Sunday Cummins Experience nonfiction.
EL, EDUCATIONAL LEADERSHIP NOVEMBER 2013 VOLUME 71 NUMBER 3
What Students Can Do When the Reading Gets Rough
With the new focus on close reading and challenging informational texts, students need to take an active role in monitoring their own understanding.
THE READING TEACHER, 65(6), 381-386, MARCH 2012
Writing Expository Responses to Narrative Texts
Sunday Cummins, Ruth E. Quiroa
Describes practical classroom instruction that helps elementary students write expository responses to narrative texts. It focuses on the importance of scaffolded, interactive discussions comprised of a combination of teacher think alouds and similar student responses before, during, and after writing.
TALKING POINTS, 22(2), 9-14, MAY 2011
Using Choice Words in Nonfiction Reading Conferences
The inquiry described in this article is meant to extend the work of Johnston (Choice Words) and others, specifically in the area of naming the effective ways teachers use language during conferences with students who are reading nonfiction. In an effort to identify what might occur during this type of conference, I audiotaped, transcribed, and analyzed eight reading conferences with third-grade students who were reading nonfiction texts during a reading workshop.
THE READING TEACHER, 64(6), PP. 394–405, MARCH 2011
Teaching for Synthesis of Informational Texts With Read-Alouds
Sunday Cummins, Cate Stallmeyer-Gerard
Describes the assessment-driven instruction that facilitated third graders' increased understanding of informational texts, as revealed in their written responses to texts during one school year. The key instructional practices included making transparent for students what it means to synthesize, engaging students in interactive read-alouds, assessing students' written responses regularly, and using what was learned from the assessments to develop think-aloud minilessons.