SharpReading
Here's a pet theory I have about being a learner. We all come to any learning task with a fixed amount of cognitive energy. This is determined by a range of factors; perceived importance or personal interest in the learning, previous success or failure (a...
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We all need to feel successful - "I am getting better at this...I can do it!" It's a rather obvious but sometimes forgotten idea that applies to any learning...we feel best about it when it feels like we are 'getting it'...this is something that I can do if I ...
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It is important to understand how SharpReading aligns itself with phonics instruction. It is based on what we consider to be a balanced approach to developing decoding fluency in the beginner reader. With our SharpReading Stages 1&2 course "Teaching Reading to the Beginner R...
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Without wanting to tread on anyone's toes...here is my view (and some research to back it up). For the purpose of this discussion my definition of a sight word is one of those small words that don’t respond well to phonics rules and can be taught as a recognisable pat...
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Our discussions with teachers often revolve around what we think are the essentials that need to be in place for an effective school-wide reading program and how do we provide them. Here is a summary of our thoughts on the topic ... 4 essentials that we think need to be addr...
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Christine Braid, Professional Learning and Development Facilitator in Literacy Education, Massey University, has just published a new article (21 Aug, 2020) entitled 'Young New Zealander's are turning off reading in record numbers - we need a new approach to teachi...
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StoryBytes and InfoBytes have been around for a few years now but I still get queries about what they are and the thinking behind the design. This all started with my own frustration as a teacher, trying to find 'effective’ fiction and non fiction material for guided ...
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This can be the really fun part of follow-up reading activities. A good story, that has been properly processed and understood, should have created a vivid impression on the imagination of the reader. To invite the reader to grapple further with the ideas in the text; to cre...
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NARRATIVE TEXT      When the reader takes apart a story that they have read, looks at it through their own eyes and then puts it back together again, they take ownership for the information and the ideas. Examples from our resources ask the reader to GRAP...
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LEVEL 3 of BLOOM'S TAXONOMY     One example of a Level 3 Bloom’s Taxonomy activity is to get the student to take the information they have read in a non-fiction text and transform it or rework it in another way. Personalising facts into a story lik...
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