Moody Learning Log 2/23/14
Vacca, R. T., Vacca, J. A.,
& Mraz, M. (2014). Content area reading: literacy and learning across the curriculum(Eleventh ed.).
Upper Saddle River: Pearson.
Chapter
2
p. 37 “The great thing about technology is that
these will still be accessible long after the student has moved on.”
Students and parents
love having copies of their work, it is something to be proud of. The permanency of a file stored on the
internet can follow you through the years.
This is great for student motivation.
p.44 “Although we live in a new media age, some
educators are concerned that we will lose ‘book knowledge’ as a society; that
today’s students are so tuned into their mobile phones, iPods, and laptops,
they won’t know how to speak, write, or read anymore.”
I don’t think this will
happen, reading, writing, and speaking are our ways of communication. That’s why we started learning it in the
first place. Technology would be useless
if we didn’t know how to read, speak, or write.
Chapter
10
p.337 “A study guide based on text patterns helps
students perceive and use the major text relationships that predominate in the
reading material.”
I think the headings
within a text really help the reader know what the reading is about, most study
guides I’ve seen follow these headings to help the reader find out what is most
important.
p.318 “The research base for graphic organizers
shows that when students learn how to use and construct graphic organizers,
they are in control of a study strategy that allows them to identify what parts
of a text are important, how the ideas and concepts encountered in the text are
related, and where they can find specific information to support more important
ideas (National Reading Panel, 2000).”
I encourage my students
to use lots of graphic organizers because I think it does give a visual
connection to the text and helps look for the important parts of a story.
Chapter
11
p.354 “By
using nonfiction trade books in the classroom, teachers can bridge the gap
between students’ in- and out-of-school reading, and capitalize on their
interest in this genre.”
Many students don’t
have opportunities to read outside of school, so building more background
knowledge with trade books should balance that lack.
p.371 “Reader response refers to the way a person
reacts to hearing or reading a piece of literature. It describes the unique interaction that
occurs between a reader’s mind and heart and a particular literary text
(Hancock, 2007).”
Allowing students to
get their thoughts out in a reading response will certainly make the reading
more meaningful and keep their interest alive.
Extending
Readers Theatre: A Powerful and Purposeful Match With Podcasting
Vasinda, S. & McLeod, J. (2011). Extending Readers Theatre: A Powerful and
Purposeful Match With Podcasting. The Reading Teacher. 64(7) p.486-497.
p.487 “Because Readers Theatre has an auditory
product, the technology match would need to capitalize on the auditory nature.
Podcasting, as a purely aural medium, is an ideal means to authentically
integrate technology, widen the audience for student readings, and maintain the
integrity of Readers Theatre goals.”
Podcasting a Readers
Theatre is an excellent idea! It allows
you to keep the premise behind Readers Theatre and adds a broader audience
which makes it more meaningful for the students.
p.490 “The students also monitored their volume by
watching the sound waves produced by their voice on the computer display.”
I thought this was an
interesting concept because you can technically “see” how your voice sounds. This is great for students who aren’t good at
listening, but are good at visualizing.
Below are some good Readers Theatre resources I didn’t
want to lose from the article:
■ Aaron Shepard's RT Page: www.aaronshep.com/rt/index.html
■ Adrian Bruce's Free Educational Resources:
www.adrainbruce. com/theatre/plays.htmI
■ Stories to Grow By: www.storiestogrowby.com/script.html
■ Teaching Heart: www.teachingheart.net/readerstheatre.html
■ Timeless Teacher: www.timelessteacherstuff.com
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