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Electronic Notebook Electronic Notebook 1. Physical Notebook - Table of Contents Best represents the work I did this semester. 2. Learning Strategy Write-up Includes sample text, graphic organizer, Common Core Standards, and research 3. Case Study (Powerpoint) Student used 5Ws & H, Skimming & Scanning, Text Structures & Supports, and Meta-guided reading. 4. Sample Assignment (Week 2) Selecting texts, integrating Common Core Standards, use of strategy 5. Sample Blog Entry - Vocabulary Document 1: Physical Notebook Table of Contents Best represents the work I did this semester. TABLE OF CONTENTS Part 1 Page Paradigms of Practice 1 REDW Strategy (variation of GIST) Assignment 2 Rationale 2 Graphic Organizer 3 Learning Strategy Write-Up 4-6 Demonstration Powerpoint 7-8 Research Articles (cover pages-one sleeve) 9 Texts students read 10-11 Journal Article Article 12 Handout 13 Commercial Script 14 Case study Student Used 5Ws & H, Text Structures & Supports, Scanning and Skimming, Meta-guided Reading, Cognizance of reading purpose Assignment 15 Case Study Write-Up (Powerpoint) 16-20 Three Research Articles (cover pages-one sleeve) 21 Classmate’s Strategy Alphabet Books (Demonstrated by Courtney) 22 Graphic Organizer I Created 23 Text I applied strategy to (NY Times article) 24 I used ABC strategy 25-27 Work with Students General Rationale (Blog Entry) 28 Three Research Articles that inform my work 29-31 Skimming and Scanning Graphic Organizer – draft 32 Assignment 33 Lesson Plan 33 Rationale 34 Text Structures and Supports Graphic Organizer I Created 35 Procedure (Script) to conduct activity 36 Students’ work 37-41 Post-strategy Ramblings 42 Assignment (and text) 43 I modeled strategy (Text Structures & Supports) 44 Student’s work 45 Assignment 46 Strategy (Brainstorming) 46 Lesson Plan with Strategies (Text Structures and Supports & 47 Skimming & Scanning) Part 2 – Blogs, Assignments, Readings with Tools A. Class-Related - Arranged by Topic Page Selecting Texts Assignment (Week 1) 48-50 Assignment (Week 2) 51-53 Assignment (Week 6) 54-55 Assignment with Carmen Jackson (April 7) 56-58 Blog Entry 59 Blog Entry 60 I used Text Structures & Supports and Skimming & Scanning to 61 read e-book Literacy Libraries Learning In-class work with classmate Eleni 62-63 After-Reading Activities Blog Entry (Flip Chart) 64 Inferencing Blog Entry 65 Assignment (Week 4) (I used It Says I Say and Double Entry 66-69 Journal as part of assignment) Prior Knowledge Assignment (Week 5) 70-71 Fluency I used (attempted) a Three-Level Study Guide 72 Blog Entry 73 I used Text Features and Supports 74 Comments about Beers’ Chapter 10 75 Vocabulary Blog Entry 76 Blog Entry 77 Blog Entry 78 Blog Entry (I used Three-Level Study Guide) 79 Spelling Blog Entry 80 Blog Entry 81 I used Language Collection 82 Assignment (Week 11) 83-84 Notes 85 Read Alouds I used REAP and Double Entry Journal 86-87 Metacognition and Active Reading Blog Entry 88 Prereading environment Assignment Week 3 89-90 Explicit Instruction Blog Entry 91 Blog Entry 92 Blog Entry 93 Assignment (week 4) 94-95 Re-Reading Journal Article 96 I used GIST 97-98 Notes about article 99 B. Tools used with personal and work-related readings Personal New York Times Article 100 I used 5Ws and H 101-106 Book - Pull Me Up 107 I used It Says I Say 108 I used Post-Its (similar to Double Entry Journal or It Says I Say) 109-111 Work-Related: Book Review Article 112 I used Cornell Note Taking 113-114 Book – My Favorite Band Doesn’t Exist 115 I used Annotations to read book 116-117 Review - I used a GIST-like strategy to write review 118 Finished Product! 119 Work-Related: Namesake Book – Namesake 120 I used EXPLORE to read book 121-122 ADDENDUM Notes for Final Reflection 123 Electronic Portfolio Table of Contents 124 Final Reflection 125 Document 2: Learning Strategy Write Up Includes sample text, graphic organizer, Common Core Standards, and research Learning Strategy Write Up REDW: Finding the Main Idea REDW (Read, Examine, Decide, Write) is a variation of Janet Allen’s GIST. Both are used during reading to find the main idea in an expository text to improve comprehension and recall. This activity helps with comprehension by teaching students to get to the “gist” or main idea of a sentence and paragraph. Students comprehend better when they are familiar with text structure. This activity teaches students that the first sentence is usually the topic sentence (or main idea of the paragraph). Method: (The teacher can create a customized worksheet or students can create their own.) Step #1: Read the entire paragraph. Step #2: Examine each sentence and select the 2 or 3 most important words in the sentence and write them down. Step #3: Decide which sentence contains the words that express the main idea of the paragraph. This is the topic sentence (often the first sentence in the paragraph). Step #4: Write down the topic sentence for the paragraph. Jihad vs. McWorld By Benjamin R. Barber The two axial principles of our age—tribalism and globalism—clash at every point except one: they may both be threatening to democracy Just beyond the horizon of current events lie two possible political futures—both bleak, neither democratic. The first is a retribalization of large swaths of humankind by war and bloodshed: a threatened Lebanonization of national states in which culture is pitted against culture, people against people, tribe against tribe—a Jihad in the name of a hundred narrowly conceived faiths against every kind of interdependence, every kind of artificial social cooperation and civic mutuality. The second is being borne in on us by the onrush of economic and ecological forces that demand integration and uniformity and that mesmerize the world with fast music, fast computers, and fast food—with MTV, Macintosh, and McDonald's, pressing nations into one commercially homogenous global network: one McWorld tied together by technology, ecology, communications, and commerce. The planet is falling precipitantly apart AND coming reluctantly together at the very same moment. (Atlantic Monthly, 2002) Sentence 1 _______________ _______________ ________________ Sentence 2 _______________ _______________ ________________ Sentence 3 _______________ _______________ ________________ Sentence 4 _______________ _______________ ________________ Topic Sentence (or Main Idea) Sample Completed Worksheet: (Important sentences bolded and underlined). Sentence # 1: Just beyond the horizon of current events lie two possible political futures—both bleak, neither democratic. Sentence #2: The first is a retribalization of large swaths of humankind by war and bloodshed: a threatened Lebanonization of national states in which culture is pitted against culture, people against people, tribe against tribe—a Jihad in the name of a hundred narrowly conceived faiths against every kind of interdependence, every kind of artificial social cooperation and civic mutuality. Sentence #3: The second is being borne in on us by the onrush of economic and ecological forces that demand integration and uniformity and that mesmerize the world with fast music, fast computers, and fast food—with MTV, Macintosh, and McDonald's, pressing nations into one commercially homogenous global network: one McWorld tied together by technology, ecology, communications, and commerce. Sentence #4: The planet is falling precipitantly apart AND coming reluctantly together at the very same moment. Topic Sentence: Just beyond the horizon of current events lie two possible political futures—both bleak, neither democratic. Common Core Standards: This strategy helps students meet English Language Arts (6-12) Career and College Readiness (CCR) Anchor Standards for Reading: Key Ideas and Details - #1: Read closely to determine what the text says explicitly and to make logical inferences from it. #2: Determine central ideas of themes of a text. Craft and Structure: - #5: Analyze the structure of texts Resources: Journal Articles: I could not find a journal article about REDW, but the strategy includes re-reading: Hedin, L.R. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556-565. Also related: Baumann, J.F. (Autumn, 1984). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly. 20(1), 93-115. Jitendra, A.K., Hoppes, M.K., & Ping, X.Y. (2000). Enhancing main idea comprehension for students with learning problems: the role of a summarization strategy and self-monitoring instruction. Journal of Special Education. 34(3) 127-140. McCarthy, P.M., Renner, A. M., Duncan, M.G., Duran, N.D., Lightman, E.J. & McNamara, D.S. (2008). Identifying topic sentencehood. Behavior Research Methods. 40(3), 647-664. Sjostrom, C.L., & Hare, V.C. (Nov.-Dec.1984). Teaching high school students to identify main ideas in expository text. The Journal of Educational Research. 78(2).114-118. Books: Botha, D., Chaka, M., duPlessis, N., B. Krause, Rawjee, V. P., Porthen, D. … Wright, B. (2007). Public relations fresh perspectives. Cape Town, South Africa: Pearson Prentice Hall South Africa. p. 129. Gupta, Sadhana. (2008). Communication skills and functional grammar. New Delhi, India: University Science Press, p 80. Website: “Reading Comprehension: The REDW Strategy for Finding Main Ideas. (n.d.). How-to-study.com. Retrieved from http://www.how-to-study.com/study-skills/en/language-arts/11/reading-comprehension-the-redw-strategy- for-finding-main-ideas/ Blog: Zakirumaruddin, A., & Sabri, A. (2008, Jun 1). Students’ corner:
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