Showing posts with label Teaching reading. Show all posts
Showing posts with label Teaching reading. Show all posts
Thursday, February 19, 2009
John Butler - fun page
http://www.johnbutlerart.com/pages/fun.asp
Children's illustrator and writer John Butler provides two interactive stories for very young children: Whose nose and toes? and Whose baby am I? Children move the mouse to find the matching animal. The simple easy to read text is displayed alongside.
Saturday, February 14, 2009
Video - The Road to Meaning
The process of reading is very like that of driving a car. As readers, it is our charge to "navigate" our way to meaning as we enter nonfiction texts and tasks. For students the, road to meaning in informational text is one paved with challenge and complexity. This presentation explores what great "drivers" need to do before, during, and after reading to successfully arrive at their final destination...UNDERSTANDING THE BIG IDEA!
Labels:
nonfiction,
reading,
resources for teachers,
Teaching reading,
videos
Saturday, February 07, 2009
Graphic Novels Come Out From Under the Desk at Fordham University
On January 31st, FordhamUniversity’s Graduate School of Education (GSE) hosted Graphica in Education: Graphic Novels come out from under the Desk, a conference to discuss a pedagogical approach to the use of graphic novels and graphica in K-12 classrooms.
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Labels:
graphic novels in school,
Teaching reading
Saturday, May 05, 2007
Learning to read in Australia
http://www.assa.edu.au/Publications/op.asp?id=95
This paper from the Academy of Social Sciences in Australia outlines what is known on the process of learning to read, and reports on the Australian national survey of children's reading levels and of classroom practices in the teaching of reading. The review concluded that for any reading program to be effective, it must include throughout its first two or three years extensive systematic explicit instruction in synthetic phonics. This paper summarizes what has been done so far in response to the 2005 review.
This paper from the Academy of Social Sciences in Australia outlines what is known on the process of learning to read, and reports on the Australian national survey of children's reading levels and of classroom practices in the teaching of reading. The review concluded that for any reading program to be effective, it must include throughout its first two or three years extensive systematic explicit instruction in synthetic phonics. This paper summarizes what has been done so far in response to the 2005 review.
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