2: Hvordan jobbe med engelsk litteratur i skolen, og hvordan velge bøker?
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Teaching Reading & Guiding Students to Choose “Good Fit Books” A Presentation by: Alyssa Quartulli, PYP2 Teacher, Manglerud skole. Presentasjon på Tr*ffpunkt Mikromarc 8. november 2017
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CLIL (Content and Language Integrated Learning) has strengths such as allowing students to naturally learn a language in context rather than through memorization, acquire cross-disciplinary skills by using a different language to learn subjects, and learn collaborative thinking skills. However, it also has weaknesses like difficulties in understanding discouraging some students and requiring teachers to carefully plan each lesson and assist any students struggling. Opportunities include motivating students by learning both a language and subject, using collaborative and practical methodologies, and teaching life skills, but threats comprise having too many students per classroom to properly attend to, less motivation from students facing difficulties in the foreign language, and intense work planning activities and materials.
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Similar to 2: Hvordan jobbe med engelsk litteratur i skolen, og hvordan velge bøker?
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The document discusses intensive and extensive reading. It states that intensive reading focuses on close analysis, note-taking, and comprehension testing. It aims to understand grammar, syntax, and details. Extensive reading is done quickly for pleasure and overall comprehension rather than perfection. It involves reading large quantities with an emphasis on fluency over analyzing every word. The goal is increased exposure leading to stronger language skills through seeing structure, idioms, and vocabulary in context.
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Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
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The document discusses balanced literacy instruction for middle schools. It summarizes the components of phonics instruction, whole language instruction, and balanced literacy. Balanced literacy combines phonics instruction, whole language approaches, and elements of reading and writing instruction. It includes reading aloud, shared reading, guided reading, mini-lessons, and reading workshop. The writing portion includes shared writing, interactive writing, guided writing, and independent writing. Skills like comprehension, fluency, vocabulary, and the writing process are embedded throughout balanced literacy instruction.
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This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
Gr for portal(1)
Guided reading involves teachers supporting small, flexible groups of students to read texts at their instructional level. The goal is to help students develop reading strategies. A typical lesson involves introducing a text, reading, discussion, teaching points, and word or comprehension work. While the teacher meets with a group, other students engage in independent literacy activities matched to their needs. Effective planning is key and involves grouping students, selecting texts, and differentiating activities. Lessons should challenge students and regrouping allows continuous progress toward reading independence.
Engaging readers,writers,researchers walterboro
This document provides an overview of a professional development session on creating engaged readers, writers, and researchers through summer reading camp. It describes a typical day in a reading, writing, and research classroom, which includes 1 hour and 15 minutes each of reading workshop, writing workshop, and research workshop. During these workshops, students engage in mini lessons, independent work with teacher conferencing, and strategy sharing. The document emphasizes building background knowledge, developing questions, taking notes, and making students' thinking visible through structured literacy activities. The overall goal is to develop confident, competent, and independent readers, writers, and researchers in six weeks through explicit instruction and student engagement.
Evidence Guided Literacy Oct 2019 - without children
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
Read
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
Richmond Feb 2020
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
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- 1. Teaching Reading & Guiding Students to Choose “Good Fit Books” A Presentation by: Alyssa Quartulli, PYP2 Teacher
- 2. About the Teacher • Endicott College, B.Ed • Grand Canyon University, M.Ed Curriculum & Instruction in Elementary Reading • TEFL Certified • Making the PYP Happen
- 3. Manglerud Skole International Classes Manglerud skole, International Classes educates for life-long learning and international mindedness.
- 4. IB Learner Profiles and Attitudes for International Mindedness
- 5. How do I select books for my classroom? • Connecting to units of study • Topic Appropriateness • Ability to illustrate learner profiles and attitudes • According to guided reading levels • Book length • Accessible language • Appeal • High-interest
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- 16. Word Work
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- 18. Sight Words Fifty percent of all reading texts are made up of the same 100 words! The most frequently used and repeated words in the English language are known as sight words, often referred to as Fry words, Dolch words, or “popcorn words” are they should “pop” into your head when reading. Many of these words cannot be sounded out or illustrated.
- 20. Work on Writing • Integrated into the units • Writing genres • Graphic organizers • Evidence if learned spelling patterns are transferred into their writing • Free writing
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- 22. Differentiation with the Daily 5 • Student readiness • Place in the curriculum • Process is the same for all students. All are engaging in the Daily 5. • The content is different.
- 23. Questions