Reading Teacher Journal

Teacher Honor Roll

School: Center Bunche Montessori Early Childhood

The quality teaching / subject: Preschool and kindergarten with children aged from March to June

Education: Indiana University, a Bachelor of Primary Education

Years of education: This is my eighth year. I taught for two years at Sacred Heart of Fowler. I begin my sixth year at Bunche.

City born and raised: Decatur

Current hometown: Fort Wayne

Family: I am married to Jeff Fennig.We will celebrate our fifth wedding anniversary. We are also expecting our first child.

Last book read: "Help" by Kathryn Stockett

Favorite teacher: Mrs. Ruth Bixler - Mrs. Bixler was a very loving and nurturing teacher. It was a real inspiration. I hope I'm an inspiration to the children I teach as much as she was an inspiration to me.

Favorite class in school: Language / Reading

Favorite teaching memory: One year I had a student who did not think she could read.We were blending three letter phonetic words together, and she did a great job for me to read. Then, suddenly, his eyes lit up and she looked at me and said, "I can read" The times when children realize that they do things they n have never thought they could make or do something independently for themselves have always been my favorite memories of teaching. Maria Montessori said perfectly when she said, "Tell me and I'll forget, show me and I may remember;. Involve me and I'll understand "

What is the best part of the beginning of the school year?The best part of the beginning of the school year is watching the kids come into class the first day full of enthusiasm. I am lucky to have my children for three years and each year they return, they are more excited than the first year.

Nominated by: Felicity Stockman, first-year students

Reason for nomination: "Ms Fennig is the best teacher. It prepared me for the first year by helping me read and make sure I had a challenging work. "

- Devon Haynie

Tips for Teaching New Words to ESL Students: Strategies to Help ...

English language learners need large vocabulary recognition if we are to speak fluently and understand what they read in English. Just give the pupils the vocabulary pre-teaching exercises or provide glossaries are not the most effective ways to help ESL students. More dynamic methods of learning vocabulary may be necessary, according to Professor Mary J. Drucker in a 2003 article published in The Reading Teacher.

Rather than relying on glossaries, which require students to opt out of the text while they search for the word, teachers can give students the main definitions and synonyms to be included on sticky notes and placed alongside new words or difficult.

When students find new words in a glossary or dictionary, they should be encouraged to write the meaning of words or synonyms in the margins or on sticky notes to be placed right in the text.

Students can also work together to create graphs with the anchor difficult words they encounter, with their meanings. This strategy is particularly effective when studying content area units or themes. In collaboration collecting words, review, group them and use them in a variety of contexts, students are more likely to retain the new vocabulary.

An effective method to help English language learners increase vocabulary critical content area is to provide a variety of different texts on a single topic.This approach exposes students to the same vocabulary in a variety of contexts. The keywords will be met on several occasions, increasing the potential for integration of these words in the vocabulary of the reader.

Resources for targeted playback of wide area could include textbooks, newspaper articles and magazines on the subject, content, Internet, trade books found in library collections or in class, and the writings published by other students.

Younger children - from kindergarten to elementary - benefit most kinesthetic approaches to building language. This method is called Total Physical Response (TRP). TPR is based on the coupling of word and action. TPR generally includes the active use of music, poems, finger plays, games, choral reading and other activities to encourage and support vocabulary development. For example, young children learn more easily the names of days of the week and months of the year when these words are set to simple tunes.

The Reading teacher

The administration and supervision of reading programs

Why Don't Students Like School, A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

Handbook of Reading Research

Journal of reading