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Novels with Science Content | Unleashing Readers

Novels with Science Content | Unleashing Readers | AdLit | Scoop.it

"I thought this one was important to share again as we start a new school year and with Common Core (with content area literacy) looming, I thought it’d be a good resource. I have added more novels to the list since the original post (thanks to some helpful friends and more reading). "


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AdLit
Enabling the CCSS version of exemplary adolescent literacy.
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Three Ways to Help Students Master the Vocabulary Demands of Complex Texts

Three Ways to Help Students Master the Vocabulary Demands of Complex Texts | AdLit | Scoop.it
Ryan McCarty shares three ways to help your students meet the vocabulary demands of complex texts.
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Shanahan on Literacy: Should We Teach Spelling?

Shanahan on Literacy: Should We Teach Spelling? | AdLit | Scoop.it
 It is included in your educational standards: your community wants kids to spell well.Spelling is related to reading. If your students can spell well, they will read better. Spelling involves both an understanding of how letters and sounds relate, but it also entails an understanding of the meaningful parts of words (think of the differences in pronunciation of the spelling of words like: democracy and Democrat; declaration and declare; or cats and dogs; our spelling system preserves the meaning not the sound-symbol relationship).Spelling is related to writing. Students, when they can spell well, are more willing to use a wide vocabulary (they aren’t constrained by fear of misspelling) and they can devote their cognitive resources to formulating and communicating their ideas, rather than worrying about how to construct words.Spelling problems may draw negative social judgments. Think of Dan Quayle and what people decided about him when he couldn’t spell potato. We also know that writing quality is more likely to be judged negatively by teachers and evaluators when the writing contains misspellings.Although spell check helps to even the playing field, it won’t solve the problem entirely. If your spelling skills aren’t advanced enough the computer won’t be able to figure out what it is that you are trying to write, and many times a computer mis-corrects such words
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Rescooped by Lynnette Van Dyke from educational implications
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The Interface of Language and Theory of Mind

The Interface of Language and Theory of Mind | AdLit | Scoop.it
The proposal is made that the interface between language and theory of mind is bidirectional. It seems probable that the conceptual developments of early Theory of Mind form an essential basis for helping to fix at least word reference. In development ...

 

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With respect to seeing and perceiving, verbs relating to these matters are common words for two and three year olds, and even in the blind child studied by Landau and Gleitman (1986), who translated sight words such as look,see into the haptic modality. There are other indices in language of a sensitivity to the perspective of another individual, in particular, deictic terms. Words such as I/you, here/there, this/that, come/go all share the property that they switch reference according to the speaker. Does use of these terms entail understanding another's mind? Minimally, they seem to require recognition that the terms align with the spatial position of speaker and listener, and in a dialogue, their meaning changes with the speaker. Use of deixis begins early, and experimentation suggests that children are quite adept by age three or four at using the terms appropriately in well-defined circumstances such as across a barrier that defines “here” and ‘there” in a particular way (de Villiers & de Villiers, 1974; Clark & Sengul, 1978). More subtle uses that relativize space to the domain of talk, such as “Here in my school” (Fillmore, 1957/1997) are undoubtedly later, but less is known about their development. Children with autism have notorious difficulty with deixis, especially pronouns (Tager-Flusberg, 2005), though deaf children do not (Pettito, 1987). Blind children understandably have problems with the spatial deictic terms (Andersen et al., 1993; Mulford, 1983).

The most telling cases may in fact be the third spatial deictic forms that occur in some languages like Spanish and Japanese, in which there is a form for “distal from both speaker and listener”, namely “yonder”. Miyamoto (p.c.) has suggested that use of this term more so than the ordinary deictics reflects an understanding of the listener's perspective, because the speaker has to judge not only what is far from himself, but what is far from both of them.

Returning to the words for sensory experience, we do not know when children appreciate the distinction betweenlook at and look for, and between see and look at. In addition we do not yet know at what age children understand the distinction between see and see that. Consider also related distinctions, such as the epistemic meaning of the modal must, e.g. “Daddy must be home” said because the child sees his bicycle on the porch. Acquisition evidence from Papafragou, (1998), Fond, (2003) and Heizmann (2006) found the epistemic “must” meaning emerging sometime around age 3.5-4.5 across several languages.

In terms of the directionality of the interface in this domain, it is generally assumed that the conceptual understanding precedes the linguistic mapping of the relevant forms, but there is no research that has correlated the two. We lack nonverbal tasks of the concepts, as well as careful linguistic work on the contrasts, done with the same children. Most importantly, we need work done with children who have language delay, to see if they are still on target developmentally with the concepts even when their associated language forms are delayed. Such work is missing at the moment for Theory of Mind accomplishments that emerge before the development of false belief.

  


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In The Media: Expanding Students' Experience with Academic Vocabulary

In The Media: Expanding Students' Experience with Academic Vocabulary | AdLit | Scoop.it
When students learn conceptually challenging academic vocabulary words in school, do students notice them beyond school, or do they tune into the new words only during formal vocabulary lessons?
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Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms

Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms | AdLit | Scoop.it
It is a brisk October day in Chicago during my first year of teaching. I (Jennifer, second author) am seated at a small table in the back of the classroom, surrounded by the members of my on-level guided reading group. The six second-grade students in the group are getting ready to read a short nonfiction trade book about spiders that is a required text in our regular reading series. The book uses a straightforward compare-contrast text structure to present information about spiders, comparing and contrasting them first with insects and then with other arachnids, like scorpions.
Lynnette Van Dyke's insight:

This article explains (a) how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension, (b) how to use compare-contrast texts to activate and extend students' background knowledge, and (c) how to use compare-contrast texts to help students expand and enrich their vocabulary. Although these strategies can benefit all young learners, the compare-contrast text structure is particularly helpful to ELL students.

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Guiding Students Through Expository Text with Text Feature Walks

Guiding Students Through Expository Text with Text Feature Walks | AdLit | Scoop.it
Most primary students have used the picture walk technique to preview text (Stahl, 2004). By looking at and talking about the illustrations in a text, students activate prior knowledge, make predictions, and set a purpose for reading (Clay, 1991; Fountas & Pinnell, 1996). Effective primary teachers use this instructional strategy when teaching students how to read (Taylor, 2002), yet this supportive practice is not as common when students read expository text and is often discarded as students move from reading picture books to chapter books.
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Building Capacity for Sustained Change: Characteristics of Common Core Implementation Models that Actually Work

Building Capacity for Sustained Change: Characteristics of Common Core Implementation Models that Actually Work | AdLit | Scoop.it

In this article from Michigan Reading Journal (Vol. 47, No. 1, 2014)  KaiLonnie Dunsmore and Catherine Nelson of the National Center for Literacy Education (NCLE) help educators look beyond the specifics of the instructional changes called for in Common Core to the big picture of how change happens (or doesn’t happen) in schools.
 

They compare two distinct policy approaches to education change, share findings from two national studies of Common Core implementation, and provide recommendations for implementing Common Core standards in a way that will support building local capacity.
 

Overall, they encourage educators and leaders to "spend as much time on identifying effective change strategies . . . as on the content and goals of the standards themselves." Lasting improvements in classroom instruction for all students will only occur, they say, when we harness the possibilities of capacity-building approaches.  

  

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Key to Vocabulary Gap Is Quality of Conversation, Not Dearth of Words

Key to Vocabulary Gap Is Quality of Conversation, Not Dearth of Words | AdLit | Scoop.it
A seminal study on the early word gap between the children of high school dropouts and those of college graduates has led to more nuanced findings about language development.
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Rescooped by Lynnette Van Dyke from Creative Nonfiction: resources for teachers and students.
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The winner for the best Pulitzer Prize lead is….

 

"My favorite metaphor for a good lead comes from John McPhee.  The lead is a “flashlight” that shines down into the well of the story.  You don’t have to see all the way to the bottom, but you do have to see into the darkness.

So let’s begin..."


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Leslie Whidden's curator insight, April 28, 3:30 PM

Writers' Craft hints for writing a lead that will hold your reader beyond the first paragraph.

Rescooped by Lynnette Van Dyke from 21st Century Information Fluency
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"Resist Googling" & 5 Other Strategies For Meaningful Modern Research

"Resist Googling" & 5 Other Strategies For Meaningful Modern Research | AdLit | Scoop.it
Most people teaching today weren’t trained to instruct students about researching in a technologically advanced world. Many need a quick refresher course or tutoring packet on successful student research. The tips below are meant to help teachers and students get off to a good start as they embark on an inquiry adventure:

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Rescooped by Lynnette Van Dyke from TeachingEnglish
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Spelling doesn't have to mean Test

Spelling doesn't have to mean Test | AdLit | Scoop.it
Are bureaucrats dangerous? I want to tell you about how I adapted my advanced students’ favourite spelling activity for lower levels –all the way down to beginner.  The original activity called Thr...

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"Critical Thinking Crash Course" by Dr. Peter Boghossian - YouTube

Dr. Peter Boghossian's May 11th public lecture, "Critical Thinking Crash Course" The following public lecture was delivered May 11th at the Intel Campus in H...
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Rescooped by Lynnette Van Dyke from Cool School Ideas
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Online Peer Reviews Improve Literacy Instruction

Online Peer Reviews Improve Literacy Instruction | AdLit | Scoop.it

From the International Literacy Association's Literacy Daily


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Rescooped by Lynnette Van Dyke from educational implications
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The Influence of Language on Theory of Mind: A Training Study

The Influence of Language on Theory of Mind: A Training Study | AdLit | Scoop.it
This study investigated the role of language in the development of theory of mind. It was hypothesized that the acquisition of the syntactic and semantic properties of sentential complements would facilitate the development of a representational theory ...

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Sharrock's curator insight, May 1, 10:51 AM

excerpt: "A number of different theoretical approaches have been proposed to explain the developments that take place in theory of mind at this stage, including nativist, conceptual change and simulation theories (e.g., Fodor, 1992;Gopnik, 1993; Gordon, 1996;Harris, 1992; Leslie & Roth, 1993; Perner, 1991; Russell, 1996; Wellman, 1990). Two main classes of theories have come to dominate the empirical literature: the ‘theory theory,’ which argues that at this stage children undergo fundamental conceptual changes in their understanding of mind (e.g., Gopnik, 1993;Perner, 1991; Wellman, 1990); and performance-based approaches which claim that developments in theory of mind are the results of other more general cognitive changes, rather than domain-specific conceptual change. Performance-based accounts divide into two groups: nativist modular theories, which claim that much younger children have a metarepresentational concept of belief, but are limited by other cognitive factors in their performance on false belief tasks (e.g., Fodor, 1992; Leslie & Roth, 1993); and executive function theories, which claim there are fundamental conceptual changes in theory of mind that take place at four, that are brought about by developments in executive processes such as working memory and inhibitory control (cf. Russell, 1996)."

 

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Willingham: Self-image matters: Helping kids see themselves as readers

Willingham: Self-image matters: Helping kids see themselves as readers | AdLit | Scoop.it
The last of five posts about kids and reading by cognitive scientist Daniel Willingham.

 

"Self-image matters. Children must not only have a positive attitude towards reading, they must see themselves as the kind of kid who reads."


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Increasing Student Reading Comprehension with Non-fiction Text

Kids need to be able to learn to read text for meaning … (and ask themselves) "Do I know why I'm reading this? Do I know what information I'm looking for?" … We're always delivering the curriculum in a way that draws on language and reading skills.— Dr. Nonie Lesaux
Lynnette Van Dyke's insight:

One of the most important skills students learn as they transition into middle and high school is how to get information from a non-fiction text. This skill can be especially challenging for ELLs, who may not have had much experience working independently with expository texts. This Bright Ideas article offers ways that teachers can help ELLs work effectively with non-fiction texts and includes strategies for introducing components, structure, and purpose of expository texts.

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Building World Knowledge: Motivating Children to Read and Enjoy Informational Text

Building World Knowledge: Motivating Children to Read and Enjoy Informational Text | AdLit | Scoop.it
Young children benefit from opportunities to read a rich array of fiction and informational books. Reading educators and researchers agree that young children benefit from increased exposure to informational books (Snow, Burns, & Griffin, 1998). Today there is an abundance of high-quality informational text for teachers and parents to use with children. According the Cooperative Children's Book Center (2006), the number of informational books published for the early grades has increased by 200% over the last ten years.
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Everyone Has an Important Role to Play

Everyone Has an Important Role to Play | AdLit | Scoop.it
Sharing Leadership




"There's a lot of wisdom in the room. We know what the problems are, we know what the areas of need are, there's a lot of research out there. By us coming tog
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How Much Reading Should We Expect of Kindergartners? A Look at the Standards

How Much Reading Should We Expect of Kindergartners? A Look at the Standards | AdLit | Scoop.it
The Common Core State Standards require students to "read emergent-reader texts with purpose and understanding" by the end of kindergarten. How different is that from previous standards?
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Rescooped by Lynnette Van Dyke from Creative Nonfiction: resources for teachers and students.
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Nonfiction literature


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Leslie Whidden's curator insight, April 28, 3:18 PM

High school student explains the  literary qualities of Creative Nonfiction. Good work, Jacqueline Curran.

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Questioning: A Comprehension Strategy for Small-Group Guided Reading - ReadWriteThink

Questioning: A Comprehension Strategy for Small-Group Guided Reading - ReadWriteThink | AdLit | Scoop.it

Students learn about the process of questioning and using webs to organize information during reading and then practice writing factual and inferential questions.


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