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PUBLICATION OF THE FLORIDA READING ASSOCIATION
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Volume 44, No. 2,
Winter 2007
Table of Contents
Articles
Making Mark Twain Accessible: Teachers First, Then Students......................................................................................
6
Cindy Lovell Oliver
In Following the Equator, Mark
Twain's classic travelogue, America's most famous author penned: "Classic: a
book which people praise and don't' read." This project sought to examine
teachers' thoughts on teaching mark Twain and responded with a workshop designed
to make his writing more accessible to teachers so that they might make his
writing more accessible to students.
Does a Correlation Exist Between Accelerated Reader, the Standardized Test of
Ability of Reading, and FCAT?
..
12
Karen Rasmussen, Charlotte Boling,
and Pam Northrup
Each year, school districts across
Florida spend thousands of dollars on various Renaissance Learning programs such
as Accelerated Reader (AR) and the Standardized Test of Ability in Reading
(STAR). In an effort to discover the utility of these programs for classroom
teachers, this study investigate student performances of the Renaissance
Learning programs, AR and STAR to FCAT (Florida Comprehensive Assessment Test).
Using Social
Stories to Teach Literacy Behaviors and Strategies......................................................................................
38
Mary E. Robbins, Debra P. Price, Sharon A. Lynch, Margaret
M. McGuire, and Cynthia Simpson
In this article the authors discuss how social stories
can be used for a variety of purposes, including rituals and routines as well as
being authentic reasons to read and write.
Making
Informational Texts Accessible to Some Urban First Graders................................................................................
48
Paula Sunanon Webster and Antoinette Kirby Smith
Analyses
of curriculum materials, teacher surveys, and observational studies all point to
relatively little use of information texts in primary grade classrooms. This
study describes a group of urban first graders in a Title I elementary school
engaged in interactive reading and writing activities using informational texts.
Features
and Information
Editor's
Note................................................................................................................
4
President’s
Message.....................................................................................................
5
Feature:
Storytelling:
Storytelling Mini-Lesson
Nile Stanley ......................................................................................................
18
Feature:
Integrating the Curriculum:
Creative Classrooms Create Thinkers
Jacqueline J. Batey
.........................................................................................
22
Feature:
Classroom Connection: Addressing the Summer
Reading Loss with Richard Allington
Lunetta Williams ..............................................................................................
23
Feature: Book Review:
Recommendations from the Bookworm
Linda Leonard Lamme .....................................................................................
26
Guest Feature: From the Field:
Mario: Lessons Learned from a Struggling Reader
Ed Dwyer .........................................................................................................
36
Feature: Technology: Vocabulary
Maps
Terence W. Cavanaugh
...................................................................................
18
Feature: Reflections on the Conference
Debra
Wellman
...............................................................................................
24
Directory of
Publishers............................................................................................
36
FRA Board of
Directors, Staff, and Local Council
Presidents................................ 38
IRA Application
Form..............................................................................................
40
List of Honor
Councils.............................................................................................
41
FRA Application
Form.............................................................................................
44
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