This template can be used as a starter file for presenting training materials in a group setting.SectionsSections can help to organize your slides or facilitate collaboration between multiple authors. On the Home tab under Slides, click Section, and then click Add Section.NotesUse the Notes pane for delivery notes or to provide additional details for the audience. You can see these notes in Presenter View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)Coordinated colors Pay particular attention to the graphs, charts, and text boxes.Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.Graphics, tables, and graphsKeep it simple: If possible, use consistent, non-distracting styles and colors.Label all graphs and tables.
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.Introduce each of the major topics.To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
Add a case study or class simulation to encourage discussion and apply lessons.
Discuss outcomes of the case study or class simulation.Cover best practices.
Summarize presentation content by restating the important points from the lessons.What do you want the audience to remember when they leave your presentation?
Analysis• When teaching students you must get toknow the whole child.• Know your students interests, motivations,and abilities.• Work with students using small group, wholeclass, and one-on-one instruction.• Use inventories to assess students interestsand motivation to read.
Research• Use inventories to get to know your studentsmotivation using the Motivation to ReadProfile Survey (Gambrell, Palmer, Codling, &Mazzoni, 1996).• Use inventories that measure cognitive andnoncognitive reading aspects.• Measure a students attitude about readingusing the Elementary Reading AttitudeSurvey (McKenna & Kear, 1990).
Analysis• Map students books using the analyzing textsmatrix.Analyze text readability.Linguistic wordsInformational textsNarrative textsSemiotic TextsHardEasy
Research• Students must learn to read and read tolearn.• Teachers must teach students text structureand provide multiple opportunities forstudents to read informational texts(Laureate Education, Inc., 2010a).• Guide students through the reading processusing goals for moving toward more difficulttexts.
Analysis• The interactive perspective uses instructionthat addresses the cognitive and affectiveneeds of students and takes intoconsideration the demands of the text.• Students can use reading strategies and skillsindependently and effectively to helppromote a deeper level of understanding ofthe text.
Research• Teachers must use a variety of formal andinformal assessments to assess strengths andweaknesses in literacy development.• Use a analyzing text matrix to determineappropriate text levels and types to supportgoals and objectives for individual students(Laureate Education, Inc., 2010b).
Critical Perspective• The critical perspective provides studentswith the opportunity to think critically abouta text.• Discover ideas, issues, and problems thatmatter to the students.• Select texts that afford students theopportunity to evaluate text for deeperunderstanding.
Response Perspective• Allow students multiple opportunities torespond to their texts in meaningful ways.• Select texts that elicit deep emotion andfeeling within students.• Allow students time to think critically about atext and then respond.
Research• Use response journals to allow students theopportunity to respond to their texts usinganalytical reading.• Analyze the author and their motivation forwriting the story (Molden,2007).• Provide students with opportunities tocritically examine and then respond to thetext.
Feedback from Colleagues and FamilyMembers of Students• What insights did you gain about literacy and literacyinstruction from viewing this presentation?• How might the information presented change yourliteracy practices and/or your literacy interactionswith students?• In what ways can I support you in the literacydevelopment of your students or children? How mightyou support me in my work with students or yourchildren?• What questions do you have?
References• Gambrell, L., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing motivation to read. (Vol. 49,pp. 518-533). Newark, DE: International Reading Association.• Laureate Education, Inc. (Producer). (2010a). Analyzing and selecting text [Video webcast].Retrieved from:https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3D• Laureate Education, Inc. (Producer). (2010b). Perspective of literacy learning [Video webcast].Retrieved from:https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3D• McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers.The Reading Teacher, 43(9), 626--639.• Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to movebeyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56.
Case Study• Jeremy– His first day– Mistakes made– Successes achieved– The moral of the story
Discussion• What we can learnfrom Jeremy• Best practices• Take-aways
Summary• Define your challenges– Technological as well as personal• Set realistic expectation– Mastery is not achieved overnight• Keep your eye on the goal– Mentorship programs
Resources• <Intranet site text here><hyperlink here>• <Additional reading material text here><hyperlink here>• This slide deck and related resources:<hyperlink here>