Key words: Instructional Strategies, Literacy, K-12
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Here's what YOUR idea has led me to develop. Each child will be assigned two to four animals based on level of ability. They will need to look up as much info as possible about that animal. When we go to the zoo we will make a show called (whatever the kids want to call it) and video tape the children in front of or with the animals reporting the information they learned about that particular animal. They are good at vidoe taping so they will be the camera men/women. Hmmmm, wonder if we should go all out and have a director (other than me) for this show which will tell the kids where to stand, etc.
Extremely! I might even let one of the kids interview another kid about that particular animal they are filming. Oh, I'll just give them the ideas and let them decide. We'll report back. Harold, you want to add a copy of this tape to any of your collections? It'll be of the Cincinnati Zoo!
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All this discussion has taken me back to the summer I worked at the Reading Clinic at Gallaudet while I was a student. Although I was preparing at the time to work with multihandicapped deaf kids, I was assigned four 16 year old boys who were reading about 1st-2nd grade. One of the materials I used was the National Enquirer! (yes, you saw correctly). Please note, I did edit the materials used and placed clipped articles in a binder for use with the students. They were all intrigued....I would cut out photos and various headlines and we would try to match the correct headline to the photo. It also sparked alot of discussion about what things could be true or not true. As part of the clinic, we scored the articles for readability...the range (if I remember correctly) was about 1.8-3.2.....high interest, low readability! This may not work for everyone....but it might be something to consider. (I would love to see the administrator's face, however, if I ever turned in a purchase order for a subscription to the National Enquirer!)
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I just retrieved this from AskERIC's gopher site. Thought I'd share it.
These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teachers from 14 western states dedicated to improving the quality of education in the rural, western United States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops. CEClang.52
TITLE: What? You want me to read AND enjoy it?
AUTHOR: Jana Dabney, Chickasha Intermediate School, Chickasha, OK
GRADE LEVEL: 6-8
OVERVIEW: After spending six to nine years teaching the student how to read, students often see reading as torture in the middle grades.
PURPOSE: Sharing successful ideas that have developed sustained reading habits for the author's reading students. Particularly, how to begin the year, to set the tone for a successful literature based reading program.
OBJECTIVE(s): Enhance the students' knowledge of authors, genre and enjoyment that independent reading can provide. Promote a lifetime interest in reading.
ACTIVITIES AND PROCEDURES: Begin the year by reading aloud one of your favorite books. I use "SIGN OF THE BEAVER" by Elizabeth George Speare. It offers many "role-playing" opportunities for us to think about, write about and share that are easily identified with. The main characters in the book are young teens from totally different cultures who, through no plans of their own, learn from each other skills that enable them to live in their changing worlds. "SIGN OF THE BEAVER" is a great book to read aloud because it has just a few characters that I enjoy creating different voices to make the story come alive for the students. While we read the story aloud, the students' only assignment is to listen, think but most of all enjoy the story. Prior to the end of the book, the students are encouraged to select some form of demonstration to show something they have learned to do or learned to appreciate from the story. Upon completion of the book, the students and teacher confer about their demonstrations. Since each students' interests and impression of the book is different, we enjoy many different types of projects. Just a few are pioneer cooking (including making jerky, stews, soups, breads, puddings, jams, jellies, drying fruits and vegetables) making dioramas demonstrating the setting of the story or by showing a part of the book that particularly interested the student, some have done art projects that deal in Indian arts while others have done journals portraying Matt's thoughts during his ordeal. My favorite part of this project is that each student decides the assessment that portrays what they have learned from "enjoying" a good book.
Uploaded by: Melissa Close/ Kent State University/ Deaf Education Major