Issue #19Print Friendly Version (PDF)  

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The Director's Corner

Dear FOR-PD Participant:

It is hard to believe that shortly the school year will be coming to an end! Where has the time gone? I know that all of you are preparing for your much deserved summer breaks. I hope that you will spend some time this summer not only relaxing and rejuvenating, but also continuing to grow professionally. Perhaps you might be attending training this summer, attending a conference, or even reading a professional development book. Whatever your plans, remember to relax and enjoy.

For participants taking FOR-PD this semester, your courses are coming to a close. I can't tell you how thrilled I am at the discussions that have occurred in many of the courses. Your thinking and ideas have truly changed as you have gone through this course. Please take a look at the important tips and reminders that are provided in this newsletter and keep these tips and reminders handy as you work through your final week(s) of the FOR-PD course.

This month's Literacy Newsletter focuses on the instructional strategy of reading aloud to students. Reading aloud to students is an excellent strategy that supports students when they are confronted with challenging material in the classroom. There is a body of evidence that suggests being read to by an adult enhances literacy development. Likewise, there is a strong association between exposure to read-alouds and positive motivation to read. Read alouds, a nonthreatening and supportive oral reading experience for students, provide variation in the classroom routine of learning from text materials and invite interaction between students and dialogue about what is being learned. Teachers can use a wide variety of materials, both fiction and nonfiction. If you haven't not incorporated this instructional strategy into your classroom, give it a try!

This month our Reading Strategy of the Month focuses on visualization. Visualization is the ability to build mental pictures or images while reading. Helping our students gain visualization skills is an important way to foster greater comprehension when reading. It allows students to become more engaged in their reading and use their imagery to draw conclusions, create interpretations of the text, and recall details and elements from the text (Keene & Zimmerman, 1997). Check out this month's Reading Strategy to get ideas on how you can incorporate visualization into your classroom.

Finally, I would like to ask you, what are you reading this summer? If you have a great book you would like to share with other teachers across the state, please email FOR-PD at forpd@mail.ucf.edu. Share the book title, author, and a brief description of the book. Think beyond the great fictional read. What nonfiction or professional books would you recommend? A section of the next Literacy Newsletter will be devoted to sharing your books.

Thank you again for all of your work. We encourage and appreciate any ideas you have about our newsletters, resources, and support. Please email us and share your thoughts at forpd@mail.ucf.edu.

Best wishes and continued success,

Catherine Glass
Director, FOR-PD
cc@orion.itrc.ucf.edu

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FOR-PD Summer and Fall Registration Dates for 2006

	Open Registration Begins - May 8, 2006
	Open Registration Closes - June 26, 2006
	Summer Courses Begin - July 10, 2006
	Summer Courses End - October 9, 2006

Fall 2006

	Open Registration Begins - July 10, 2006
	Open Registration Closes - August 7, 2006
	Fall Courses Begin - August 21, 2006
	Fall Courses End - December 4, 2006

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8th Annual Literacy Symposium

The 8th Annual Literacy Symposium was a great success! Thank you to all teachers who attended this year's symposium. Approximately 500 educators attend the event. If you were unable to attend this year's event, you can still access some of the presentations given. FLaRE has posted several of the presentations on their web site. Check them out at the FLaRE presentations' site.

Presentations housed at this site include:

ReLeah Lent's	Opening Session - Engaging Adolescent Learners
Enrique Puig's	7 Guilding Principles for Effective Literacy Coaching The 7 guiding principles presented in this presentation serve to guide literacy coaches and administrators to maximize the use of literacy coaches in any school reform model to support student learning. Each principle is accompanied by explicit examples to highlight features and benefits to literacy coaches, teachers, administrators, and student learning.
Connie Cain's	Picture Books for All Students: Bringing Joy to Reading Experience the joy of using picture books to motivate students through hands-on activities that reach students of all ages. Teachers learned how to use picture books to extend student interests and make strategic reading processes a reality for students.
Linda Tuschinski's	Exciting Ways to Promote Literacy in Content Areas This interactive presentation provided a plethora of ideas including handouts for participants to take back to their schools for immediate implementation. Participants learned the benefits of all content area teachers sharing in literacy instruction.
Larry Bedenbaugh's	Graphic Novels in My Classroom This presentation examined the reasons and available research for including or not including graphic novels in a school library/classroom. The benefits and uses of the graphic novel in the classroom were examined in detail. Topics discussed included: defining and describing types of graphic novels, reasons for using and teaching with graphic novels, and suggestions for selecting and using graphic novels. Additional resources were provided (electronic and hard copy) along with the opportunity to examine a variety of graphic novels.
Cindy Gardner's	Jazzing Up Literacy By Integrating Technology Participants considered the technology available to them at their schools and how they could use this technology to jazz up their literacy instruction.
Irene Heller's	Class Wide Peer Tutoring In this session, participants learned how to incorporate Class Wide Peer Tutoring in their classrooms. Class Wide Peer Tutoring encourages students to assist each other and be supportive of accurate reading and approximations, and focuses students' attention on comprehension strategies.
Brian Dorman's	Incorporating Novels in Social Studies This presentation showed how to incorporate novels in the social studies curriculum. Included were reading strategies that can be incorporated in the social studies content area and through which students show an increase in their overall performance.

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e-Store Now Reopened

FOR-PD is offering the following materials to Florida educators. To get any of these items for your school or classroom, fill out the form located on the E-store page and FOR-PD will mail you the items free of charge, while supplies last.

FOR-PD Flyer: the flyer for the Florida Online Reading Professional Development online course

FOR-PD Brochure: the brochure for the FOR-PD online course

Instructional Posters - These posters are designed to assist teachers during reading instruction. FOR-PD suggests that teachers laminate these posters and use them during instruction to model various reading strategies. After instruction, teachers can post them in their room as a reference for students.

Check out the new e-store page for more details! http://www.itrc.ucf.edu/publications/estore.html

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Holidays, Happenings, & Events

"Words mean more than what is set down on paper. It takes the human voice to infuse them with the shades of deeper meaning." ~Maya Angelou, I Know Why the Caged Bird Sings

This month's Literacy Newsletter focuses on the instructional strategy of reading aloud to students. Reading aloud is an instructional approach in which a competent reader, usually the teacher, reads aloud to students while they are actively listening and visualizing the words they are hearing. "So," you may be asking, "why should I use this strategy in my classroom?" There are many reasons why teachers should incorporate read alouds in their classroom.

1. Read alouds promote growth and understanding of language and vocabulary.
2. Read alouds promote enjoyment and appreciation of reading.
3. Read alouds help students build background knowledge.
4. Read alouds expose students to a variety of text.
5. Read alouds provide teachers a vehicle to model effective reading behaviors.
6. Read alouds are a simple way to advertise and make reading contagious to all students.
7. Read alouds can provide a vehicle for rich discussions to take place.
8. Read alouds help students connect books to their academic and personal lives.
9. Read alouds fine tune students' observational and listening skills.
10. Read alouds develop critical thinking skills.
11. Read alouds help develop a community of learners.

Read alouds are a time when students do not have to focus all of their energies on decoding words; they are able to focus their mental energies on carrying out the cognitive tasks required during reading. This especially helps struggling readers who may focus so much attention on reading the words that they lose the meaning and are unable to comprehend what they have read. We encourage all teachers - reading teachers, content area teachers, elective teachers, vocational teachers, elementary teachers, and administrators - to give reading aloud to students a try.

We hope that you find the information in this In Focus section helpful. Please feel free to contact us with questions or feedback on this section of the Literacy Newsletter. You may reach us at forpd@mail.ucf.edu or 1-866-207-7296.

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What are Read Alouds?

-written by Julie Berlin, Graduate Assistant

Reading aloud to students is one of the easiest and most enjoyable ways to promote literacy in the classroom. Children's experts assert that reading aloud is a simple and effective technique to encourage students to become lifelong readers (Reading is Fundamental, n.d). Many teachers recognize that reading aloud is a fun activity that the whole class can take pleasure in, but the benefits of reading aloud to students stretch far beyond just being entertaining. Reading aloud promotes language development and is linked to increased reading comprehension and overall academic success (RIF, 2006). It is also a great way to engage students in discussion, build upon prior knowledge, and introduce students to new genres of text (Robb, 2006). Furthermore, according to the Commission on Reading, reading aloud is the "single most important activity for building the knowledge required for eventual success in reading" (as cited in Trelease, 2006).

So how can educators make the most of a read aloud activity? First of all, book selection is key. Text that is just slightly beyond students' comfort level, but still at students' interest level, makes a good read aloud choice. There should be some element of challenge involved, but not enough to frustrate students (RIF, n.d.). Second, try to incorporate read alouds into everyday lesson plans. Use read alouds to introduce unit topics or provide an introduction to new concepts (Elementary Science Integration Projects, n.d.). Read alouds also provide a medium through which teachers can model appropriate reading strategies and the reading process in general, specifically how to utilize critical thinking, and metacognitive skills, and effective problem solving approaches. It's also helpful to vary subject matter to maintain student interest (Kennedy, 2006). Using read alouds to initiate fresh material can aid students in building listening and comprehension skills, increasing their vocabulary, developing imagination and creativity outlets, and gaining new knowledge about their surrounding environment (ESIP, n.d).

In addition to the obvious advantages in terms of fostering overall academic success, read alouds provide a plethora of specific benefits that can help students develop and hone their literacy skills both in and outside of the classroom. For example, read alouds act as a catalyst to provide unique opportunities for student discussion and interaction. Read alouds provide students the opportunity to engage in relatively non-threatening reading experiences as well as provide oral reading experiences that support the development of reading skills. The read aloud strategy stimulates conversation among peers and encourages students to make connections and clarify confusing information (Buehl, 1997). Students' imaginations are inspired, their attention span is stretched, and their listening skills are sharpened through read alouds (Benefits of Read Alouds, 2004). Additionally, read alouds expose children to proper story structure, components of written and spoken language, and new ways to build meaning through social interaction (DiPaola, Scigliano, & Kibble, n.d.)

To help teachers capitalize on the read aloud experience, Jim Trelease, the author of The Read Aloud Handbook (2006), offers a practical list of do's and don'ts to maximize the potential that read alouds offer. Teachers who can remember to employ these tips during read alouds will become effective facilitators of lifelong literacy learning.

Do:

• Preview the book and skim the passages
• Vary the length and subject matter of the readings
• Use plenty of expression when reading
• Read slowly and thoroughly
• Allow time for class discussion
• Follow through with your reading

Don't:  

• Choose books that are heavy in dialogue
• Impose interpretations upon the listeners
• Overwhelm your listener
• Be unnerved by questions during the reading
• Read stories that you don't enjoy

These simple tips will keep your listeners engaged and coming back for more! Remember, reading aloud is a fun and easy way to foster literacy growth both in and out of the classroom. Through reading aloud, students gain valuable and necessary skills that will prepare them for success in the future. Reading aloud is an activity that should be a priority in every classroom and continued throughout students' years in school.

References:

Buehl, D. (1997).Loud and clear. Retrieved March 23, 2006, from http://www.weac.org/News/sept97/read.htm

DiPaola, D., Scigliano, D., & Kibble, A. (n.d). The importance of read-alouds. Retrieved March 23, 2006, from http://www.stmelsschool.org/Kindergarten/read.htm

Kennedy, E. (2006). How to read aloud to your child. Retrieved March 24, 2006, from http://childrensbooks.about.com/cs/readalouds/ht/readaloud.htm

Robb, Laura. (2006). Reading workshop: The teacher read-aloud. Retrieved March 23. 2006, from http://teacher.scholastic.com/professional/readexpert/readalouds.htm

Trelease, J. (2006). Why read aloud? Retrieved March 23, 2006, from http://www.trelease-on-reading.com/rah_chpt1_p1.html

Trelease, J. (2006). Read aloud do’s and don’ts. Retrieved March 23, 2006, from http://www.trelease-on-reading.com/rah_chpt4_p1.html

Benefits of read alouds. (2004). Retrieved March 23, 2006, from http://www.randolph.k12.nc.us/K8Instruction/Benefits%20of%20Read%20Alouds.pdf

Facts about reading aloud. (2006). Retrieved March 24, 2006, from http://www.rif.org/parents/articles/Fact_readingAloud.mspx

Read alouds. (n.d.) Retrieved March 23, 2006, from http://www.esiponline.org/classroom/foundations/reading/readalouds.html

Reading aloud to your children: The loving, personal gift. (2006). Retrieved March 24, 2006, from http://www.rif.org/parents/articles/ReadingAloud.mspx

 

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The Role of the Student in the Read Aloud Process

-written by Julie Berlin, Graduate Assistant

Many teachers recognize that reading aloud is a fun activity that the whole class can take pleasure in, but the benefits of reading aloud to students stretch far beyond just being entertaining. It is a great way to engage students in discussion, build upon prior knowledge, and introduce students to new genres of text (Robb, 2006). Although reading aloud can be considered a relatively passive activity for students, the role of the student in the read aloud process is still important. Students are responsible for maximizing this role in order to take full advantage of all the benefits that reading aloud has to offer.

So how can students make the most of a read aloud activity? First of all, it is important that distractions be minimized or eliminated so that students can provide their undivided attention to the story. It can be helpful for students to concentrate and clear their minds of all other distracting thoughts so that they can become fully immersed in the story. While this may be difficult with younger students, older students should be able to pay attention throughout the read aloud session. During the read aloud, students should engage in active listening. Active listening is the process of listening and reflecting simultaneously. Observable active listening responses may include asking questions about the story, voicing opinions about characters, plot, or other elements of the story, or making judgments about the book. Nonverbal communication can also provide clues as to whether students are actively listening. Eye contact, leaning forward and appropriate facial expression can all be indicative of active listening (Allen, 2000).

Students should also practice visualization during the read aloud. Students can form mental images that correspond with what is being read. Creating mental models is necessary in order for students to transition from assisted to independent reading (Allen, 2000). Other strategies that students can practice during the read aloud include personal interactions with the text, such as guessing the sequence of the story, describing pictures, filling in the word (RIF, 2006); and lateral thinking (Allen, 2000), where students engage in critical thinking, utilize problem solving skills, and make appropriate connections. Finally, students should actively reflect upon the story after the read aloud is completed. This will help students comprehend what they have heard and reinforce correct lateral thinking, like making connections and inferences (ESIP, n.d.). These techniques will enhance the read aloud experience for students.  

References:

Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland, ME: Stenhouse Publishers.

Facts about reading aloud. (2006). Retrieved March 24, 2006 from http://www.rif.org/parents/articles/Fact_readingAloud.mspx

Read alouds. (n.d.). Retrieved March 23, 2006, from http://www.esiponline.org/classroom/foundations/reading/readalouds.html

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FOR-PD Reading Strategy of the Month

April's Reading Strategy of the Month focuses on visualization. Visualization is the ability to build mental pictures or images while reading. Helping our students gain visualization skills is an important way to foster greater comprehension when reading. It allows students the ability to become more engaged in their reading and use their imagery to draw conclusions, create interpretations of the text, and recall details and elements from the text (Keene & Zimmerman, 1997). Struggling students' ability to monitor and evaluate their own comprehension is enhanced by mental imagery (Gambrell & Bales, 1986). When a breakdown in comprehension occurs and a mental image cannot be visualized, students will become aware of the need for a fix-up strategy. Check out the resources included in this month's reading strategy.

Try this strategy in your classroom and then email us and tell us how it worked (forpd@mail.ucf.edu). Also, don't forget to share the strategy with your colleagues. Each month we feature an effective reading strategy, explain the rationale behind the strategy, give directions on how to use the strategy with students, present ideas for adapting the strategy to different content areas, present ideas for assessing the strategy, and, of course, provide a printable PDF version of the strategy. Check out our Reading Strategy Archive to see past Reading Strategies of the Month.

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Books for Students

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Professional Book Recommendations

Creating Literacy-Rich Schools for Adolescents
Gay Ivey and Douglas Fisher

This book provides educators practical strategies to help motivate secondary students to embrace reading, writing, listening, and speaking as essential skills for learning and thinking throughout their lives. All content area teachers have a role to play in the development of students' literacy. The authors urge all teachers to incorporate rich literacy-based learning experiences into their classrooms.



The Vocabulary Handbook
Linda Diamond and Linda Gutlohn

The Vocabulary Handbook is a comprehensive reference about vocabulary instruction. The Vocabulary Handbook provides three critical components of vocabulary instruction: teaching specific words, independent word-learning strategies, and promoting word consciousness. It is organized according to the elements of explicit instruction (what?, why?, when?, and how?). It includes both research-informed knowledge and practical sample lessons. (Available through www.corelearn.com)


Teaching Literacy Through the Arts
Nan McDonald and Douglas Fisher

Accessible and hands-on yet grounded in research, this book addresses the "whats," "whys," and "how-tos" of integrating literacy instruction and the arts in grades K-8. Even teachers without any arts background will gain the skills they need to bring music, drama, visual arts, and dance into their classrooms. Provided are a wealth of specific resources and activities that other teachers have successfully used to build students' oral language, concepts of print, phonemic awareness, vocabulary, fluency, comprehension, and writing, while also promoting creativity and self-expression. Special features include reproducible worksheets and checklists for developing, evaluating, and implementing arts-related lesson plans. (Available through Guilford Press.)

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Feeling frustrated? Can't figure it out? Don't forget the FOR-PD Help Desk is available. Help Desk hours are:

Monday through Friday 9:00 AM - 4:00 PM
Monday, Tuesday, and Friday 6:00 PM - 10:00 PM
Saturday 10:00 AM - 3:00 PM

The phone number is 1-866-863-READ (7323) toll free, Florida calls only. For non-Florida calls only 407-249-4702. Technical support is also available through AOL Instant Messenger, screen name "forpdhelp".

If you need technical support beyond that which your facilitator or school technology coordinator can offer, please contact the FOR-PD Technical Support Help Desk. Please fill out the Tech Help Form or call the Help Desk. Describe your problem as completely as possible and leave your name and return phone number, and someone will get back to you.

Chat Live with the Help Desk. First, make sure that we are online. The button below will tell you whether we are online or offline. Next, click on Set Screen Name and type your name. Then, click in the light blue box below to type your message. Press Enter to send it. This requires you have Macromedia Flash installed on your computer. http://www.itrc.ucf.edu/about/technicalsupport.html

Don't forget to check out the Tutorials and Troubleshooting Guide. Both of these resources provide a wealth of information on the tools used in the course and specific technology problems past participants have had along with solutions to these problems.

Pop-up blockers continue to be the number one issue the Help Desk deals with. If you have a pop-up blocker on your web browser, you will not be able to access the quizzes in the course. To disable your pop-up blocker, follow these directions:

Disable Pop-Up Blocking programs

• Move your mouse to the lower right-hand corner of your screen near the time
• Scroll your mouse over the icons listed to the left of the time
• If you notice any of the icons refer to Pop-Ups, right-click on them and click "Disable" or "Exit"
• Please note that Norton Internet Securities and McAfee Firewall need to be disabled as well.

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