common Core in Action: Using Digital Storytelling Tools in the ELA Classroom

Common Core in Action: Using Digital Storytelling Tools in the ELA Classroom | AdLit | Scoop.it
A storytelling app helps students use technology to produce and publish writing, collaborate with others, and hit the College and Career Readiness Anchor Standards for Writing.

Via Deb Gardner
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Rescooped by Lynnette Van Dyke from Teacher Tools and Tips
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MAKE BELIEFS COMIX! Online Educational Comic Generator for Kids of All Ages

Getting your kids into comic strips is easy. Just pick up a newspaper or visit a comic strip website likegocomics.com. Then, you can extend the educational value by helping them create a strip of their own. Some kids need only a blank piece of paper and pencil to churn out box after box. For those who need a prompt, you can enjoy the fun of creating one together. You’ll be surprised how easy it is. Try these ideas:

Draw a row of story boxes or print one from the Internet— try printablepaper.net. A few large boxes is best at first. Your child can work up to a grid when s»he’s ready for a longer sequence.Brainstorm with your young cartoonist. Will the characters be humans or animals? What emotions might they display—happiness, sadness, anger? Where does the story take place?Think about real-life situations to depict, such as a joke Dad told yesterday or a wacky thing that happened on the way to school. Move on to fantasy if your child wishes.You can either draw by hand or use a free online comic strip generator (like my site,makebeliefscomix.com). http://www.scholastic.com/parents/resources/article/parent-child/how-comic-strips-help-kids-learn-to-read-and-learn?utm_source=buffer&utm_campaign=Buffer&utm_content=bufferb0b31&utm_medium=linkedin#!


Via Sharrock
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Rescooped by Lynnette Van Dyke from ELA Web Resources
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Sentence Frames for Textual Evidence

Sentence Frames for Textual Evidence | AdLit | Scoop.it

Textual evidence matters, even in elementary school!

When I talk with elementary school teachers about introducing the concept of supporting ideas with reasons and references to the text, I often get puzzled looks. This is understandable. Common Core, however, asks students to do this as young as third grade. This pedagogical shift away from just selecting a multiple choice response is daunting, but can be so rewarding for students. Teachers are thinking about how to answer the question: How do you know? Teachers need to probe students not to select the desired answer, but to add proof, support opinions, and interrogate text for how authors do the same. The Teaching Channel has a great 2 minute model that shows how to use sentence frames with elementary students.

 


Via Laura Spencer
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Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class
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How to Align Common Core English Standards with the Cloud

How to Align Common Core English Standards with the Cloud | AdLit | Scoop.it
Building a cloud-based literature guide can sharpen students’ collaboration skills and content understanding.

Via Deb Gardner
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Rescooped by Lynnette Van Dyke from Beyond the Stacks
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Southern Maine Writing Project Tech Series

Southern Maine Writing Project Tech Series | AdLit | Scoop.it

Information here about the Southern Maine Writing Project's Tech Series of professional development workshops.  Topics include:  iPads, digital portfolios, Google Docs, Blogs, VoiceThread, and digital video and storytelling platforms.


Via Heather Perkinson
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Rescooped by Lynnette Van Dyke from College and Career-Ready Standards for School Leaders
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Scaffolding Text Complexity for At-Risk Readers

Scaffolding Text Complexity for At-Risk Readers | AdLit | Scoop.it

A DISTRICT PERSPECTIVE: SCAFFOLDING TEXT COMPLEXITY FOR AT-RISK READERS
by Tara Boyer

 

Perhaps the increased rigor of the common core will help us to eradicate the gap between those students who are reading at grade level and those who are not.

 

Even so, the process will not be immediate.

 

And while I support the common core, I also realize that not all students will be able to read independently at the lowest level of the text bands without scaffolding, let alone at the high end of the text bands.


Via Mel Riddile
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Ted Caron's comment, September 25, 2012 11:14 PM
The second "scaffolding" section presents a list of helpful interventions for at-risk readers. Having said this, it's unclear, at least at this point, the extent to which such interventions (e.g. providing a summary or vocabulary in advance of a reading) undermine the value of reading a complex text in the first place. Of all the interventions, small group or one-to-one instruction--complete with interactive or divided notes and a list of prepared and VERY text-specific questions--may be the most effective and appropriate intervention of all, provided that we have the resources and time to give.