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Batchelor, Katherine E.; Cassidy, Rebecca – Reading Teacher, 2019
The authors share an activity in which two fifth-grade teachers and one sixth-grade teacher received book talk videos via Flipgrid from preservice literacy teachers and watched the videos with their students. Students responded with feedback and suggestions for how to better represent each book. The authors compiled and coded students' comments…
Descriptors: Grade 5, Grade 6, Video Technology, Reading Teachers
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Lenters, Kimberly; Smith, Cameron – Reading Teacher, 2018
In this article, the authors present a literacy research project in which humor, popular culture, and improvisational comedy (improv) are viewed as curricular resources to engage students' minds "and" bodies in multimodal story building, following a posthuman assemblage theory approach to literacy learning. This approach takes students'…
Descriptors: Language Arts, Cooperative Learning, Story Telling, Creative Activities
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Manyak, Patrick C.; Baumann, James F.; Manyak, Ann-Margaret – Reading Teacher, 2018
The authors address instruction in morphological analysis, a vocabulary-learning approach that involves teaching students the meanings of affixes (prefixes and suffixes) and word roots and a strategy for using knowledge of these morphemic elements to infer the meanings of unfamiliar words. The authors discuss their development of a list of affixes…
Descriptors: Elementary School Students, Morphology (Languages), Teaching Methods, Vocabulary Development
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Barone, Diane; Barone, Rebecca – Reading Teacher, 2017
Fifth graders interpreted the book "Doll Bones" by Holly Black through visual representations from the beginning to the end of the book. Each visual representation was analyzed to determine how students responded. Most frequently, they moved to inferential ways of understanding. Students often visually interpreted emotional plot elements…
Descriptors: Grade 5, Inferences, Visual Perception, Semiotics
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Roehling, Julia V.; Hebert, Michael; Nelson, J. Ron; Bohaty, Janet J. – Reading Teacher, 2017
Comprehending expository reading material is a challenge for many students. Research has shown that students' expository reading comprehension can improve with the help of text structure instruction. The purpose of this article is to present teachers with a framework for effectively implementing text structure instruction in their classrooms.…
Descriptors: Text Structure, Reading Comprehension, Reading Instruction, Grade 2
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Gallagher, Melissa A.; Anderson, Blythe E. – Reading Teacher, 2016
Vocabulary instruction is a key component of reading comprehension but is often not addressed sufficiently in classrooms. The authors worked with a team of fifth-grade teachers in professional development targeted to learning instructional strategies for developing students' vocabularies. In this article, the authors share two strategies that the…
Descriptors: Vocabulary Development, Reading Instruction, Reading Comprehension, Elementary School Teachers
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Young, Terrell A.; Miner, Amy Baird – Reading Teacher, 2015
The purpose of this article is to explore how teachers can use biography breaks to address the National Council of the Social Studies C3 inquiry framework and in the process meet requirements of the Common Core State Standards. We begin by illustrating and explaining biography breaks. Then we introduce the C3 framework and explain as well as…
Descriptors: Common Core State Standards, Biographies, Picture Books, Grade 5
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Shelby-Caffey, Crystal; Úbéda, Edwin; Jenkins, Bethany – Reading Teacher, 2014
Digital storytelling has emerged as an innovative practice that allows students deeper engagement with content while encouraging the use of critical thinking and technological skills needed to navigate the ever changing digital terrain of the 21st century. The integration of traditional and new literacy practices is evident throughout the process…
Descriptors: Story Telling, Blended Learning, Reading Skills, Writing Skills
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Roth, Kate; Dabrowski, Joan – Reading Teacher, 2014
Interactive writing is an instructional practice widely considered effective and most appropriate for emergent writers. This article asserts that it is a valuable method for more fluent writers in grades 2-5. It outlines the basic lesson sequence and proposes four key shifts to adapt interactive writing for older, more fluent writers: 1) The…
Descriptors: Writing Instruction, Writing (Composition), Interaction, Instructional Effectiveness
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Keith, Karin J.; Pridemore, Celeste B. – Reading Teacher, 2014
This article explains how to create and use a daybook in the literacy classroom. Readers learn what a daybook is, how the daybook in one fourth and fifth grade classroom is structured, and how students in this classroom use that daybook during reading instruction to engage, record important information, and discuss a text.
Descriptors: Literacy Education, Reading Instruction, Grade 4, Grade 5
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Lapp, Diane; Grant, Maria; Moss, Barbara; Johnson, Kelly – Reading Teacher, 2013
A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the…
Descriptors: Reading Strategies, Reading Instruction, Content Area Reading, Reader Text Relationship
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D'Ardenne, Charna; Barnes, Debra G.; Hightower, Elaine S.; Lamason, Pamela R.; Mason, Mary; Patterson, Paula C.; Stephens, Nancy; Wilson, Carolyn E.; Smith, Vickie H.; Erickson, Karen A. – Reading Teacher, 2013
A group of elementary school reading teachers used their time in a Professional Learning Community to develop a systematic intervention to address the needs of struggling readers in grades 3 to 5. Working as a team, they identified a collection of books that was culturally diverse, high interest, appealing to boys and girls, aligned with…
Descriptors: Reading Instruction, Instructional Innovation, Reading Difficulties, Communities of Practice
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Boulware, Beverly J.; Monroe, Eula E.; Wilcox, Bradley Ray – Reading Teacher, 2013
People who have impacted generations have left legacies we can explore today through biographies. The 5L instructional design introduced in this article includes five components: Listen, Learn, Locate, Link, and Legacy. In the "Listen" section, teachers use storytelling and read-alouds to introduce individuals who shaped history. During…
Descriptors: Biographies, Story Telling, Reading Aloud to Others, Instructional Materials
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Stephens, Diane; Cox, Robin; Downs, Anne; Goforth, Jennie; Jaeger, Lisa; Matheny, Ashley; Plyler, Kristi; Ray, Sandra; Riser, Lee; Sawyer, Beth; Thompson, Tara; Vickio, Kathy; Wilcox, Cindy – Reading Teacher, 2012
As a part of Response to Intervention, for three years, ten reading interventionists provided supplemental support to readers. They formed a learning community, took an inquiry-based approach to assessment and developed a theory of what students needed to know and be able to do as readers. They addressed and learned from several other challenges:…
Descriptors: Reading Difficulties, Low Achievement, Response to Intervention, Academic Support Services
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Kesler, Ted – Reading Teacher, 2012
In this Teaching Tips article, the author argues for a dialogic conception of voice, based in the work of Mikhail Bakhtin. He demonstrates a dialogic view of voice in action, using two writing examples about the same topic from his daughter, a fifth-grade student. He then provides five practical tips for teaching a dialogic conception of voice in…
Descriptors: Grade 5, Writing Instruction, Elementary Schools, Middle Schools
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