A series of studies have confirmed what was probably obvious from the beginning. If we are to hope to attain the goal of "no child left behind," we must focus on creating a substantially larger number of effective, expert teachers. Good teachers, effective teachers, manage to produce better achievement regardless of which curriculum materials, pedagogical approach, or reading program is selected. Instead, I am going to describe what the teaching of exemplary elementary teachers looks like and challenge school administrators to examine whether their daily practice and their longer-term planning is designed to foster such teaching.
The ability to write a short and specific condensed version of a longer piece of text is an essential skill taught and practiced with even young elementary students.
By modeling with students how to recognize and rewrite main ideas and important details, teachers instruct learners in the methods to practice and create summaries. Main Ideas and Details Before elementary students can write a summary, they need to be brought to understand the concepts of main idea and details.
This often works best with a visual for instruction. For example, a hamburger image can be used to teach students that the main parts of the story are the meat and bread, while the pickles, mayonnaise, mustard, lettuce, onions and tomatoes are the details.
Similarly, using a tree has the main idea as the trunk, while the branches and leaves are the details. Teachers practice with students asking questions about the main ideas and details with texts read in class.
Who, What, When, Where, Why and How For nonfiction texts, one of the best ways to pull out important information from a longer piece is to use the questions who, what, when, where, why and how. Have students determine who the piece is about.
What is happening with that subject? When and where is the action happening? Why and how are these things happening with the subject?
Students can answer these questions in the margins of the printed texts or on colorful sticky notes. Rewriting the answers to these questions into paragraph form will give students a good rough draft of a summary.
Someone, Wanted, But, So and Then For fiction and narrative texts that tell a story or have a plot, the "someone, wanted, but, so and then" method may work best to create a succinct summary.
Students identify the main character, which is the "someone," and what that character "wanted" in the story.
Once students progress through this resource and become familiar with the summary-writing process, I remove the use of a graphic organizer and ask them to write their own summaries. Additionally, they are asked to make increasingly-detailed critiques of other summaries to identify issues and explain how to improve the summary. Resources for Teachers, Principals, and Paraprofessionals at Wrightslaw includes links to information about The No Child Left Behind Act, the Individuals with Disabilities Education Act, articles, cases, and practical guidance. Wrightslaw is the most comprehensive special education law and advocacy website on the Internet. After over 25 years of studying and analyzing homework, Harris Coopers’ research demonstrates a clear conclusion: homework wrecks elementary school students. In his book, The Battle over Homework: Common Ground for Administrators, Teachers, and Parents, the homework guru gives details about the relationship between homework .
They figure out the problem that the character faced, which is the "but" part, what the character does about the problem, which accounts for "so," and what happens as a result of the character's actions -- the "then. Graphic Organizers Students learning to write summaries can benefit from using a graphic organizer worksheet to pull out important details from the assigned text.
Graphic organizers for summarizing have boxes printed with titles relevant to summarizing, such as Someone, Wanted, But, So, and Then. These labeled boxes have blank space to allow students to write down those labeled key elements they find in the text.
When students combine the information from the graphic organizer into a paragraph, they will have written a complete summary. References Introducing the Writing Process About the Author SinceSarah Aguirre has been sharing her tutorials with readers eager to learn more about caring for, managing and enjoying their homes and families.Sample page from the Pacing Chart.
Start at anytime and be confident that you will cover all the major topics. Pacing charts for elementary, middle and high school students.
Marzano is a great researcher and has tons of information to share, but often overwhelms the application aspect with the data justifying the application. This morning Crystal Bonvillian ran an interesting article about the Huntsville City School board’s plans to hire up to new Teach for American, Inc.
teachers over the next three years. These hirings will cost the system $, or $5, for each new teacher.
Yet this money represents one-quarter of the total cost associated with recruiting, selection and professional development of a. Try It! Click on either link below to try Read, Write & Type Online! ATTENTION: ESL USERS!
To activate and use the audio ESL Help, please click on the “ESL” drop-down menu in the Start screen. Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.
1 Provide daily time for students to write.