Reading Strategy: BioCUBE

This is one of the many strategies I find useful . I decided to use in my Annotated Bibliography:

BIO CUBE

Description of the strategy

It is cube that children can cut out, paste, and create. It is a six-side cube and each side contains different questions. The students have to fill in information about the author, person, or character.  The students then take the cube and put it together and  use it fro review or other activities.

Rationale for Use

I think this is a great strategy because it gets the students to connect more to the reading in a fun and interactive way. Also this strategy can be used for other subjects, places, and topics and in every grade level. It is attainable and easy to use in every classroom. Also it can help the students with review to an exam, quiz or any other assessment. Also it is a great assignment to use after a lesson is done. It teaches the children how to summarize and focus on main points. The good thing bout this strategy is that you can make it your own. As a teacher one can make the questions to each side of the cube. 

Reading Strategy I LOVE

 INSERT READING STRATEGY 

Description of the strategy This strategy allows for students to connect to the reading. This strategy is used before, during, and after reading. The first step is to brainstorm about the article or reading. The strategy then consists of inserting a set of different symbols in the margins of the book, article, magazine etc.  The symbols help the students connect, analyze and develop comprehension skills relating to the brainstorm. Also the strategy allows for reflection on connections and overview on information learned through the text.

Rationale for Use

       This strategy helps the students connect and get interested in the topic.  The student can retain the reading by interacting with the placement of symbols. It will as well allow for students to become active reader. Also this strategy allows for students to search for more information about the subject. It also allows the reflection on the information the students gathered through the reading. 

The symbols are the following:

·      A check: I knew that

·      A plus sign: I didn’t know that

·      A minus sign: I though differently

·      A question mark: I thought it was confusing

DIversity Book: What Would Joey do?

Summary:

Joey is a young boy that tries to fix situations in his life by viewing other people’s actions and mistakes. The books starts of by Joey’s parents arguing this caused for his dad (Carter) to crash into an apple tree. This incident sent him to the hospital and caused him to be very injured. After several instances that Joey goes through with his family, he is to be home schooled. There he meets his “bratty” friend Olivia. She is “blind but Bratty “ as the book descries her. She tried to make poor joeys life miserable by blaming him fro everything. Then though out the book you start to view the mentality Joey had. He always tried to do well and make the best out of every situation.  He ends up finding comfort in his new friend Olivia (they become close).  Then book ends with the death of his grandmother, he then figured out that he couldn’t live pleasing other people. He had to do what he wanted. His tender heart for others remained but his goal was to pursue his happiness.

Personal Response:

a Newbery Honor Book also It has won in 2003 Bank Street - Best Children's Book of the Year. This book was an interesting, sad and inspiring book to read. It was funny to see the point of view of a Joey and the way he took care of situations. It was also sweet to see how he wanted a friendship with is blind classmate in home schooling (Olivia).  Over all it was a great book, I think students would be able to relate to it, since it is written in joeys perspective.  Also students will feel identified with certain actions he decided to take like not liking vegetables and giving them to the dog.

characteristics of highly effective reading teachers

• Create s supportive , encouraging , and nurturing environment that includes using various genres of text to enhance students knowledge of text.
• Provide clear explanation and model how to perform a repertoire of strategies to promote comprehension monitoring and foster comprehension
• engage students in constructive conversations with teachers and with other students. 

10 Characteristics of Good Readers

1. They have clear goals in mind for their reading ,they constantly evaluate.
2. They look over the text before they read
3. They frequently make predictions
4. they read selectively continually making decisions about their reading
5. They construct , revise and question the meaning they make as they read.
6. They draw form, compare and integrate their prior knowledge with material in the text. 
7. They monitor their understanding
8. They attend closely to the setting and characters when reading narrative
9. they read different kinds of text differently
10. They think about the author's of the text: their style, text , beliefs intentions and so on. 

PICTURE BOOKS

Styles of illustration in picture-books

1. Representational : Displays people, nature , and objects as they actually appear
2. Surrealistic: Creates a dreamlike state to attempt to represent the workings of the unconscious mind.
3. Impressionistic: Emphasizes light , movement , and color over detail.
4. Cartoon: Tells the story in the form of a series of illustrations followed by captions
5. Expressionistic: give objective expression to inner experience; bright colors ad figures area bit disproportionate.
6.Naive/Folk art: Gives the appearance of being childlike , at times lacking perspective or sense of proportions

How children respond to literature.

How children Respond to literature :

• Children respond based on their background and experiences

                     - Connecting text to text

                     - Connecting Text to world

                     - Connecting text to self

Teachers should be encouraging , nurturing, and deepening their students' responses to books. One way to do this is to give children ample opportunity to discuss the books they are reading with other children. 

• Cultural Influences

                     -Where they are from

                     -Family background

                     -Social status 

Teachers must investigate the social-cultural process of learning to discover a meaningful classroom learning interactions for students who are not members of any main stream community.