Author Archives: nicolekavajecz

Meeting the needs of diverse learners is something most teachers strive to accomplish. The task has many facets and is constantly changing due to the demographics changing within our country. This post will provide a variety of ways teachers can be mindful of meeting every learner’s needs. Translanguaging is the process of speakers moving fromContinue reading “Nicole Kavajecz, EngEd 370, Week 3 Ch. 3”

Curriculum refers to the subjects comprising a course of study in a school. When teachers refer to curriculum for reading, there are multiple varieties which they might simultaneously utilize for the most beneficial instruction for their students. A comprehensive approach is the current best practice to teaching reading (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen,Continue reading “EngEd370: Week 2 Chapter 2: Nicole Kavajecz”

The use of an autobiographical narrative links personal history as a reader to the practices a teacher employs in their classroom (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 13). The use of this tactic requires teachers to reflect and dig into their past to discover the whys and hows of their reading experiences.Continue reading “Nicole Kavajecz, EngEd 370, Chapter 1: Knowledge and beliefs about reading”

Week 14 – Chapter 12 – EngEd 275 – Nicole Kavajecz Teachers use many learning tools to integrate reading and writing across different subject areas within their curriculum (Tompkins, Smith, Campbell, & Green, 2019, p 402). Text sets are a group of books or other reading materials which relate to the same topics or themes.Continue reading “Reading and Writing Across The Curriculum”

EngEd 275 – Week 13, Chapter 11 – Nicole Kavajecz Teachers address learning issues on a minute-to-minute basis within their classrooms. Identifying and addressing struggling readers and writers is an ongoing process (Tompkins, Smith, Campbell, & Green, 2019, p 370). It is suggested that spending at minimum 30 min daily reading and writing independently greatlyContinue reading “Differentiating for Success”

EngEd 275 – Chapter 10 – Week 12 – Nicole Kavajecz Teachers organize their instruction in a variety of ways, varied and applied by the teacher according to their style preference.Guided reading, Basal reading programs, literature focus units, literature circles, and reading/writing workshops are a few of the types a teacher can implement an organization,Continue reading “Organizing for Instruction”

EngEd-275 – Week 11 Blog Post – Nicole Kavajecz The genre of a text can be determined by various attributes that the author/s use, and are broken into three broad categories: stories, informational books (non-fiction), and poetry (Tompkins, Smith, Campbell, & Green, 2019, p 294). There are many subgenres within each category. Further, authors chooseContinue reading “Promoting Comprehension: Text Factors”

Week 10 – Chapter 8 – EngEd 275 – Nicole Kavajecz “Comprehension is a creative, multifaceted thinking process in which students engage with the text (Tierney, 1990)” (Tompkins, Smith, Campbell, & Green, 2019, p 255). A process by nature is more complicated than a single action. It is a series of events that happen overContinue reading “Promoting Comprehension: Reader Factors”

Eng Ed 275 – Week 9 – Chapter 7 – Nicole Kavajecz Academic Vocabulary refers to frequently used words in language arts, social studies, science, and math (Tompkins, Smith, Campbell, & Green, 2019, p 220). These words are used in all types of materials from oral to written, and students who gain fluency and comprehensionContinue reading “Expanding Academic Vocabulary”

EngEd 275, Nicole Kavajecz, Week 8 Reading Fluency is the ability to read and write effortlessly and efficiently (Tompkins, Smith, Campbell, & Green, 2019, p 185). This skill is imperative for academic success as well as success in life because it allows people to communicate with each other because it allows readers and writers toContinue reading “Developing Fluent Readers and Writers”