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Extend World Knowledge with Reading

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 16 Feb 2012 16:00:00 GMT

Luis Gomez and colleagues are extending world knowledge from a book on camping in this demonstration lesson from Basic Language Skills, a Neuhaus class for teachers who do intensive reading intervention with young readers.

Extending world knowledge and increasing oral language happens every time you read a story aloud to children. In stories, children hear new vocabulary and are introduced to topics that may be unfamiliar to them. Building background before reading, asking questions during reading and extending the topic after reading add to the bank of content knowledge students need to make connection while they read throughout their lives.

Let's take the story, Is Your Mama a Llama, by Deborah Guarino, illustrated by Steven Kellogg, as an example. Start by asking the students if they look like their mothers, and how. You might show some baby animals with their mothers, name these animals, and discuss the similarities and differences of the baby and adult animals. Is Your Mama a Llama is an endearing story of a baby Llama named Lloyd who is trying to discern which animals have a mama who looks just like his mama. He approaches baby animals of numerous different species - a bat, a seal, a swan, a cow, and a kangaroo - and determines by each of their attributes that his mama is quite different.

You might ask the students to name all the animals they can think of. Then ask them to name animals that have feathers and wings, animals that live in the water, animals that live on farms, etc. Being the scribe and making lists helps create anchor charts to refer to for extended activities later on. You might also begin by asking about the attributes of the animals in the story by saying, "Let's describe what we know about bats (swans, seals, cows, kangaroos)." After reading the story, discusss similarities and differences among the animals. Who knows where the discussion might take you? Steven Kellogg's pictures create beginnings of discussions about animal habitats all over the world.

16-Feb-12 10:00 AM

Maryanne Wolf, Winner of the Samuel Torrey Orton Award, 2011

Barbara Conway - noemail@readingteachersnetwork.org — Tue, 06 Dec 2011 14:00:00 GMT

Maryanne Wolfe, winner of the Samuel Torrey Orton Award at International Dyslexia Conference, 2011, says, “We want to have our students learn to think for themselves.” Partially quoting Marcel Proust in her book, Proust and the Squid, she underscores the previous thought, “We feel quite truly that our wisdom begins where that of the author ends…” Wolf describes the brain as the “quintessential re-arranger of parts,” in that each reading brain must establish new neural connections in order to learn to decipher print.

Speaking about those students who struggle to learn to read, Wolf appealed to the IDA audience to appreciate “cerebral diversity. We [as a society] needed it before reading was invented. We need it for art. It is not about the brain’s deficiency, but about our ignorance about how to interact with that brain’s unique organization.”

She urged teachers to stimulate oral language by talking with students, and to “teach words in their wholeness, connecting them to phonemes, to orthographic patterns, to meaning, and to sentences. Be whimsical! Do not be boring! Instruction is a courtship between teacher and student.”

6-Dec-11 8:00 AM

The Conundrum of Vocabulary Growth

Barbara Conway - noemail@readingteachersnetwork.org — Mon, 07 Nov 2011 20:00:00 GMT

It is estimated that the average students grows his or her vocabulary by thousands of words per year (Carlise & Katz., 2005). In order for students to add words at this incredible rate, students need exposure to great numbers of words (Aaron et al., 2008). Teachers must create opportunities for students to hear, read, and interact with new words on a daily basis. This includes using rigorous vocabulary words when teaching, reading challenging books aloud, and pushing students to experiment with new words (Aaron et. al., 2008). This approach to instruction helps students gain superficial knowledge of many new words. However, the major drawback, if used in isolation, is that students truly master very few of these words. They may only know the words in one context, or only one usage. Teachers must facilitate this move from exposure to mastery.

In contrast to casting a wide net through mere exposure, another approach to vocabulary instruction requires direct vocabulary instruction. In this approach, students are provided with repeated opportunities to interact with new words through word games or dictionary games. Students are explicitly taught word meanings, usages, parts of speech, etc. (Aaron et al., 2008). Teachers using this approach are teaching the word in depth so that students are able to fully integrate the word into their daily vernacular. Not only do students hear the words embedded in conversation, they are also taught about the words (Aaron et al., 2008). This type of vocabulary instruction is extremely valuable, but is limited in the breadth of words that can be introduced. Teachers cannot possibly teach close to 3,000 words a year with the great amount of detail required by this approach. Similarly, students cannot be expected to learn so much about thousands of words in one year.

This is the conundrum facing teachers of vocabulary. They must not only grow a student’s vocabulary, but also deepen it.These two vastly different approaches to vocabulary can be reconciled with planning. Teachers need to not only integrate vocabulary instruction into every subject and teaching situation, but every interaction with students. This is the exposure that is seen in the “wide but shallow” approach. Students are pushed by hearing words used in context, but this exposure is not exhaustive. In addition to using a wide approach, an effective vocabulary teacher must also choose choice words to delve deeper into, words that will be taught explicitly to students so that they may use them accurately in many contexts with confidence. By using both approaches simultaneously, teachers will give students the exposure needed to grow their vocabularies exponentially, while also providing them with the tools to deepen concepts for full mastery of words.

Marnita Coenraad, master of reading and writing student, Neuhaus/SMU

7-Nov-11 2:00 PM

Interview With a Teacher - Pedro Chapa

Barbara Conway - noemail@readingteachersnetwork.org — Thu, 06 Oct 2011 20:00:00 GMT

My first experience with Neuhaus happened around 2006. I took Reading Readiness. It was different from other professional development I have received. They didn’t just tell us about theory, they gave examples of what it looks like in the classroom. They provided materials. They provided lessons. They provided a scope and sequence. I was very impressed by that.

You know, as teachers, that’s what we look for. How will this look in the classroom, how is this going to help my kids? So after that I went back every year. I have attended multiple classes. I like the way they are organized. It’s very explicit, very systematic, and the material can be used with all students. The big word now in districts is “differentiated instruction.” We hear it, we hear it, but we don’t know what it looks like. I feel like I have the materials and the knowledge to do it. All components of literacy are covered. I have kids that need phonemic awareness, phonics, I have materials to do that. I have kids who need focus on comprehension, I have materials to do that. I have kids who need help with fluency. I have materials to do it. But my favorite is Multisensory Grammar! That is my favorite, because being the language arts teacher, the kids really struggle making the transition from Spanish to English, because of the way the parts of speech are rearranged from Spanish to English. I have seen a tremendous difference with my students in their writing and just their knowledge of grammar. If I need help from a website, there is RTN. Resources there make our life easy, like ready-made pictures for retell.

So I feel that, as a language arts and reading teacher, my knowledge has increased and my capacity as a teacher has increased. I am very thankful to Neuhaus because I see the results with my kids. They really enjoy it. They become very engaged with the activities because they [activities] are all multisensory. They tell you what that is, but here, you get to see what multisensory is. It applies to every learner. I love it. The kids love it. We have a great time, and I can easily include [Neuhaus strategies] with the basal and incorporate them into the district scope and sequence.

Watch a video interview with Pedro.

6-Oct-11 3:00 PM

Neuhaus Selects New President and CEO, Marybeth Flaschbart

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 16 Sep 2011 15:00:00 GMT

After a national search, Neuhaus Education Center has chosen Marybeth Flachbart, Ed.D., as its new president and CEO. Marybeth Flachbart has been involved in education for more than 25 years. Most recently she served as Deputy Superintendent of Student Achievement and School Improvement at the Idaho State Department of Education. Previously, Marybeth taught at Boise State University where she directed Idaho’s Reading First program. Earlier in her career, she taught special education classes in the Houston Independent and Deer Park Independent School Districts. From 1998-2000 she was a member of the Neuhaus Education Center teaching staff.

16-Sep-11 10:00 AM

We're Proud of Our Grads - Megan Murphy, M.Ed.

Barbara Conway - noemail@readingteachersnetwork.org — Wed, 14 Sep 2011 18:00:00 GMT

I am currently at KIPP SHINE Prep, serving as the Special Education and 504 Coordinator, Special Education teacher and Basic Language Skills Teacher. I am also serving on the Regional Dyslexia Planning Committee to get our policy up and running for KIPP Houston. In addition, I am taking classes at the University of St. Thomas for my Educational Diagnostician Certification, however I will possibly be transferring to the University of Houston next semester to complete this.

I feel like I have been able to support students, teachers and instructional coaches with my knowledge this year and feel that what I have learned will only integrate more into my practice over the year.

14-Sep-11 1:00 PM

Teacher Feature - Pamela Wilson

Barbara Conway - noemail@readingteachersnetwork.org — Mon, 15 Aug 2011 20:00:00 GMT

"Going through the DSSP changed me as a teacher in a positive way," said Pamela Wilson, past elementary teacher-of-the year for East Central ISD. Pamela teaches 6 dyslexia classes in this district in eastern Bexar County, Texas.

"I'm so thankful for my Basic Language Skills (BLS) training. The teaching staff was excellent. They set such a good example for me as a learner in the classroom. They were always encouraging." As a result of completing the Dyslexia Specialist Preparation, she has become more cognizant of how students in her classroom learn. She took some classes on line but felt the travel to the Center was well worth the interaction with the staff and other teachers.

"I am still teaching dyslexics and thoroughly enjoy it! I am actually enjoying it more and more. The [Neuhaus] program is very flexible and allows for individualizing and adaptation for the different groups I have. Every year I add, adapt, improve, and really see the students progressing!"

15-Aug-11 3:00 PM

Master's Graduates

Barbara Conway - noemail@readingteachersnetwork.org — Sat, 23 Jul 2011 09:00:00 GMT

The Master of Education in Reading and Writing at Neuhaus in partnership with Southern Methodist University is uniquely designed to prepare teachers for leadership in reading instruction for all students,including those who struggle. When our master's program is completed, teachers have earned a master’s degree in education and are eligible to sit for the Texas Reading Specialist exam and the International Multisensory Structured Language Education Council (IMSLEC) Teaching Level exam. Once certified as a Texas Reading Specialist, candidates are qualified to apply for MRT certification without taking an examination.

Students in this rigorous program gain knowledge of reading theory and research and also gain practical experience in teaching situations. Students finish the program as leaders in the field of reading. Some comments from this cohort of students include:

"I have found that other teachers on my campus have begun to come to me as an authority on reading instruction."

"My students have improved in reading as a result of knowledge and skills I have gained."

"I now feel equipped to be a leader [of reading instruction] on my campus."

23-Jul-11 4:00 AM

Shepherds Prepare for New Sheep

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 17 Jun 2011 15:00:00 GMT

"Working at Neuhaus as a shepherd gives us opportunities to connect with other teachers and knowledgeable staff as well as update and refine our skills. It truly is a labor of love!" Shepherds Alana Moser, Gina Elfstrom and Phyllis Myers prepare class materials for the Basic Language Skills class beginning soon.

The shepherds' "labor of love" involves reinforcing learned information and skills, assisting with lesson planning, and watching and critiquing demo lessons of small groups of teachers taking classes at Neuhaus Education Center. Shepherds are knowledgeable and highly qualified experts ready to help teachers manage and absorb the large amount of information they learn in classes here. Shepherds give teachers the personal consultation they need to be more equipped to teach reading when they return to their classrooms.

17-Jun-11 10:00 AM

Assessment Leads to Achievement

Barbara Conway - noemail@readingteachersnetwork.org — Fri, 03 Jun 2011 14:00:00 GMT

Mary Dahlgren, Ed.D., will be this summer's featured speaker as we launch our yearlong study of assessment. Dr. Dahlgren will connect assessment results with instruction as she presents LETRS® Modules 8 and 12.

LETRS Module 8: Assessment for Prevention and Early Intervention

When:July 6 & 7, 8:30 AM-2:30 PM

Audience:Educators of Grades K-3

Fee:$215 (includes lunch)

LETRS Module 12: Using Assessment to Guide Instruction

When:July 8, 8:30 AM-2:30 PM

Audience:Educators of Grades 4-8

Fee:$125 (includes lunch)

Class Descriptions
Register onlinewith your Visa or MasterCard

Print a Registration formto mail or fax in with your payment

3-Jun-11 9:00 AM

Extend World Knowledge with Reading

Thu, 16 Feb 2012 16:22:19 GMT

Teacher Luis Gomez and colleagues extend knowledge about camping during a demonstration in the class, Basic Language Skills, at Neuhaus.

Second-grade Listening and Reading Comprehension Screenings Available

Fri, 29 Apr 2011 16:54:04 GMT

Are you a second-grade teacher in need of beginning-of-year student data in reading? The second-grade Listening Comprehension Screenings and Reading Comprehension Screenings by Suzanne Carreker are available now on request from Neuhaus Education Center.

New Stars at Neuhaus

Tue, 19 Apr 2011 18:20:14 GMT

If you are a stargazer, you know that Castor is one of the brightest stars in the Gemini Constellation field. KASTOR is the name of Neuhaus' professional development program for novice teachers. KASTOR stands for Knowledgeable and Skilled Teachers of Reading. The teachers who participate in this program will be the brightest stars in the field of reading. Public school teachers in Grades 1, 2, or 3 with one to three years of teaching experience are eligible to apply. The 40 teachers who are chosen to be KASTOR Scholars will participate in a collaborative, consultative model of professional development.

Master of Education in Reading and Writing through Neuhaus Education Center and SMU

Wed, 12 Jan 2011 22:03:30 GMT

If you are interested in a master's degree that will enable you to be an expert in the field of reading, inquire about the Master of Education in Reading and Writing at Neuhaus Education Center (Houston) in partnership with the Simmons School of Education at Southern Methodist University (Dallas). Register through the Simmons School at SMU.

Meet Our Teaching Staff - Katy Farmer

Tue, 24 Nov 2009 17:03:20 GMT

If you have taken Language Enrichment, Scientific Spelling, Multisensory Grammar, and other classes for general teachers here at Neuhaus, Katy Farmer's face is familiar to you.

Meet Our Teaching Staff - Catherine Scott

Mon, 23 Nov 2009 21:52:10 GMT

If you have taken Language Enrichment, Scientific Spelling, Multisensory Grammar, or any number of other classes here at Neuhaus, chances are you know Catherine Scott. A Dyslexia Specialist now, Catherine came to us in a very round-about way via an interest in animal behavior, and actually did research with elephants!

The Nokomis Story

Mon, 26 Oct 2009 20:06:07 GMT

"I have been a teacher for twelve years. I graduated from college at the age of 50 and during my college experience I was never taught how to teach reading. When I first entered the classroom I was shocked to see that my students had so few reading skills..."

Academic Resilience and Reading: Building Successful Readers

Mon, 19 Oct 2009 17:33:13 GMT

Do emotions have anything to do with learning? As teachers, we have long known that the "socio-emotional" plays a part in our students' academic achievement. On Friday, October 16th, at this year's first Alumnae Event, this idea was confirmed with hard data.

Materials and Handouts for HISD

Wed, 21 Mar 2012 21:05:12 GMT

Activity and Evaluation Plan Form Bell Curve Move-It-and-Say-It Card Master Naming Screening and Benchmarks Place Mat: A Rubric for Small Group Intervention Regular Words (Deck) for Neuhaus Education Center Reading Concepts Manual Irregular Words (Deck) for Neuhaus Education Center Reading Concepts Manual Small Group Instruction Lesson Plan Template Small Group Instruction: Suggested Activities Syllable Division Steps The Little Red Hen Umbrella Image for Written Composition Spelling Lists from Reading Street - Analyzed Grade 1 Grade 2 Grade 3

Poll Section

Wed, 14 Mar 2012 15:10:50 GMT

Direct Links to RTN Resources

Thu, 08 Mar 2012 22:03:29 GMT

An Oral Language and Listening Comprehension Lesson Using Literature Analyzing a Spelling List Building Background Knowledge with Text Sets Counting Sounds in Words (Kindergarten) Deepening Metacognitive Skills Handwriting: Manuscript Stroke Descriptions Handwriting Daily Procedures Multisensory Grammar Picture for Finding Parts of Speech Name That Derivative Phoneme Inventory Questions About Questioning Question Starters Rapid Recognition Chart Generator Segmenting Words 1 Segmenting Words 2 Segmenting Words 3 Segmenting Words 4 Segmenting Words 5 Stories for Teaching Inference Making - pdf Stories for Teaching Inference Making - powerpoint Syllable Types The Five Spelling Rules ...

Houston Independent School District Reading Initiative

Wed, 07 Mar 2012 21:26:55 GMT

Neuhaus Education Center and Houston Independent School District (HISD) in Houston, Texas, have committed to a collaborative literacy plan to deepen the knowledge of teachers, specialists, and the principals who support them. The overarching goal of the plan is the improved literacy achievement of students in general education classrooms and students with dyslexia or other reading disabilities. To achieve this goal, Neuhaus and HISD are dedicated to effective and responsive literacy instruction, so all learners will become engaged and critical readers, writers, and thinkers.

Resources reviewed in teacher professional development classes will be posted here for all participants to review and reference.

Teachers Make the Difference

Basic Language Skills: Great (and Realistic) Expectations

Materials and Handouts

Links to RTN Resources

Administrator's Calibrated Walk-through Protocol

Tools and Consumables

Mon, 05 Mar 2012 15:51:16 GMT

Depth of Oral Language This chart can be used to demonstrate the idea of words with similar meanings but different intensities. Students can sort these words for problem into three piles: big problems, little problems, medium problems. Open/Download Depth of Oral Language Chart (PDF) Diamante and Cinquain: Two Poetry Forms for Teaching These patterns for the diamonte and cinquain poems can support the teaching of parts of speech. Diamante and Cinquain Patterns (PDF) Games Games that support reading skills Definition Concentration Grammar Identify parts of speech from a picture. Handwriting These stroke descriptions aid in the formation of manuscript letters. Open/Download pdf of stroke descriptions for manuscript letters (PDF) These stroke descriptions aid in the formation of cursive letters. Open/Download pdf of stroke descriptions for cursive letters (PDF) Lower Case Cursive Trace and Copy Pages Cursive Stroke...

Links

Fri, 02 Mar 2012 15:38:08 GMT

Neuhaus Education Center Knowledge Survey for KASTOR Teachers

Wed, 01 Feb 2012 14:57:57 GMT

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Start test

Grade 3 Spelling Words Analyzed

Fri, 27 Jan 2012 19:25:56 GMT

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Grade 2 Spelling Words Analyzed

Fri, 27 Jan 2012 19:04:27 GMT

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Unit 2

Unit 3

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Unit 6

Grade 1 Spelling Words Analyzed

Fri, 27 Jan 2012 18:13:00 GMT

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Unit R

Post Survey for Adult Literacy Tutors for Harris County Library

noemail@readingteachersnetwork.org — Mon, 23 May 2011 20:45:00 GMT

Objectives:

Release Date: 23-May-11 3:45 PM
Expiration Date: 21-Aug-11 3:45 PM

Give your best answer to the following survey questions.

Survey for Adult Literacy Tutors for Harris County Library

noemail@readingteachersnetwork.org — Tue, 15 Jun 2010 13:00:00 GMT

Objectives:

Release Date: 15-Jun-10 8:00 AM
Expiration Date: 25-Aug-11 10:00 PM

Give your best answer to the following survey questions.

Letter knowledge

Sat, 19 May 2012 23:49:49 GMT