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EL, EDUCATIONAL LEADERSHIP   NOVEMBER 2013   VOLUME 71   NUMBER 3

What Students Can Do When the Reading Gets Rough

Sunday Cummins

 

With the new focus on close reading and challenging informational texts, students need to take an active role in monitoring their own understanding.

 

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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.

 

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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.

 

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Copyright © 2012 Sunday Cummins

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