Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Directory of Lesson Plans TeachNet NYC Dirctory of Lesson Plans

Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers

TeachNet Grant:
Lesson Plans
TeachNet Grant Winners
TeachNet Grant Winners
Adaptor Grant Winners
TeachNet Grant Winners
Adaptor Grant Winners
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Math and Science Learning
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
Our Mission
   Press Releases
   Silver Reel
   2002 Educational Publishers Award


Teachers Network Leadership Institute:
Wyoming Teacher Policy Institute
Debra Meredith, Lincoln Elementary, Riverton, WY
Research question:
How will the teaching of specific strategies for reading and working with nonfiction literature affect the reading achievement of boys in the classroom?

I have been collecting data all year on the literature choices of students and have come up with some interesting observations. The boys have not necessarily been choosing primarily nonfiction. With the release of the movies Harry Potter and the Sorcerer’s Stone, and the Lord of the Rings, there has been a major upsurge in the interest of boys with fiction. Some weeks the boys will choose more nonfiction than fiction, but the girls have never chosen more nonfiction than the boys.

This leads me to wonder if my research question isn’t too narrow. Should I change it to query about the reading achievement of all students? I’m also toying with including writing implications, as I’ve seen how much it affects their writing skills as well. I’m afraid that including writing would make it unmanageable though, and like everyone else I am already struggling with the time constraints of all the curriculum work I have to do for the district, the after school programs I teach, maintaining a well-organized classroom, and trying to learn and teach Spanish at once. I’m not yet sure what to do, so any input would be appreciated.
I have also been documenting progress in reading using the DRA assessment, which measures the accuracy rate, self-correction rate, comprehension of a passage, and fluency. I have beginning of the year scores on every child in my classroom, and am working on the semester scores for each child. This is time-intensive as it takes about 45-60 minutes to assess each child but the information is well worth it as it provides a basis for guiding my instruction.

As for the strategies that we have been using to work with nonfiction, I am using the suggestions of Stephanie Harvey (Strategies That Work and Nonfiction Matters) and Linda Hoyt (Read, Remember, Retell and Snapshots); all are incredible resources for any interested teachers. We are using word sorts, very important points, marking text with sticky notes (you wouldn’t believe how many we go through), alphaboxes, retelling, paraphrasing using word sorts, red-hot research, questioning for clarification, etc. The growth I have seen in my students is great, and we will hopefully be putting a bunch of these strategies together in a full-blown research project this spring. My third graders are excited about their work and are learning life-long skills for reading content area text.


Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.


Journey Back to the Great Before