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E-Learning
Home > Administrator's Desk Channel > Administrator's Desk Archive >Leadership > School Administrators Article
SCHOOL ADMINISTRATORS ARTICLE
Is Your School's Culture
Toxic or Positive?
From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value.
"School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the 'persona' of the school," says Dr. Kent D. Peterson, a professor in the Department of Educational Administration at the University of Wisconsin-Madison. Education World recently talked with Peterson about the differences between positive and negative school cultures and how administrators and teachers can create a positive culture in their schools. Included: Tips for creating a positive school culture.
"The culture of a school consists primarily of the underlying norm values and beliefs that teachers and administrators hold about teaching and learning," according to Dr. Kent D. Peterson. That culture is also composed of "traditions and ceremonies schools hold to build community and reinforce their values," says Peterson, a professor in the Department of Educational Administration at the University of Wisconsin-Madison and co-author of Shaping School Culture: The Heart of Leadership.
Every school has underlying assumptions about what staff members will discuss at meetings, which teaching techniques work well, how amenable the staff is to change, and how critical staff development is, adds Peterson. That core set of beliefs underlies the school's overall culture.
POSITIVE OR NEGATIVE?
In a school with a positive culture, Peterson says, "[T]here's an informal network of heroes and heroines and an informal grapevine that passes along information about what's going on in the school... [A] set of values that supports professional development of teachers, a sense of responsibility for student learning, and a positive, caring atmosphere" exist.
On the other hand, in a toxic school environment, "teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude" prevails, notes Peterson.
Staff and administrators in a positive school culture believe they have the ability to achieve their ambitions. Their counterparts operating in a negative school environment lack faith in the possibility of realizing their visions.
School culture has a profound effect on staff development. "It affects attitudes toward spending time to improve instruction, motivation to attend workshops, and the [activities] people choose to participate in," Peterson says.
GANADO PRIMARY SCHOOL
In the article Positive or Negative? (Journal of Staff Development, Summer 2002), Peterson writes about the exemplary school culture at Ganado (Arizona) Primary School. Located in one of the poorest counties in the United States, the school has not always boasted a vibrant professional community. "Over time," Peterson wrote, "Sigmund Boloz, the principal, and his staff developed a strong, professional culture that supports staff and student learning."
Toxic or Positive?
Which term describes your school's culture?
A toxic school culture
* blames students for lack of progress
* discourages collaboration
* breeds hostility among staff.
A positive school culture
* celebrates successes
* emphasizes accomplishment and collaboration
* fosters a commitment to staff and student learning.
In that article, Peterson described a school culture in which staff, students, principal, and community members are all seen as learners. All teachers have been trained in a reading intervention program called CLIP (Collaborative Literacy Intervention Project). Teachers are supported in their use of the program and are invited to regular "curriculum conversations" to discuss new ideas and share experiences.
At Ganado, "[T]he presence of a staff professional library symbolically communicates the importance of learning," Peterson continued. "The school has amassed 4,000 professional books and 400 videotapes on effective teaching and other professional issues." In addition, the school hosts an academy for parents each year to help enhance parenting abilities.
"Staff members feel responsible for improving their own skills and knowledge to help students learn," concluded Peterson. "They regularly recount stories of successfully using new ideas. The staff expects and encourages collaboration and sharing. In short, professional learning is valued in the culture."
CHANGING A TOXIC CULTURE
According to Peterson, schools with a negative, or toxic, culture
lack a clear sense of purpose
have norms that reinforce inertia
blame students for lack of progress
discourage collaboration
often have actively hostile relations among staff.
In fighting such a negative culture, Peterson tells Education World, "to begin with, the staff must assess the underlying norms and values of the culture and then as a group activity, work to change them to have a more positive, supportive culture."
WHAT CAN ADMINISTRATORS DO?
Principals need to "read the school," Peterson suggests. They must talk to storytellers on the staff to discern what kind of history the school has. Staff and administrators need to examine what they have learned about the school culture, and then they must ask two questions:
What aspects of the culture are positive and should be reinforced?
What aspects of the culture are negative and harmful and should be changed?
In "Positive or Negative?" Peterson shared ways in which principals and staff leaders can nurture the school culture's positive aspects. They include the following:
Celebrate successes in staff meetings and ceremonies.
Tell stories of accomplishment and collaboration whenever there's an opportunity.
Use clear, shared language created during professional development to foster a commitment to staff and student learning.
When administrators and staff collaborate in a strong push to foster an environment in which learning blooms, Peterson concluded, they will decrease such negatives as student misbehavior and faculty grousing and create an overall positive school culture with a flourishing staff and students.
WANT TO LEARN MORE?
Positive or Negative?
The culture of a school is always active, either positively or negatively influencing adult and student learning, Kent D. Peterson, Ph.D., suggests in this Journal of Staff Development article. "Being able to understand and shape the culture is key to a school's success in promoting staff and student learning."
Shaping School Culture: The Heart of Leadership
A brief summary of this book, says authors Terrence E. Deal and Kent D. Peterson, shows how school leaders can use the power of school culture to create a vibrant, cooperative spirit and a school "persona."
Shaping School Culture Fieldbook
By Terrence E. Deal and Kent D. Peterson (Jossey-Bass, 2002), this book provides solid methods, questions to contemplate, and group activities for a school's staff to use in assessing and changing its culture.
Article by Sharon Cromwell
Education World®
Copyright © 2009 Education World
Originally published 7/30/2002
Last updated 05/25/2009
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Monday, November 23, 2009
Monday, November 9, 2009
intro: E.......E7 on upstroke (if you listen to the recording, you'll get the idea!)
E
I can see her lyin' back in her satin dress
B7 E
In a room where ya do what ya don't confess
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
E
She's bin lookin' like a queen in a sailor's dream
B7 E
And she don't always say what she really means
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
E
I can picture every move that a man could make
B7 E
Getting lost in her lovin' is your first mistake
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sometimes I think it's a sin
D E
When I feel like I'm winnin' when I'm losin again
instr:
E
I can see her lookin' fast in her faded jeans
B7 E
She's a hard lovin' woman, got me feelin' mean
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sometimes I think it's a sin
D E
When I feel like I'm winnin' when I'm losin' again
--------------------------------------------------
simescan (rick s.)
<
E
I can see her lyin' back in her satin dress
B7 E
In a room where ya do what ya don't confess
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
E
She's bin lookin' like a queen in a sailor's dream
B7 E
And she don't always say what she really means
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
E
I can picture every move that a man could make
B7 E
Getting lost in her lovin' is your first mistake
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sometimes I think it's a sin
D E
When I feel like I'm winnin' when I'm losin again
instr:
E
I can see her lookin' fast in her faded jeans
B7 E
She's a hard lovin' woman, got me feelin' mean
A
Sometimes I think it's a shame
D E
When I get feelin' better when I'm feelin' no pain
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sundown ya better take care
D E
If I find you bin creepin' 'round my back stairs
A
Sometimes I think it's a sin
D E
When I feel like I'm winnin' when I'm losin' again
--------------------------------------------------
simescan (rick s.)
<
the ship is gone on my own medley- peter paul mary edse tab
THERE IS A SHIP (The Water is Wide) -- Peter, Paul and Mary.
PP&M's version of this lovely folksong.
D G D
There is a ship and she sails the sea
D Bm Em A
She’s loaded deep, as deep can be
A7 F#m D7 Bm
But not as deep as the love I’m in
G6 F#m A D
I know not if I sink or swim
(Same chords for rest of song)
I leaned my back against an oak
Thinking it was a trusty tree
But first it bent and then it broke
Just as my love proved false to me
Oh, love is gentle, and love is kind
The sweetest flower when first it’s new
But love grows old and waxes cold
And fades away like the mornin’ dew
The water is wide, I cannot get o’er
Neither have I the wings to fly
Give me a boat that can carry two
And both shall row my love and I
D Em D D/C#
On my own, pretending hes beside me,
Bm E A AM7
All alone, I walk with him till morning,
G F#7 Bm
Without him, I feel his arms around me,
Em A
And when I lose my way I close my eyes and he has found me.
In the rain, the pavement shines like silver,
All the lights are misty in the river,
In the darkness, the trees are full of starlight,
And all I see is him and me forever and forever.
Bb G#7 Bb Bb/A
And I know its only in my mind,
Gm Gm7 Eb
That Im talking to myself and not to him,
Em B B7
And although I know that he is blind,
C C7
Still I say theres a way for us.
F Gm F F/E
I love him, but when the night is over,
Dm G C CM7
He is gone, the rivers just a river,
Bb A7 Dm
Without him the world around me changes,
Gm C
The trees are bare and everywhere the streets are full of strangers.
I love him, but every day im learning,
All my life Ive only been pretending,
Without me his world will go on turning,
A world thats full of happiness that I have never known.
F F7 Bb
I love him, I love him, I love him,
F#7 F
But only on my own.
PP&M's version of this lovely folksong.
D G D
There is a ship and she sails the sea
D Bm Em A
She’s loaded deep, as deep can be
A7 F#m D7 Bm
But not as deep as the love I’m in
G6 F#m A D
I know not if I sink or swim
(Same chords for rest of song)
I leaned my back against an oak
Thinking it was a trusty tree
But first it bent and then it broke
Just as my love proved false to me
Oh, love is gentle, and love is kind
The sweetest flower when first it’s new
But love grows old and waxes cold
And fades away like the mornin’ dew
The water is wide, I cannot get o’er
Neither have I the wings to fly
Give me a boat that can carry two
And both shall row my love and I
D Em D D/C#
On my own, pretending hes beside me,
Bm E A AM7
All alone, I walk with him till morning,
G F#7 Bm
Without him, I feel his arms around me,
Em A
And when I lose my way I close my eyes and he has found me.
In the rain, the pavement shines like silver,
All the lights are misty in the river,
In the darkness, the trees are full of starlight,
And all I see is him and me forever and forever.
Bb G#7 Bb Bb/A
And I know its only in my mind,
Gm Gm7 Eb
That Im talking to myself and not to him,
Em B B7
And although I know that he is blind,
C C7
Still I say theres a way for us.
F Gm F F/E
I love him, but when the night is over,
Dm G C CM7
He is gone, the rivers just a river,
Bb A7 Dm
Without him the world around me changes,
Gm C
The trees are bare and everywhere the streets are full of strangers.
I love him, but every day im learning,
All my life Ive only been pretending,
Without me his world will go on turning,
A world thats full of happiness that I have never known.
F F7 Bb
I love him, I love him, I love him,
F#7 F
But only on my own.
weave me the sunshine- peter paul and mary- chords edse tabe
{title:Weave Me the Sunshine}
{st:Peter Yarrow}
{c:Chorus:}
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
Well I've [Em]seen the steel and [Bm]concrete crumble,
[C]Shine on [D]me ag[G]ain.
The [Em]proud and the mighty [A7]all have stumbled,
[D]Shine on me ag[D7]ain.
{c:Chorus.}
They say that the tree of loving,
Shine on me again,
Grows on the bank of the river of suffering,
Shine on me again.
{c:Chorus.}
If only I could heal your sorrow,
Shine on me again,
I'd help you to find your new tomorrow,
Shine on me again.
{c:Chorus.}
Only you can climb that mountain,
Shine on me again,
If you want to drink at that golden fountain,
Shine on me again.
{c:Chorus.}
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
{st:Peter Yarrow}
{c:Chorus:}
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
[C]Weave, [D]weave, [G]weave me the [Em]sunshine
[C]Out of the [D]falling [G]rain.[Em]
[C]Weave me the [D]hope of a [G]new to[Em]morrow,
And [A7]fill my cup ag[D]ain.
Well I've [Em]seen the steel and [Bm]concrete crumble,
[C]Shine on [D]me ag[G]ain.
The [Em]proud and the mighty [A7]all have stumbled,
[D]Shine on me ag[D7]ain.
{c:Chorus.}
They say that the tree of loving,
Shine on me again,
Grows on the bank of the river of suffering,
Shine on me again.
{c:Chorus.}
If only I could heal your sorrow,
Shine on me again,
I'd help you to find your new tomorrow,
Shine on me again.
{c:Chorus.}
Only you can climb that mountain,
Shine on me again,
If you want to drink at that golden fountain,
Shine on me again.
{c:Chorus.}
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
Peter Paul and Mary - if i had a hammer- Tab - Chords
If I had a hammer Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land.
Chords:
A C#m D E Dmaj7
E|--5----4---5--7----5----|
B|--5----5---7--9----7----|
G|--6----6---7--9----6----|
D|--7----6---7--9----7----|
A|--7----4---5--7----5----|
E|--5----4---5--7----5----|
Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land.
Chords:
A C#m D E Dmaj7
E|--5----4---5--7----5----|
B|--5----5---7--9----7----|
G|--6----6---7--9----6----|
D|--7----6---7--9----7----|
A|--7----4---5--7----5----|
E|--5----4---5--7----5----|
Intro: A C#m D E (2x)
Peter Paul and Mary - Puff the Magic Dragon- Tab - Chords
PUFF THE MAGIC DRAGON
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
LESSON 2
Tabbed by: Patrick McFadden (patzy46@hotmail.com)
Tuning: Standard (E A D G B E)
Capo on 2nd Fret. All positions and chord formations are relative to capo.
Intro (fingerpicked)
G Bm C G
E|--3-----3-------2-------2--------0------0-----------3------3--------||
B|----0-----0--------3-------3--------1------1-----------0-----0------||
G|------0---------------4---------------0------------------0----------||
D|--------------------------------------------------------------------||
A|----------------2----------------3----------------------------------||
E|--3-------------------------------------------------3---------------||
C G C D G
E|--0----0--------3-----3------0--------2----------3------------------||
B|----1-----1-------0-----0------1--------3--------0------------------||
G|------0--------------0-----------0--------2------0------------------||
D|-------------------------------------------------0------------------||
A|--3--------------------------3--------0----------2------------------||
E|----------------3--------------------------------3------------------||
LESSON 3 PUFF THE MAGIC DRAGON -Here's the modified chords that I throw in for kicks: G (320033) C* (x32013)
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Little jackie paper loved that rascal Puff,
C G Em A7 D7 G d
And brought him strings and sealing wax and other fancy stuff. Oh
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
Together they would travel on a boat with billowed sail
C G Em A7 D7
And Jackie kept a lookout perched on Puff’s gigantic tail,
G Bm C G
Noble kings and princes would bow whenever they came,
C G Em A7 D7
Pirate ships would lower their flags when Puff roared out his name. oh!
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
A dragon lives forever but not so little boys
C G Em A7 D7
Painted wings and giant rings make way for other toys.
G Bm C G
One grey night it happened, Jackie Paper came no more
C G Em A7 D7
And Puff that mighty dragon, he ceased his fearless roar.
G Bm C G His head was bent in sorrow, green scales fell like rain,
C G Em A7 D7 Puff no longer went to play along the cherry lane.
G Bm C G Without his life-long friend, Puff could not be brave,
C G Em A7 D7 So Puff that mighty dragon, he slipped into his cave. oh!
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 D7 And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 G C* G And frolicked in the autumn mist in a land called Honah Le
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
LESSON 2
Tabbed by: Patrick McFadden (patzy46@hotmail.com)
Tuning: Standard (E A D G B E)
Capo on 2nd Fret. All positions and chord formations are relative to capo.
Intro (fingerpicked)
G Bm C G
E|--3-----3-------2-------2--------0------0-----------3------3--------||
B|----0-----0--------3-------3--------1------1-----------0-----0------||
G|------0---------------4---------------0------------------0----------||
D|--------------------------------------------------------------------||
A|----------------2----------------3----------------------------------||
E|--3-------------------------------------------------3---------------||
C G C D G
E|--0----0--------3-----3------0--------2----------3------------------||
B|----1-----1-------0-----0------1--------3--------0------------------||
G|------0--------------0-----------0--------2------0------------------||
D|-------------------------------------------------0------------------||
A|--3--------------------------3--------0----------2------------------||
E|----------------3--------------------------------3------------------||
LESSON 3 PUFF THE MAGIC DRAGON -Here's the modified chords that I throw in for kicks: G (320033) C* (x32013)
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Little jackie paper loved that rascal Puff,
C G Em A7 D7 G d
And brought him strings and sealing wax and other fancy stuff. Oh
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
Together they would travel on a boat with billowed sail
C G Em A7 D7
And Jackie kept a lookout perched on Puff’s gigantic tail,
G Bm C G
Noble kings and princes would bow whenever they came,
C G Em A7 D7
Pirate ships would lower their flags when Puff roared out his name. oh!
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G
Puff, the magic dragon lived by the sea
C G Em A7 D7
And frolicked in the autumn mist in a land called Honah Lee.
G Bm C G
A dragon lives forever but not so little boys
C G Em A7 D7
Painted wings and giant rings make way for other toys.
G Bm C G
One grey night it happened, Jackie Paper came no more
C G Em A7 D7
And Puff that mighty dragon, he ceased his fearless roar.
G Bm C G His head was bent in sorrow, green scales fell like rain,
C G Em A7 D7 Puff no longer went to play along the cherry lane.
G Bm C G Without his life-long friend, Puff could not be brave,
C G Em A7 D7 So Puff that mighty dragon, he slipped into his cave. oh!
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 D7 And frolicked in the autumn mist in a land called Honah Lee,
G Bm C G Puff, the magic dragon lived by the sea
C G Em A7 G C* G And frolicked in the autumn mist in a land called Honah Le
PPM- Car Car - Woody Guthrie- great website- If I had a hammer chords- freight train lyrics-
In Concert
1964
CAR-CAR
Woody Guthrie- Folkways Music Pub. Inc. BMI
(This song is a combination of spoken segments with vocal sound effects and singing. This will be the basic lyric only as the performance is far more than can be easily written down).
Chorus:
Take me for a ride in your Car-Car
Take me for a ride in your Car-Car
Take me for a ride, Take me for a ride,
Take me for a ride in your Car-Car
(spoken and sound effects segment)
Take me for a ride in your Mac Truck
Take me for a ride in your truck, mack
Take me for a ride, take me for a ride,
Take me for a ride in your Mac Truck, Mack
(spoken and sound effects segment)
(Chorus)
(Spoken segment, with sound effects, then Mary sings...)
Take me for a ride in your car-car
Take me for a ride in your car-car
Take me for a ride, take me for a ride,
Take me for a ride in your 3.2 liter Ferrari
with torsion bar suspension
and those ported venturi carburetors!
(another spoken and sound effects segment to the end of the song)
Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not
sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land
#004
{title:Freight Train}
{st:Elizabeth Cotton}
F[C]reight train, Freight train, g[G7]oin' so fast,
Freight train, Freight train, g[C]oin' so fast,
P[E7]lease don't tell what t[F]rain I'm on
So they w[C]on't know w[G7]here I'm g[C]one.
Freight train, Freight train, goin' round the bend,
Freight train, Freight train, comin' back again,
One of these days turn that train around
And go back to my home town.
One more place I'd like to be,
One more place I'd lie to see,
To watch them old Blue Ridge Mountains climb,
When I ride old number nine.
When I die Lord, Bury me deep,
Down at the end of Chestnut street,
Where I can hear old number nine
As she comes down the line.
Freight train, Freight train, goin' so fast,
Freight train, Freight train, goin' so fast,
Please don't tell what train I'm on
So they won't know where I'm gone.
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
A D
All my bags are packed I'm ready to go,
A D
I'm standing here outside your door,
A D E
I hate to wake you up to say goodbye.
A D
But the dawn is breaking it's early morn,
A D
The taxi's waiting it's blowing his horn,
A D E
Already I'm so lonesome I could die.
PRE-CHORUS:
A D
So kiss me and smile for me,
A D
Tell me that you'll wait for me,
A D E
Hold me like you'll never let me go.
CHORUS:
A D
'Cause I'm leaving on a jetplane,
A D
Don't know when I'll be back again
A D E
Oh babe I hate to go.
Now just continue like that for all the rest including chorus, pre-chorus and verse.
Enjoy!
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the Macabe Children
G Em
With thanks their light didn't die.
C
Light one candle for the pain they endured
C B7
When their right to exist was de-nied.
Em
Light on candle for the terrible sacrifice
C A
Justice and freedom demand.
G Em G Em
Light one candle for the wisdom to know
C D G B7
when the peace makers time is at hand.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the strength that we need
G Em
To never became our own foe.
C
And light one candle for those who are suffering
B7
Pain we learned so long ago.
Em
Light one candle for all we believe in.
C A
Let anger not tear us a-part.
G Em G Em
And light one candle to bind us to-gether
C D G B7
With piece as the song in our hearts.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
And what is the memory that's valued so highly
Em
That we keep it alive in the flame?
C
What's the commitment for those who have died
B7
We cry out they have not died in vain?
Em
We have come this far, always believing
C A
That judgement will somehow prevail.
G Em G Em
This is the burden! This is the promise!
C D G B7
and this is why we will not fail!
--------------------------------------------------------------------------------
CHORUS
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
1964
CAR-CAR
Woody Guthrie- Folkways Music Pub. Inc. BMI
(This song is a combination of spoken segments with vocal sound effects and singing. This will be the basic lyric only as the performance is far more than can be easily written down).
Chorus:
Take me for a ride in your Car-Car
Take me for a ride in your Car-Car
Take me for a ride, Take me for a ride,
Take me for a ride in your Car-Car
(spoken and sound effects segment)
Take me for a ride in your Mac Truck
Take me for a ride in your truck, mack
Take me for a ride, take me for a ride,
Take me for a ride in your Mac Truck, Mack
(spoken and sound effects segment)
(Chorus)
(Spoken segment, with sound effects, then Mary sings...)
Take me for a ride in your car-car
Take me for a ride in your car-car
Take me for a ride, take me for a ride,
Take me for a ride in your 3.2 liter Ferrari
with torsion bar suspension
and those ported venturi carburetors!
(another spoken and sound effects segment to the end of the song)
Intro: A C#m D E (2x)
Note: The verse begins the second time E is played in the intro
(Verse Part 1)
E A C#m D
If I had a hammer
E A C#m D
I'd hammer in the morning
E A C#m D
I'd hammer in the evening
E
all over this land,
(Verse Part 2)
E A
I'd hammer out danger
Dmaj7**
I'd hammer out a warning
D A D A D
I'd hammer out love between my brothers and my sisters
E A C#m D
All over this land.
** I play this as Dmaj7 but its not quite right. I'm not
sure what this actual chord is, but you can play either
Dmaj7 or D and it sounds fine.
(Verse Part 1)
If I had a bell
I'd ring it in the morning
I'd ring it in the evening
All over this land,
(Verse Part 2)
I'd ring out danger
I'd ring out a warning
I'd ring out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I had a song
I'd sing it in the morning
I'd sing it in the evening
all over this world,
(Verse Part 2)
I'd sing out danger
I'd sing out a warning
I'd sing out love between my brothers and my sisters
All over this land.
(Verse Part 1)
If I've got a hammer
And I've got a bell
And I've got a song to sing
all over this land,
(Verse Part 2)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
All over this land.
(Last verse Repeated)
It's a hammer of justice
It's a bell of freedom
It's a song about love between my brothers and my sisters
E A D A
All over this land
#004
{title:Freight Train}
{st:Elizabeth Cotton}
F[C]reight train, Freight train, g[G7]oin' so fast,
Freight train, Freight train, g[C]oin' so fast,
P[E7]lease don't tell what t[F]rain I'm on
So they w[C]on't know w[G7]here I'm g[C]one.
Freight train, Freight train, goin' round the bend,
Freight train, Freight train, comin' back again,
One of these days turn that train around
And go back to my home town.
One more place I'd like to be,
One more place I'd lie to see,
To watch them old Blue Ridge Mountains climb,
When I ride old number nine.
When I die Lord, Bury me deep,
Down at the end of Chestnut street,
Where I can hear old number nine
As she comes down the line.
Freight train, Freight train, goin' so fast,
Freight train, Freight train, goin' so fast,
Please don't tell what train I'm on
So they won't know where I'm gone.
#
# Submitted to the ftp.nevada.edu:/pub/guitar archives
# by Steve Putz
# 7 September 1992
A D
All my bags are packed I'm ready to go,
A D
I'm standing here outside your door,
A D E
I hate to wake you up to say goodbye.
A D
But the dawn is breaking it's early morn,
A D
The taxi's waiting it's blowing his horn,
A D E
Already I'm so lonesome I could die.
PRE-CHORUS:
A D
So kiss me and smile for me,
A D
Tell me that you'll wait for me,
A D E
Hold me like you'll never let me go.
CHORUS:
A D
'Cause I'm leaving on a jetplane,
A D
Don't know when I'll be back again
A D E
Oh babe I hate to go.
Now just continue like that for all the rest including chorus, pre-chorus and verse.
Enjoy!
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the Macabe Children
G Em
With thanks their light didn't die.
C
Light one candle for the pain they endured
C B7
When their right to exist was de-nied.
Em
Light on candle for the terrible sacrifice
C A
Justice and freedom demand.
G Em G Em
Light one candle for the wisdom to know
C D G B7
when the peace makers time is at hand.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
Light one candle for the strength that we need
G Em
To never became our own foe.
C
And light one candle for those who are suffering
B7
Pain we learned so long ago.
Em
Light one candle for all we believe in.
C A
Let anger not tear us a-part.
G Em G Em
And light one candle to bind us to-gether
C D G B7
With piece as the song in our hearts.
--------------------------------------------------------------------------------
CHORUS
--------------------------------------------------------------------------------
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7 Em
Let it shine through our love and our tears.
(four measures of Em before next verse)
--------------------------------------------------------------------------------
VERSE
--------------------------------------------------------------------------------
G
And what is the memory that's valued so highly
Em
That we keep it alive in the flame?
C
What's the commitment for those who have died
B7
We cry out they have not died in vain?
Em
We have come this far, always believing
C A
That judgement will somehow prevail.
G Em G Em
This is the burden! This is the promise!
C D G B7
and this is why we will not fail!
--------------------------------------------------------------------------------
CHORUS
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
E Am
Don't let the light go out.
D G B7
It's lasted for so many years.
E Am
Don't let the light go out.
D G B7
Let it shine through our love and our tears.
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
Em Am
Don't let the light go out!
intro:
E|------------------------|
B|------------------------|
G|-2-2-2-2-1-----2-2------|
D|-----------2-4-----2----|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---1-2-4-----|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
E|------------------------|
B|------------------------|
G|-2-2-2-2-1--------2-2---|
D|-----------2-4-4------2-|
A|------------------------|
E|------------------------|
E|-------------------|-------------------|
B|-------------------|-------------------|
G|---------------2---|-2-2-2---2-1-4-2---|
D|-2-0-0-2-0---2-----|-------4-----------|
A|-----------4-------|-------------------|
E|-------------------|-------------------|
Saturday, November 7, 2009
Literacy Cooper Kiger On Line Ch 9 Flash Cards http://college.cengage.com/education/cooper/literacy/6e/students/flashcards/ch9.html
EDSE 665 OQ Assignments
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Week 5 - Assignment (10/25/2009)
Read Textbook Chapters 5.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the elements that lead to successful independent reading?
2. What are the components of a balanced literacy program? Briefly explain each component.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 5 - Assignment (10/25/2009)
Week 5 - Reaction Paper 10/25/2009)
Please read the article on the following website and write a reaction paper no longer than 2 pages (double spaced).
Website :http://edwize.org/decoding-grammar
>> View/Complete Assignment: Week 5 - Reaction Paper 10/25/2009)
Week 6 - Assignment (11/01/2009)
Read Textbook Chapters 6 & 7 .
Weekly Papers - 4 Questions
Reflection Questions:
1 How do students acquire vocabulary?
2. What are the elements of effective vocabulary development? .
3. How would students respond to literature? Describe the categories.
4. Describe the procedures that promote responding to literature.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 6 - Assignment (11/01/2009)
Week 7: Assignment (11/08/2009)
Read Textbook Chapters 8 & 9.
Weekly Papers - 4 Questions
Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out?
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling readers and those required to be taught to all students, including struggling readers. How would one change the way a required skill or strategy is taught to a group of struggling readers?
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate. How can a classroom teacher provide instruction for struggling readers in each of these types of text?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 7: Assignment (11/08/2009)
Week 8: Assignment (11/15/2009)
Read Textbook Chapters 10.
Weekly Papers - 3 Questions
Reflection Questions:
1 What are the guidelines for organizing and managing a balanced literacy classroom?
2. Why do teachers need to use leveled/developmentally appropriate books for the students in their class?
3. Why is it important for teachers to keep records of every student in the class?
Please click on the link below to submit your assignment
>> View/Complete Assignment: Week 8: Assignment (11/15/2009)
Week 9: Assignment (11/29/2009)
Read Textbook Chapters 11.
Weekly Papers - 2 Questions
Reflection Questions:
1 What is assessment? How does it relate to evaluation? Describe.
2. Describe a formal and informal assessment.
>> View/Complete Assignment: Week 9: Assignment (11/29/2009)
Final Paper - Literacy Lesson (12/06/2009)
Prepare a literacy lesson, complete with mini lessons as per text book. You should report the development, application, and analysis of one or several lessons/activities to teach a literacy lesson. Describe why those activities/lessons can help students to develop literacy skills and construct meaning. To support your rationale, use references from what you have learned in the course and from other sources in the APA format. Discuss each activity, if you have more than one, in detail.
Your lesson must include the description of:
a. The target population the characteristics of the learners for whom the activity is planned.
b. The prerequisites (if necessary), the specific objective(s) of the activity, and the content and language standards to which they relate. If you are not a classroom teacher, specify the output expected from this activity.
c. The role of the teacher and the students.
d. The resources, materials, and other elements that will be used to create a learning environment that addresses the needs of the population.
e. List the principles of learning or the standards and all the references used to develop the lesson.
>> View/Complete Assignment: Final Paper - Literacy Lesson (12/06/2009)
EDSE 665 OQ Assignments
Instructions for Assignments/ Projects
Please go to the 'Course Information' section and click on 'Logistics for Assignments/Projects' in order to view the mechanics for each assignment/project.
Week 1 - Assignment (09/20/2009)
Read Textbook Chapters 1.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the principles for guiding literacy ? Please explain.
2. What are the stages of Literacy development?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 1 - Assignment (09/20/2009)
Week 2 - Assignment (10/04/2009)
Read Textbook Chapters 2.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is the role of the teacher in the classroom ?
2. What are the benefits and value of a 'Read-Aloud' ?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 2 - Assignment (10/04/2009)
Week 3 - Assignment (10/11/2009)
Read Textbook Chapters 3
Weekly Papers - 1 Question
Reflection Question:
1. Choose two non-fiction books for children and identify the expository structures of each. Then decide on the best strategy for activating prior knowledge for each and give your rationale.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 3 - Assignment (10/11/2009)
Week 4 - Assignment (10/18/2009)
Read Textbook Chapters 4.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is 'reciprocal' teaching? (Focus on procedures & possible uses).
2. List the seven strategies that help to construct meaning. Give an example of each strategy.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 4 - Assignment (10/18/2009)
Week 5 - Assignment
Please go to the 'Course Information' section and click on 'Logistics for Assignments/Projects' in order to view the mechanics for each assignment/project.
Week 1 - Assignment (09/20/2009)
Read Textbook Chapters 1.
Weekly Papers - 2 Questions
Reflection Questions:
1. What are the principles for guiding literacy ? Please explain.
2. What are the stages of Literacy development?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 1 - Assignment (09/20/2009)
Week 2 - Assignment (10/04/2009)
Read Textbook Chapters 2.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is the role of the teacher in the classroom ?
2. What are the benefits and value of a 'Read-Aloud' ?
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 2 - Assignment (10/04/2009)
Week 3 - Assignment (10/11/2009)
Read Textbook Chapters 3
Weekly Papers - 1 Question
Reflection Question:
1. Choose two non-fiction books for children and identify the expository structures of each. Then decide on the best strategy for activating prior knowledge for each and give your rationale.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 3 - Assignment (10/11/2009)
Week 4 - Assignment (10/18/2009)
Read Textbook Chapters 4.
Weekly Papers - 2 Questions
Reflection Questions:
1. What is 'reciprocal' teaching? (Focus on procedures & possible uses).
2. List the seven strategies that help to construct meaning. Give an example of each strategy.
Please click on the link below to submit your assignment.
>> View/Complete Assignment: Week 4 - Assignment (10/18/2009)
Week 5 - Assignment
Edse Informal vs Formal Response to Text- personal
I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
dISCUSSION bOARD
Discuss personal as well as formal ways that one might respond to a text.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
A formal way that one might respond to a text would be by summarizing literature.
Some of the assignments for this course ask us to answer questions by retrieving information
from our textbook. That is a type of formal response. It is not possible to be personal or creative
with a formal response since this the kind of response that is information and factually based.
A formal response is the kind of response or summary that you would want to read in preparation for an exam.
Personal ways one might respond to text is either oral or
written. In this course, the opportunity to respond to posts on the discussion
board is a personal response. According to our textbook; “students may retell, generalize and tell how
they felt about what they read, their favorite part or character, or how what they read relates to their lives.
” Personal responses stimulate a thought process where a student can make a connection between their lives and
literature. In personal responses students can include their feelings, whether they agree or disagree and even
how they would possibly change a story if they were to re-write it. Often time’s students would incorporate their
sense of previous knowledge, beliefs, or interests into personal responses. This type of response can be
recorded in a writing journal and is not solely information based. It is not the kind of response you would want
to read or answer in preparation for an exam. It is also less likely for any two personal responses to a text to
be the same.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
Discuss personal as well as formal ways that one might respond to a text.
There are formal and informal ways one may respond to a text. Each has their own structures and can be used to share ideas and beliefs and understandings. Formal responses are a written response to a reading. For example if a student reads a book they may respond with a summary, or talk about the characters and their actions. Students may also discuss what they liked or disliked or high and low points of the texts through traditional written answers.
Informal responses are different ways to respond to a text. Some ways have been through song, or art or dance. These forms allow for the student to think outside the box and become very creative. I am a big fan of this form because I consider myself a very good artist and love to share my ideas through art. Creating a painting to illustrate my interpretation and ideas of what I have learned through the text is a fun way to use my imagination. When using informal ways to respond to text there is no right or wrong answer, students can feel relaxed and comfortable with just expressing their beliefs and not worry about thinking the wrong wa
I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
__________
I agree that there are many different ways for a student regardless of age,reading level ,grade level, or learning style to respond formally, or informally to text.
The most important issue is defining what responding really is. Responding is “ what one does” as a result or as part of reading, writing, or listening to any kind of text. When one responds they use prior knowledge to construct meaning.
More informal methods of response or Creative responses use Art and Music , as well as Drama and Dance, which include role play, readers theater, art related book based projects to express their understanding of the text. The Personal of more formal ( which seems to be an oxymoron) are usually oral or written.
Students use the strategies of retelling, analysis, generalization, and summary. Applebee discusses that each reflect a different level of thought processes.
An example of an informal response would be creating a song to help one remember a number concept (e.g. Number Rock). This song is a daily ritual in the morning routine of the Kindergarten that I observe.
An example of a more formal response would be the young child’s retelling of a story. The child recalls the title and main characters and general idea of story , but no special importance is given to any specific part of the text. For the younger grades, that I have observed, the “Personal response to Skip To My Lou”, a written picture/ storyboard example, would be an age appropriate personal response that I might expect to see.
In Conclusion, both informal responses and formal responses can be beneficial to the classroom. Students should be allowed to express their creativity while learning the more formal templates required in personal/ formal writing.
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
dISCUSSION bOARD
Discuss personal as well as formal ways that one might respond to a text.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
A formal way that one might respond to a text would be by summarizing literature.
Some of the assignments for this course ask us to answer questions by retrieving information
from our textbook. That is a type of formal response. It is not possible to be personal or creative
with a formal response since this the kind of response that is information and factually based.
A formal response is the kind of response or summary that you would want to read in preparation for an exam.
Personal ways one might respond to text is either oral or
written. In this course, the opportunity to respond to posts on the discussion
board is a personal response. According to our textbook; “students may retell, generalize and tell how
they felt about what they read, their favorite part or character, or how what they read relates to their lives.
” Personal responses stimulate a thought process where a student can make a connection between their lives and
literature. In personal responses students can include their feelings, whether they agree or disagree and even
how they would possibly change a story if they were to re-write it. Often time’s students would incorporate their
sense of previous knowledge, beliefs, or interests into personal responses. This type of response can be
recorded in a writing journal and is not solely information based. It is not the kind of response you would want
to read or answer in preparation for an exam. It is also less likely for any two personal responses to a text to
be the same.
There are many different ways for a student to respond to a text. Informal methods of response are music, art, dance, and other forms of self-expression, while formal methods of response include written and oral reporting.
Students can definitely benefit from both informal and formal responses to texts. I feel that formal responses should be used often in the classroom. For example, the teacher can ask each student to write a report about the book that they have just completed. This report can include a summary of the text, followed by a personal response about how the student felt about the book. This type of formal response will help the student to organize their thoughts about the text that they have read, and also gives the student an opportunity to express their feelings and thoughts on the text.
Informal responses to text can also be beneficial to use in the classroom. Students are really able to tap into their creativity when asked to respond informally to a text. For example, after completing a novel, the teacher can ask the students to write a poem about the piece. The poem can be about anything pertaining to the novel. This type of assignment is helps students to think creatively about what they read and have fun while doing it!
Discuss personal as well as formal ways that one might respond to a text.
There are formal and informal ways one may respond to a text. Each has their own structures and can be used to share ideas and beliefs and understandings. Formal responses are a written response to a reading. For example if a student reads a book they may respond with a summary, or talk about the characters and their actions. Students may also discuss what they liked or disliked or high and low points of the texts through traditional written answers.
Informal responses are different ways to respond to a text. Some ways have been through song, or art or dance. These forms allow for the student to think outside the box and become very creative. I am a big fan of this form because I consider myself a very good artist and love to share my ideas through art. Creating a painting to illustrate my interpretation and ideas of what I have learned through the text is a fun way to use my imagination. When using informal ways to respond to text there is no right or wrong answer, students can feel relaxed and comfortable with just expressing their beliefs and not worry about thinking the wrong wa
I don’t know if you agree , but the term used “personal response” was not what I thought it would be .
The text says that the written or oral response to text is the personal response. However , from reading your response I am sure that you would find the informal way – More Personal!!!
I write in my entry that the more formal way or personal response is a bit of a oxymoron. I found this pretty interesting!!!
__________
I agree that there are many different ways for a student regardless of age,reading level ,grade level, or learning style to respond formally, or informally to text.
The most important issue is defining what responding really is. Responding is “ what one does” as a result or as part of reading, writing, or listening to any kind of text. When one responds they use prior knowledge to construct meaning.
More informal methods of response or Creative responses use Art and Music , as well as Drama and Dance, which include role play, readers theater, art related book based projects to express their understanding of the text. The Personal of more formal ( which seems to be an oxymoron) are usually oral or written.
Students use the strategies of retelling, analysis, generalization, and summary. Applebee discusses that each reflect a different level of thought processes.
An example of an informal response would be creating a song to help one remember a number concept (e.g. Number Rock). This song is a daily ritual in the morning routine of the Kindergarten that I observe.
An example of a more formal response would be the young child’s retelling of a story. The child recalls the title and main characters and general idea of story , but no special importance is given to any specific part of the text. For the younger grades, that I have observed, the “Personal response to Skip To My Lou”, a written picture/ storyboard example, would be an age appropriate personal response that I might expect to see.
In Conclusion, both informal responses and formal responses can be beneficial to the classroom. Students should be allowed to express their creativity while learning the more formal templates required in personal/ formal writing.
EDSE - Struggling Readers- Cooper Kiger - Chapter 8 and 9- Reading and Writing Taught Together
Week 7: Assignment (11/08/2009) Read Textbook Chapters 8 & 9. Reflection Questions:
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
The book explains in detail the 5 reasons , why reading and writing should be taught together which I will summarize: Both reading and writing are constructive processes- Readers act as composers and plan their reading around a special given purpose. Readers think about the text and start developing background on the related topic. Writing is a very similar process, and writers think about what they know and need to know before beginning to write. There is a 4 phase process as described by Pearson and Tierney(1984) which include the planner, composer, editor, and monitor stages, which they may fluctuate back and forth and in between.
Writing and Reading Improve Achievement- Research has shown that reading programs that incorporate writing are more effective in improving reading than those that do not. “Writing leads to better reading achievement, reading leads to better writing achievement, and combined instruction in both led to improvements in both reading and writing.”
Both Writing and Reading Involve similar kinds of knowledge and processes- Research shows that both reading and writing to be highly related (Applebee,1977) and share similar cognitive processes (Birnbaum,1982)
Writing and Reading Promote Communication- Learning to master both reading and writing helps us communicate with one another. Through communication, we are able to prosper and enjoy our lives. This is especially important in promoting social benefits.
Writing and Reading Develops Critical Thinking- The underlying factor of literacy learning is “thinking”. Through greater experiences , students are able to practice the skills required to become better thinkers. Learners now engage in higher level learning exercises like higher level reasoning ,a nd begin to master meaning construction.
In summary, The process of learning both in combination results in better achievement in both activities and in the end leads to better thinkers.
Ways to think about Writing- As a side note , it may be helpful to classify the various views of writing: Domains , Modes: Domains – are broad categories that parallel the types of text students read, and are classified as : sensory/descriptive,imaginative/narrative,practical/informative, and analytical/expository (McHugh,1987). Each category represents a specific purpose for writing. Modes- are an alternative way of classification. The five modes include independent writing, collaborative writing, guided writing, shared writing, and writing aloud. Key Concepts in Wrtiting include: Process Writing- students take charge of their own writing and learning- through selection, draft, revision, proofreading, and publishing, Story Frames or Templates, Scribble Writing, Picture Writing, Invented Spelling ,Random Letter Phase, Sample Spelling Lessons, Sample Grammar Lessons…
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out? Remediation can be understood as “ correcting a deficiency” and the process involved in doing that . Essentially teachers waited for a problem and then tried to correct it. This process tends not to be successful with “struggling readers” , because this instruction tends to focus on weaknesses in skill areas and not enough on the process of reading.
The more accepted approach is now Intervention, which is coming in between to prevent or stop failure by providing additional instructional time. The idea of Intervention is that we don’t wait for a reading problem, but we as responsible teachers recognize that a student is starting to struggle and provide additional time beyond the core instruction to help them catch up with the rest of the class.
It is helpful to know about the Comprehensive Literacy program, The Standards and How It Helps Struggling Readers. The Core has 6 blocks: which include : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help. Intervention can be seen as having 2 levels- 1) Day to Day Basis- teachers may provide a jump-start- giving struggling readers a head start with learning a task before they actually begin the task with other students- for the struggling students. The second level is classified as acceleration- which is to raise students reading level improve more than expected to lead to a more than AYP adequate yearly progress. Acceleration includes the following concepts: The teacher provides scaffolding- by providing modeling in the beginning, moving him to independence, 2) delivered in a fast paced manner, 3) Delivered in addition to Core Instruction., 4) In a Small Group Setting, and 5) Provides ongoing assessment and provided by a certified teacher.
A Struggling Reader can be defined as – any student who is having difficulty to read.
Remediation can be defined as- a process of correcting a deficiency.
Intervention can be defined as- An instructional program that prevents or stops failure by providing additional instructional time beyond the core instruction.
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling
readers and those required to be taught to all students, including struggling readers.
How would one change the way a required skill or strategy is taught to a group of struggling readers?
As I discussed in the previous question, it is helpful to know the standards of the comprehensive literacy program to see what is expected to achieve AYP for all students. The Core’s 6 blocks are : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help.
The process that would be used to assist a group of struggling readers can be seen in the Franklin School exercise with Mr. Lazio and Ms. Crystal. The teachers use different approaches to solve the same problem to instruct their whole class for AYP and to foster their struggling readers. Mr. Lazio utilizes various tools within his classroom, like small group instruction, reading aloud, students reading aloud, recording progress on charts. Ms. Crystal has the group of struggling readers in a pull out situation , out of the classroom, which a reciprocal teaching philosophy. The 4 strategies of reciprocal are : question, summarize, clarify, and predict. Struggling readers are given this accelerated jumpstart and taught the process of learning about what they read before the rest the class. Research has shown that the pullout reciprocal teaching is more successful with older struggling readers and accelerates their reading.
To answer “How would one change the way a required skill to a group of struggling readers” , I would have to say that you would have to first asses all the criteria required: Age of Student, Reading Level( IRI- Informal Reading Inventory), Reading Evaluation Checklist, Ability to Decode and Comprehend, Homelife, Parent Survey, Attitude Survey, Use of Role Playing , Experiments, Videos. If age was a factor and students were in the higher grades, I would try to use a combination of the reciprocal pull out teaching with some small group instruction in class. If it were younger children, they would tend to benefit more from the in-class help.
Effective Intervention Programs have the following characteristics. They provide 1) Structured fast paced lessons- taught daily.2)Small Group/ Individual Instruction, 3) Systematically Taught Skills within context of the reading, 4) Texts are leveled and sequenced in difficulty, and 5) lessons are taught by a certified teacher.
One specific effective model is EIR- Early Intervention in Reading- which is a small group intervention model used by first and second grade teachers that has been successful.
I would evaluate all the criteria, and try whatever worked, then monitor the progress, and anything that was not working, I would tweak and try something else.
Strategies- Plan Each Day, No Need for Services Every Day, Provide Sufficient Number of Independent Activities, Establish Patterns and Rehearse Them With Students, Meet Periodically With Students.
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate.
How can a classroom teacher provide instruction for struggling readers in each of these types of text?
A major help to teachers is to be aware and prepared to provide an in-class library with leveled / developmentally appropriate books. In Chapter 10, p434-437,theauthor explains the benefit . It allows” all students to have instructional support with books that are appropriate to their reading ability.” It also explains that by allowing student choice with a range of teacher selected books helps to build student confidence (overall and in reading). In the Leveled/ Developmentally Appropriate Model, the Teacher chooses a teacher book for all to follow and then suggests other books at a similar level that may have a similar theme.
So to answer the question, “How can a classroom teacher provide instruction for struggling readers in each of these types of text?” The first step is assessment of the child’s reading ability and level. Once classified, the teacher chooses identifies the levels of books in class library, chooses a teachers book which whole class will follow, then provides by color, recommended books at different reading levels that are appropriate to each student at each reading level.
1 Explain, giving at least 5 reasons, why reading and writing have to be taught together ?
The book explains in detail the 5 reasons , why reading and writing should be taught together which I will summarize: Both reading and writing are constructive processes- Readers act as composers and plan their reading around a special given purpose. Readers think about the text and start developing background on the related topic. Writing is a very similar process, and writers think about what they know and need to know before beginning to write. There is a 4 phase process as described by Pearson and Tierney(1984) which include the planner, composer, editor, and monitor stages, which they may fluctuate back and forth and in between.
Writing and Reading Improve Achievement- Research has shown that reading programs that incorporate writing are more effective in improving reading than those that do not. “Writing leads to better reading achievement, reading leads to better writing achievement, and combined instruction in both led to improvements in both reading and writing.”
Both Writing and Reading Involve similar kinds of knowledge and processes- Research shows that both reading and writing to be highly related (Applebee,1977) and share similar cognitive processes (Birnbaum,1982)
Writing and Reading Promote Communication- Learning to master both reading and writing helps us communicate with one another. Through communication, we are able to prosper and enjoy our lives. This is especially important in promoting social benefits.
Writing and Reading Develops Critical Thinking- The underlying factor of literacy learning is “thinking”. Through greater experiences , students are able to practice the skills required to become better thinkers. Learners now engage in higher level learning exercises like higher level reasoning ,a nd begin to master meaning construction.
In summary, The process of learning both in combination results in better achievement in both activities and in the end leads to better thinkers.
Ways to think about Writing- As a side note , it may be helpful to classify the various views of writing: Domains , Modes: Domains – are broad categories that parallel the types of text students read, and are classified as : sensory/descriptive,imaginative/narrative,practical/informative, and analytical/expository (McHugh,1987). Each category represents a specific purpose for writing. Modes- are an alternative way of classification. The five modes include independent writing, collaborative writing, guided writing, shared writing, and writing aloud. Key Concepts in Wrtiting include: Process Writing- students take charge of their own writing and learning- through selection, draft, revision, proofreading, and publishing, Story Frames or Templates, Scribble Writing, Picture Writing, Invented Spelling ,Random Letter Phase, Sample Spelling Lessons, Sample Grammar Lessons…
2. What is the difference between remediation and intervention? How does this difference change the way instruction is planned and carried out? Remediation can be understood as “ correcting a deficiency” and the process involved in doing that . Essentially teachers waited for a problem and then tried to correct it. This process tends not to be successful with “struggling readers” , because this instruction tends to focus on weaknesses in skill areas and not enough on the process of reading.
The more accepted approach is now Intervention, which is coming in between to prevent or stop failure by providing additional instructional time. The idea of Intervention is that we don’t wait for a reading problem, but we as responsible teachers recognize that a student is starting to struggle and provide additional time beyond the core instruction to help them catch up with the rest of the class.
It is helpful to know about the Comprehensive Literacy program, The Standards and How It Helps Struggling Readers. The Core has 6 blocks: which include : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help. Intervention can be seen as having 2 levels- 1) Day to Day Basis- teachers may provide a jump-start- giving struggling readers a head start with learning a task before they actually begin the task with other students- for the struggling students. The second level is classified as acceleration- which is to raise students reading level improve more than expected to lead to a more than AYP adequate yearly progress. Acceleration includes the following concepts: The teacher provides scaffolding- by providing modeling in the beginning, moving him to independence, 2) delivered in a fast paced manner, 3) Delivered in addition to Core Instruction., 4) In a Small Group Setting, and 5) Provides ongoing assessment and provided by a certified teacher.
A Struggling Reader can be defined as – any student who is having difficulty to read.
Remediation can be defined as- a process of correcting a deficiency.
Intervention can be defined as- An instructional program that prevents or stops failure by providing additional instructional time beyond the core instruction.
3. Distinguish between the strategies and skills the classroom teacher needs to teach to struggling
readers and those required to be taught to all students, including struggling readers.
How would one change the way a required skill or strategy is taught to a group of struggling readers?
As I discussed in the previous question, it is helpful to know the standards of the comprehensive literacy program to see what is expected to achieve AYP for all students. The Core’s 6 blocks are : Daily Independent Reading, Daily Independent Writing, Learning Strategies, Reading, Skills Application, and Writing. These are provided for all students who are to follow the same standards. Intervention is that extra block that is there for those that require additional help.
The process that would be used to assist a group of struggling readers can be seen in the Franklin School exercise with Mr. Lazio and Ms. Crystal. The teachers use different approaches to solve the same problem to instruct their whole class for AYP and to foster their struggling readers. Mr. Lazio utilizes various tools within his classroom, like small group instruction, reading aloud, students reading aloud, recording progress on charts. Ms. Crystal has the group of struggling readers in a pull out situation , out of the classroom, which a reciprocal teaching philosophy. The 4 strategies of reciprocal are : question, summarize, clarify, and predict. Struggling readers are given this accelerated jumpstart and taught the process of learning about what they read before the rest the class. Research has shown that the pullout reciprocal teaching is more successful with older struggling readers and accelerates their reading.
To answer “How would one change the way a required skill to a group of struggling readers” , I would have to say that you would have to first asses all the criteria required: Age of Student, Reading Level( IRI- Informal Reading Inventory), Reading Evaluation Checklist, Ability to Decode and Comprehend, Homelife, Parent Survey, Attitude Survey, Use of Role Playing , Experiments, Videos. If age was a factor and students were in the higher grades, I would try to use a combination of the reciprocal pull out teaching with some small group instruction in class. If it were younger children, they would tend to benefit more from the in-class help.
Effective Intervention Programs have the following characteristics. They provide 1) Structured fast paced lessons- taught daily.2)Small Group/ Individual Instruction, 3) Systematically Taught Skills within context of the reading, 4) Texts are leveled and sequenced in difficulty, and 5) lessons are taught by a certified teacher.
One specific effective model is EIR- Early Intervention in Reading- which is a small group intervention model used by first and second grade teachers that has been successful.
I would evaluate all the criteria, and try whatever worked, then monitor the progress, and anything that was not working, I would tweak and try something else.
Strategies- Plan Each Day, No Need for Services Every Day, Provide Sufficient Number of Independent Activities, Establish Patterns and Rehearse Them With Students, Meet Periodically With Students.
4. Review the 2 levels of text needed for struggling readers; grade level and developmentally appropriate.
How can a classroom teacher provide instruction for struggling readers in each of these types of text?
A major help to teachers is to be aware and prepared to provide an in-class library with leveled / developmentally appropriate books. In Chapter 10, p434-437,theauthor explains the benefit . It allows” all students to have instructional support with books that are appropriate to their reading ability.” It also explains that by allowing student choice with a range of teacher selected books helps to build student confidence (overall and in reading). In the Leveled/ Developmentally Appropriate Model, the Teacher chooses a teacher book for all to follow and then suggests other books at a similar level that may have a similar theme.
So to answer the question, “How can a classroom teacher provide instruction for struggling readers in each of these types of text?” The first step is assessment of the child’s reading ability and level. Once classified, the teacher chooses identifies the levels of books in class library, chooses a teachers book which whole class will follow, then provides by color, recommended books at different reading levels that are appropriate to each student at each reading level.
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