Description
This is a group project for a education class. This is a group project: Collaborative Learning Community: Infographic Project. My topic is picture walk. I have included the document from the group. References are listed on the document. I will also submit the rubic. Once you complete my portion of the document, please add my document to group document under picture walk. You can edit where needed.
Running head: SECOND GRADE TRANSFER
1
Transfer in Second Grade Reading Instruction
Nichole David , Faith Donaldson, Mary-Catherine Salch, Sonja Simpkins, & Betty Goatley
Grand Canyon University: THC-520
October 3, 2018
SECOND GRADE TRANSFER
2
Infographic Plan for Yellow Team
Second grade reading strategies:
● Scaffolding (Clark & Graves, 2005)
○ Providing support to students to help them to reach deeper understandings and
grow into their proximal zones of development.
○ Closely related to gradual release, “We Do”
○ Work-load should still be on the student, scaffolding supports help students to not
give up on the challenge
○ Specific techniques
■ Pre-teaching vocabulary
■ Specific questions to help build comprehension or build background
■ Modifying text, or leveled texts
○ Flexible, based on individual students needs
● Comparing (Deni & Zainal, 2011)
○ Peer Editing to increase awareness and improves knowledge of writing
● Picture Walk (Ness, 2017)
○ Create Novelty with interesting pictures in books to create individual questions
before reading the text
● Reader’s Theater (Readers Theater, n.d.)
○ Allows students to perform while reading aloud
○ Creates a novel experience
● Guided Reading (Richardson, 2009)
SECOND GRADE TRANSFER
3
○ Reading for student at their level everyday
○ Books are chosen just above student readability level
○ Books are chosen on interest to student to ensure engagement
○ Lesson includes vocabulary to link to prior knowledge
SECOND GRADE TRANSFER
4
References
Brackemyer, J., Fuca, D., & Suarez, K. (2001, December 1). Improving reading skills through phonics
instruction in the primary grades. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=ED459448&site=eds-live&scope=site
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. Reading teacher , 58
(6), 570–580. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ684417&site=eds-live&scope=site
Deni, M.d., A., & Zainal, Z. (2011). Peer-editing practice in the writing classroom: Benefits and
drawbacks. Advances in language and literary studies, Vol 2, Iss 1, Pp 92-107 (2011), (1), 92.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsd
oj&AN=edsdoj.37b3f7580c0a4f37ad30391a07c4024b&site=eds-live&scope=site
Ness, M. (2017). Using informational and narrative picture walks to promote student-generated
questions. Early Childhood Education Journal, 45(5), 575–581. https://doiorg.lopes.idm.oclc.org/10.1007/s10643-016-0817-7
Readers theater: A reason to read aloud. (n.d.). Education World. Retrieved from
https://www.educationworld.com/a_curr/profdev/profdev082.shtml
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (n.d.). Using
planned enrichment strategies with direct instruction to improve reading fluency, comprehension,
and attitude toward reading: An evidence-based study. Elementary school journal, 108(1), 3–23.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eds
wss&AN=000248677800002&site=eds-live&scope=site
SECOND GRADE TRANSFER
5
Richardson, J. (2009) The next steps in guided reading: Focused assessments and targeted lessons for
helping every student become a better reader. New York, NY. Scholastic Inc.
Running head: SECOND GRADE TRANSFER
1
Transfer in Second Grade Reading Instruction
Grand Canyon University: THC-520
October 3, 2018
SECOND GRADE TRANSFER
2
Infographic Plan for Yellow Team
Second grade reading strategies:
● Scaffolding (Clark & Graves, 2005)
○ Providing support to students to help them to reach deeper understandings and
grow into their proximal zones of development.
○ Closely related to gradual release, “We Do”
○ Work-load should still be on the student, scaffolding supports help students to not
give up on the challenge
○ Specific techniques
■ Pre-teaching vocabulary
■ Specific questions to help build comprehension or build background
■ Modifying text, or leveled texts
○ Flexible, based on individual students needs
● Comparing (Deni & Zainal, 2011)
○ Peer Editing to increase awareness and improves knowledge of writing
● Picture Walk (Ness, 2017)
My Topic
○ Create Novelty with interesting pictures in books to create individual questions
before reading the text
● Reader’s Theater (Readers Theater, n.d.)
○ Allows students to perform while reading aloud
○ Creates a novel experience
● Guided Reading (Richardson, 2009)
SECOND GRADE TRANSFER
3
○ Reading for student at their level everyday
○ Books are chosen just above student readability level
○ Books are chosen on interest to student to ensure engagement
○ Lesson includes vocabulary to link to prior knowledge
SECOND GRADE TRANSFER
4
References
Brackemyer, J., Fuca, D., & Suarez, K. (2001, December 1). Improving reading skills through phonics
instruction in the primary grades. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=ED459448&site=eds-live&scope=site
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. Reading teacher , 58
(6), 570–580. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ684417&site=eds-live&scope=site
Deni, M.d., A., & Zainal, Z. (2011). Peer-editing practice in the writing classroom: Benefits and
drawbacks. Advances in language and literary studies, Vol 2, Iss 1, Pp 92-107 (2011), (1), 92.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsd
oj&AN=edsdoj.37b3f7580c0a4f37ad30391a07c4024b&site=eds-live&scope=site
Ness, M. (2017). Using informational and narrative picture walks to promote student-generated
questions. Early Childhood Education Journal, 45(5), 575–581. https://doiorg.lopes.idm.oclc.org/10.1007/s10643-016-0817-7
Readers theater: A reason to read aloud. (n.d.). Education World. Retrieved from
https://www.educationworld.com/a_curr/profdev/profdev082.shtml
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (n.d.). Using
planned enrichment strategies with direct instruction to improve reading fluency, comprehension,
and attitude toward reading: An evidence-based study. Elementary school journal, 108(1), 3–23.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eds
wss&AN=000248677800002&site=eds-live&scope=site
SECOND GRADE TRANSFER
5
Richardson, J. (2009) The next steps in guided reading: Focused assessments and targeted lessons for
helping every student become a better reader. New York, NY. Scholastic Inc.
Purchase answer to see full
attachment
1
Transfer in Second Grade Reading Instruction
Nichole David , Faith Donaldson, Mary-Catherine Salch, Sonja Simpkins, & Betty Goatley
Grand Canyon University: THC-520
October 3, 2018
SECOND GRADE TRANSFER
2
Infographic Plan for Yellow Team
Second grade reading strategies:
● Scaffolding (Clark & Graves, 2005)
○ Providing support to students to help them to reach deeper understandings and
grow into their proximal zones of development.
○ Closely related to gradual release, “We Do”
○ Work-load should still be on the student, scaffolding supports help students to not
give up on the challenge
○ Specific techniques
■ Pre-teaching vocabulary
■ Specific questions to help build comprehension or build background
■ Modifying text, or leveled texts
○ Flexible, based on individual students needs
● Comparing (Deni & Zainal, 2011)
○ Peer Editing to increase awareness and improves knowledge of writing
● Picture Walk (Ness, 2017)
○ Create Novelty with interesting pictures in books to create individual questions
before reading the text
● Reader’s Theater (Readers Theater, n.d.)
○ Allows students to perform while reading aloud
○ Creates a novel experience
● Guided Reading (Richardson, 2009)
SECOND GRADE TRANSFER
3
○ Reading for student at their level everyday
○ Books are chosen just above student readability level
○ Books are chosen on interest to student to ensure engagement
○ Lesson includes vocabulary to link to prior knowledge
SECOND GRADE TRANSFER
4
References
Brackemyer, J., Fuca, D., & Suarez, K. (2001, December 1). Improving reading skills through phonics
instruction in the primary grades. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=ED459448&site=eds-live&scope=site
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. Reading teacher , 58
(6), 570–580. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ684417&site=eds-live&scope=site
Deni, M.d., A., & Zainal, Z. (2011). Peer-editing practice in the writing classroom: Benefits and
drawbacks. Advances in language and literary studies, Vol 2, Iss 1, Pp 92-107 (2011), (1), 92.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsd
oj&AN=edsdoj.37b3f7580c0a4f37ad30391a07c4024b&site=eds-live&scope=site
Ness, M. (2017). Using informational and narrative picture walks to promote student-generated
questions. Early Childhood Education Journal, 45(5), 575–581. https://doiorg.lopes.idm.oclc.org/10.1007/s10643-016-0817-7
Readers theater: A reason to read aloud. (n.d.). Education World. Retrieved from
https://www.educationworld.com/a_curr/profdev/profdev082.shtml
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (n.d.). Using
planned enrichment strategies with direct instruction to improve reading fluency, comprehension,
and attitude toward reading: An evidence-based study. Elementary school journal, 108(1), 3–23.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eds
wss&AN=000248677800002&site=eds-live&scope=site
SECOND GRADE TRANSFER
5
Richardson, J. (2009) The next steps in guided reading: Focused assessments and targeted lessons for
helping every student become a better reader. New York, NY. Scholastic Inc.
Running head: SECOND GRADE TRANSFER
1
Transfer in Second Grade Reading Instruction
Grand Canyon University: THC-520
October 3, 2018
SECOND GRADE TRANSFER
2
Infographic Plan for Yellow Team
Second grade reading strategies:
● Scaffolding (Clark & Graves, 2005)
○ Providing support to students to help them to reach deeper understandings and
grow into their proximal zones of development.
○ Closely related to gradual release, “We Do”
○ Work-load should still be on the student, scaffolding supports help students to not
give up on the challenge
○ Specific techniques
■ Pre-teaching vocabulary
■ Specific questions to help build comprehension or build background
■ Modifying text, or leveled texts
○ Flexible, based on individual students needs
● Comparing (Deni & Zainal, 2011)
○ Peer Editing to increase awareness and improves knowledge of writing
● Picture Walk (Ness, 2017)
My Topic
○ Create Novelty with interesting pictures in books to create individual questions
before reading the text
● Reader’s Theater (Readers Theater, n.d.)
○ Allows students to perform while reading aloud
○ Creates a novel experience
● Guided Reading (Richardson, 2009)
SECOND GRADE TRANSFER
3
○ Reading for student at their level everyday
○ Books are chosen just above student readability level
○ Books are chosen on interest to student to ensure engagement
○ Lesson includes vocabulary to link to prior knowledge
SECOND GRADE TRANSFER
4
References
Brackemyer, J., Fuca, D., & Suarez, K. (2001, December 1). Improving reading skills through phonics
instruction in the primary grades. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=ED459448&site=eds-live&scope=site
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. Reading teacher , 58
(6), 570–580. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ684417&site=eds-live&scope=site
Deni, M.d., A., & Zainal, Z. (2011). Peer-editing practice in the writing classroom: Benefits and
drawbacks. Advances in language and literary studies, Vol 2, Iss 1, Pp 92-107 (2011), (1), 92.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsd
oj&AN=edsdoj.37b3f7580c0a4f37ad30391a07c4024b&site=eds-live&scope=site
Ness, M. (2017). Using informational and narrative picture walks to promote student-generated
questions. Early Childhood Education Journal, 45(5), 575–581. https://doiorg.lopes.idm.oclc.org/10.1007/s10643-016-0817-7
Readers theater: A reason to read aloud. (n.d.). Education World. Retrieved from
https://www.educationworld.com/a_curr/profdev/profdev082.shtml
Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (n.d.). Using
planned enrichment strategies with direct instruction to improve reading fluency, comprehension,
and attitude toward reading: An evidence-based study. Elementary school journal, 108(1), 3–23.
Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eds
wss&AN=000248677800002&site=eds-live&scope=site
SECOND GRADE TRANSFER
5
Richardson, J. (2009) The next steps in guided reading: Focused assessments and targeted lessons for
helping every student become a better reader. New York, NY. Scholastic Inc.
Purchase answer to see full
attachment
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