Tag Archives: learning supports

A Bibliography on Electronic Screens, Child Development, and Learning from Parents Across America

If you’ve been teaching for ten years or more, you probably remember a time in your working life before smartphones became ubiquitous and turned your classroom into a battleground of wills over the presence of these devices in school. I have only one question for people who defend the presence of smartphones in classrooms: would you want your child–or any child–arriving in class every day with a smart television set and a cable modem and wireless router?

That is, of course, a rhetorical question (unless it’s not, which is very bad news indeed for this teacher). But the fact is this: we do allow smart televisions and cable modems/wifi routers when we allow smartphones in our schools. As I like to tell students, I have nothing, and I do mean nothing, that can compete with the constant stimulation, approbation, distraction, and amusement that these devices offer. What I have is material that requires prolonged attention, engagement, consideration, analysis, and, finally, deep thought. What I offer will more often than not challenge students’ views of the world–which I think is kind of the point of education, after all.

I’ve been waiting for a moment when I would have the stamina to write a lengthy essay to accompany this extended bibliography on the hazards of screens for child development and learning. I can’t summon the outrage–probably because where outrage is concerned, my well runneth dry–to add more than these few words of expository gloss to accompany this excellent document.

But I do want to thank the good people at Parents Across America for this document–and for all the excellent work they do.

Teaching and Learning Support: Enclose Parenthetic Expressions Between Commas

[If you would like this learning support as a Word document, just click on that hyperlink.]

Enclose parenthetic expressions between commas.

The best way to see a country, unless you are pressed for time, is to travel on foot.

This rule is difficult to apply; it is frequently hard to decide whether a single word, such as however, or a brief phrase is or is not parenthetic. If the interruption to the flow of the sentence is but slight, the commas may be safely omitted. But whether the interruption is slight or considerable, never omit one comma and leave the other. There is no defense of such punctuation as

Marjorie’s husband, Colonel Nelson paid us a visit yesterday.

or

My brother, you will be pleased to hear, is now in perfect health,

Dates usually contain parenthetic words of figures. Punctuation is as follows:

February to July, 1992

April 6, 1986

Wednesday, November 14, 1990

Note that it is customary to omit the comma in

6 April 1988

The last form is an excellent way to write a date; the figures are separated by a word and are, for that reason, quickly grasped.

A name of title in direct address in parenthetic.

If, Sir, you refuse, I cannot predict what will happen.

Well, Susan, this is a fine mess your are in.

The abbreviations etc., i.e., and e.g., the abbreviations of academic degrees, and titles that follow a name are parenthetic and should be punctuated accordingly.

Letters, packages, etc., should go here.

Horace Fulsome, Ph.D., presided.

Rachel Simonds, Attorney

The Reverend Harry Lang, S.J.

No comma, however, should separate a noun from a restrictive term of identification.

Billy the Kid

The novelist Jane Austen

William the Conquerer

The poet Sappho

Although Junior, with its abbreviation Jr., has commonly been regarded as parenthetic, logic suggests that it is, in fact, restrictive and therefore not in need of a comma.

James Wright Jr.

Nonrestrictive relative clauses are parenthetic, as are similar clauses introduced by conjunctions indicating time or place. Commas are therefore needed. A nonrestrictive clause is one that does not serve to identify or define the antecedent noun.

The audience, which had at first been indifferent, became more and more interested.

In 1769, when Napoleon was born, Corsica had but recently been acquired by France.

Nether Stowey, where Coleridge wrote The Rime of the Ancient Mariner, is a few miles from Bridgewater.

In these sentences, the clauses introduced by which, when, and where are nonrestrictive; they do not limit or define, they merely add something. In the first example, the clause introduced by which does not serve to tell which of several possible audiences is meant; the reader presumably knows that already. The clause adds, parenthetically, a statement supplementing that in the main clause. Each of the three sentences is a combination of two statements that might have been made independently.

The audience was at first indifferent. Later it became more and more interested.

Napoleon was born in 1769. At that time Corsica had but recently been acquired by France.

Coleridge wrote The Rime of the Ancient Mariner at Nether Stowey. Nether Stowey is a few miles from Bridgewater.

Restrictive clauses, by contrast, are not parenthetic and are not set off by commas. Thus,

People who live in glass houses shouldn’t throw stones.

Here the clause introduced by who does serve to tell which people are meant; the sentence, unlike the sentence above, cannot be split into two independent statements. The same principle of comma use applies to participial phrased and to appositives.

People sitting in the rear couldn’t hear. (restrictive)

Uncle Burt, being slightly deaf, moved forward, (non-restrictive)

My cousin Bob is a talented harpist. (restrictive).

Our oldest daughter, Mary, sings. (non-restrictive)

When a the main clause of a sentence is preceded by a phrase or a subordinate clause, us a comma to set off these elements.

Partly by hard fighting, partly by diplomatic skill, they enlarged their dominions to the east and rose to royal rank with the possession of Sicily.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Teaching and Learning Support: The Serial Comma

[The Oxford Comma is a fairly contentious issue among writers, and this squib doesn’t address that issue in punctuation usage. If you want this material in typescript form click on that hyperlink.]

In a series of three or more terms with a single conjunction, use a comma after each term except the last.

Thus write,

Red, white and blue

Gold, silver, of copper

He opened the letter, read it, and made a note of its contents.

This comma is often referred to as the “serial” comma.

In the names of business firms the last comma is usually omitted. Follow the usage of the individual firm.

Little, Brown and Company

Donaldson, Lufkin & Jenrette

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Term of Art: Indirect Object

indirect object: An object whose semantic role is characteristically that of a recipient, e.g. to your sister in He blew a kiss to your sister; also, in most accounts, your sister in He blew your sister a kiss. Distinguished as an element in a ditransitive construction from a direct object.

The relation between sentences such as these has been described in terms of dative movement. It is in part because that relation is possible that to your sister can be distinguished, as an object, from directional phrases such as to the seaside as in He sent his family to the seaside.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Learning Support: The Possessive Singular of Nouns

“Form the possessive singular of nouns by adding ‘s.

Follow this rule whatever the final consonant. Thus write,

Charles’s friend

Burns’s Poems

The witch’s malice

Exceptions are the possessives of ancient proper names ending in –es and ‘is, the possessive Jesus’, and such forms as for conscience’ sake, for righteousness sake. But such forms as Moses’ Laws, Isis’ temple are commonly replaced by

The laws of Moses

The temple of Isis

The pronominal possessives hers, its, theirs, yours and ours have no apostrophe. Indefinite pronouns, however, use the apostrophe to show possession.

One’s rights

Somebody else’s umbrella

A common error is to write it’s for its, or vice versa. The second is possessive.

It’s a wise dog that scratches its own fleas.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

A Teaching Support on Scripted Activity Structure

Here’s another teaching support as a table of scripted activities structures I grabbed a couple of years ago from R. Keith Sawyer’s (ed.) book The Cambridge Handbook of the Learning Sciences (New York: Cambridge University Press, 2006). Before you blow this off like I probably would after reading the adjective “scripted”, let me point out that this isn’t scripted curriculum like the crap that various educational “innovators” or “entrepreneurs” all too frequently shill in our schools, but rather structured methods of inquiry that are, in fact, scholarly in structure.

A Learning Support on Discussing Books and Reading

[You can also grab this as a Word document if you want it that way.]

Some Questions to Ask when Roaming among Readers

 Always:

  • What page are you on?

Mostly:

  • What do you think so far?
  • How is it?
  • What’s happening now?

 And Also:

  • Any surprises so far?
  • How did you feel when you got to the part about __________?

 Main Character Queries:

  • Who’s the main character in this one?
  • What’s the main character like?
  • What’s his problem, or hers?
  • How’s the character development in general? Are you convinced?

 Author Queries:

  • Who wrote this one?
  • What do you think of the writing so far?
  • Do you know anything about the author?
  • Any theories about why he or she might have written this?
  • How is it, so far, compared to his or her other books?

 Critical Queries:

  • What genre is this one?
  • How is it, so far, compared with other books about ______?
  • Is it plausible?
  • How’s the pace?
  • What’s the narrative voice? How’s that working for you?
  • What do you think of the dialogue/format/length of chapters/flashbacks/inclusion of poems/diction choices/author’s experiments with _____, and so on (depending on the book)?

 When Its A Page Turner:

  • What’s making this a page-turner for you, vs. a literary novel? What are you noticing? For example, is it formulaic—easy for you to predict?

 Process Queries:

  • Why did you decide to read this one?
  • I can’t believe how much you read last night. Tell me about that.
  • Why did you decide to reread this one?
  • Where did you find this book?

When Theres No Zone:

  • Is this book taking you into the reading zone?
  • Why do you think it’s taking you so long to read this?
  • Can you skim the parts that drag—the descriptions, for example?
  • Are you confused because it’s hard to understand the language, or because you can’t tell what’s going on?
  • Are you considering abandoning this book? Because if you’re not hooked by now, that’s more than okay. You can always come back to it someday.
  • Do you want to skim and find out what happens, or even read just the ending, then move on to a better book?
  • What’s on your someday list?
  • Do you know what other book I think you might like?

Excerpted from: Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic, 2007.

Learning Support: Writing about Reading

[You can also take this as a Word Document if you prefer.]

Writing About Reading: Some Openers

  • I was surprised when/angry about/satisfied with/moved by/incredulous at…
  • I liked how the author
  • I noticed how the author
  • I don’t get why the author
  • If I were the author I would have
  • I’d compare this author to
  • This book reminded me of
  • The main character
  • The character development
  • The narrative voice
  • The structure of this book
  • The climax of the plot
  • The resolution of the main character’s problem
  • The genre of this book
  • I’d say a theme of this book is
  • I wish that
  • I didn’t agree with
  • I understood
  • I couldn’t understand
  • Why did
  • This is how I read this book
  • I rated this one _____ because
  • And always: I was struck by/interested in/convinced by this passage: “….” It shows…about this author’s writing.

Excerpted from: Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic, 2007.

The Weekly Text, January 3, 2020: A Lesson Plan on the Concept of Solving Problems in Mathematics

Let me begin by stipulating that where math teaching is concerned, I leave a lot to be desired.

So, several years ago, when I was tasked with developing a math and science literacy unit for struggling learners, I had little time and few ideas, so I began planning one of my standard literacy units. Fortunately I had a couple of colleagues to coach me on some of the actual math work (and thanks to Nate Bonheimer and Jeremy Krevat for this). I’ve been posting lessons from this unit as I’ve gone along.

This week’s Text, therefore, is this lesson on the concept of solving problems. This lesson begins with this extended context clues worksheet on the verb solve (it’s used both intransitively and transitively) and the noun solution. These definitions of solve and solution can serve either as the teacher’s copy or as a learning support. This problem set and comprehension questions serves as the second piece of work for students. Here is one version of the answer key and here is another. Finally, here is the answer-key template if you decide to develop this lesson further and need it.

Let me end where I began: I am not a particularly deft math teacher, so this is not, by this blog’s standards, a superior piece of work. However, it may well work as a framework for a number of lessons on understanding the lexicon we use with mathematics.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

A Glossary of Terms from Martha Stone Wiske’s “Teaching for Understanding”

Last week, after reading a few pages each morning with my coffee before leaving for work, I finished Martha Stone Wiske’s (ed.) Teaching for Understanding: Linking Research to Practice (San Francisco: Jossey-Bass, 1997); yesterday I finished its companion, The Teaching for Understanding Guide by Tina Blythe (San Francisco: Jossey-Bass, 1997). From the latter, I cribbed this glossary of Teaching for Understanding terms if you’re inclined to use this planning and instructional framework.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.