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Engaging Students through Contemporary Literacy Initiatives

Explore tools and strategies to capture students' attention and improve literacy skills. Discover methods to involve families and make reading and writing fun.

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Engaging Students through Contemporary Literacy Initiatives

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  1. Contemporary Media Project Candice Holmes

  2. Capturing Students Attention • What can be done? • Tools ??? • Interest students • Get on their level • Physically involved

  3. Tech Tool Targets Elementary Readers by Katie Ash • Portable learning device • Captures students attention • Students scored higher (reading) than others • Improves students reading

  4. Reading Success begins with families who read together By Sharon Darling • Family literacy • Learning program (1991) • Can score higher on test • Parental participation is key

  5. Freedom Writers Directed by Richard LaGravenese • Teacher taught at risk students • Turned the class around • Related to students with life experiences • Got students involved • Encouraged students • http://www.youtube.com/watch?v=MT0L1U-Rdj4

  6. Boys' Book Club By Anna Guido • Boys were not interested • Gender gap- literacy/writing (Boys) • Teacher connected and created • Books were appealing • Stories about age group

  7. Implementing Literacy Centers in the Primary Classroom • Focus centers • Positive learning • Interest all students • Encouraging students • Self direction and independence

  8. What can be done ? • Entertaining Resources (Books, centers, movies etc) • Getting students involved • Invite families and friends (literacy) • Make writing/reading fun !!! • Make subjects appealing

  9. Articles/Sources • http://www.edweek.org/ew/articles/2010/03/18/26teachermates.h29.html?tkn=ZZUFz4FAem5joGAqASCprYbQriO6iq71%2BovE&intc=es • http://www.ajc.com/opinion/reading-success-begins-with-898260.html • http://www.youtube.com/watch?v=MT0L1U-Rdj4 • http://www.trcabc.com/resources/curriculum/implementing-literacy-centers-in-the-primary-classroom/ • http://www.bridges4kids.org/articles/2004/4-04/Enq3-29-04.html#top

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