This document provides an agenda for an in-person workshop on literacy and language teaching. It includes:
1. An introduction where participants will sign in, get name tags, and sit with their assigned groups.
2. The agenda includes discussing miscue analysis, retrospective miscue analysis, and choice book groups meeting to finalize plans.
3. Sections on revisiting miscue analysis, using miscues to gain insight, a reader's comprehension depending on many factors, and the complete miscue analysis process.
4. Instructions and examples for conducting specific components of miscue analysis, including the reading interview, oral reading, retell, recording data, and analyzing patterns.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
There are certain things that make learning to read becoming and literate better for our students. Look at the slide show to learn what some of them are.
Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. LCRT 5020: Workshop in Literacy
& Language Teaching (April 27)
Welcome!
It is great to be back F2F!
Sign in & get a name tag.
Pick up a miscue handout & peruse the content.
Look for your name on the tables & sit with that
group for our first interaction.
2. Tonight’s Agenda
Miscue Analysis
The Reading Interview
The Oral Reading
The Retell
Recording the Data
Analyzing the Patterns
Retrospective Miscue Analysis (Revaluing
readers)
Choice Book Groups Meet to Finalize Plans
Professional Learning Discussion
3. Revisiting Miscue Analysis
Miscue analysis serves as a tool to
help teachers learn about the reading
process.
It is also a diagnostic tool for reading
assessment and instruction in the
classroom.
4. Using miscues to gain insight
“A reader’s miscues, even numerous miscues do
not necessarily prevent a reader from getting
quite a bit of meaning from a text.
Nor can we assume that nearly perfect oral
reading means the reader did comprehend what
was read. “
(Wilde, 2000)
5. A reader’s comprehension depends on…
Many factors, including:
the conceptual difficulty of the text for that reader,
whether or not the reader is actually reading for
meaning while reading aloud,
the nature of the reader’s miscues and strategies,
how the reader feels about making miscues,
how the reader feels about reading aloud for
assessment, and more.
6. Miscue Analysis:
The Complete Process
The Reading Interview
The Oral Reading
The Retell
Recording the Data (marking miscues &
summarizing the retell)
Analyzing the Patterns (of miscues & retell
data)
7. The Reading Interview:
Matthew (4-20 online)
How would you summarize:
His interest in reading? Particular reading interests?
His home background for reading?
His perception of how s/he learned to read? How
reader was taught to read?
His ideas about reading; Why read? What reading is?
His awareness of reading strategies? His strategies?
How he feels about himself as a reader?
8. Matthew
Plays guitar; likes stuffed
animals & likes to play with
his friend, Eric.
Likes to read; Goosebumps
(knows author’s name: RL
Stein)
Parents read; Mom-books;
Dad-newspaper; Matthew
knows title of mom’s book.
Rdg Strategies: Chunk it out
(like in school); Reread and
sound it out (or little books
do it for you)
Good Reader: Mom & Dad;
probably chunk out words
they don’t know too
(stuck!)
Help struggling reader by
helping with the word, look
at pictures, cross check
Learned to read by looking
at pictures, informed the
words, sounds of words &
silent E
Read more quiet? Wants
level 1 (whisper read?)
Good Rdr b/c I practice a
lot. Put titles in alpha order
10. The Oral Reading
Planning an oral reading
Choose a text the reader has NOT read before
Select reading texts to make sure one text will result in a
minimum of 25 miscues (** need minimum of 25 miscues
to conduct a miscue analysis)
Choose a text that has a sense of completeness
Choose a text that has 500 words or more. Record!
11. Preparing for the Miscues
Ask yourself:
What kind of miscues?
What kind of semantic
miscues is this reader
making?
What kind of syntactic
miscues is this reader
making?
What kind of grapho-
phonetic miscues is this
reader making? (visual-
sound)
MISCUE EXAMPLES
Semantic
keep
I moved away and tried to get up
Syntactic
truck
The little monkey had the box.
Graph-phonics
flusk
Sally swallowed to flush her anger.
12. The Oral Reading: Matthew
LISTEN & MARK!
MATTHEW
Review the miscue markings
handout.
Make sure you have a copy of
the reading (The Stonecutter)
NOTE: When you are first
learning to do miscue
analysis, record the oral
reading so you can listen
more than once.
Get ready!
http://www.tubechop.com
/watch/5737306
13. First Impressions
What did you
notice about
Matthew’s
reading of the
text?
How is Matthew
using the cueing
systems?
What is Matthew doing when he
depends on grapho-phonics as
he reads aloud?
What is Matthew doing when he
depends on syntax as he reads
aloud?
What is Matthew doing when he
depends on the pragmatics
cueing system?
What is Matthew doing when he
depends on semantics as he
reads aloud?
14. What patterns of miscues
did you notice?
What kind of grapho-phonetic miscues is
this reader making?
What kind of syntactic miscues is this
reader making?
What kind of semantic miscues is this
reader making?
Pragmatic miscues?
Other types of miscues?
15. Strategies for Matthew
What are additional strategies you could suggest to
help Matthew get better at using the:
Grapho-phonics cueing system?
Syntax cueing system?
Pragmatics cueing system?
Semantic cueing system?
Try to identify 1 strategy for each cueing system.
16. Thinking about the students
you support
Take out the marked readings you brought
Partner with a classmate & select ONE
marked reading to peruse
Review the marked reading
Identify the types of miscues
17. Thinking about the students
you support
How do your
students use
the cueing
systems?
What pattern
of miscues do
you notice
learners
using?
What do they do when they
depend on grapho-phonics
while reading aloud?
What do they do when they
depend on syntax while
reading aloud?
What do they do when they
depend on pragmatics while
reading aloud?
What do they do when they
depend on semantic while
reading aloud?
18. Strategies for your students
What are strategies you could suggest to help your
students get better at using the:
Grapho-phonics cueing system?
Syntax cueing system?
Pragmatics cueing system?
Semantic cueing system?
Try to identify 2 more strategies for each cueing system.
19. Further Questions for
Analyzing Miscues (Weaver)
Did the miscue:
Reflect the speaker’s ordinary speech patterns (e.g., immature
speech, dialect, ESL or EFL learner)?
Go with the grammar and meaning of what came BEFORE in
the text?
Go with the grammar and meaning of what came AFTER in the
text?
Leave the essential meaning of the sentence in tact?
Was the miscue corrected?
Was the miscue graphically similar to the text?
Was the final reading of the sentence semantically
acceptable?
22. The Retell: Matthew
Plan ahead with an outline
of things you might ask
(e.g., characters, events,
plot, theme, setting).
SEE page 193 for Qs
Avoid YES/NO questions
Ask probing questions**
If the reader miscued on a
key word, ask about the
meaning of that words
using the reader’s own
pronunciation.
Examples of probing questions:**
How did you feel when, Why do
you think SS did SS, Have you ever
been in a similar situation? What
did you do? Did you like the way
the story ended? If not, how would
you have ended it? Does this story
remind you of anything else you’ve
ever read? Why? Did you like this
story? Why? Why not?
NOTE: When you are first learning
to do miscue analysis, record the
retell so you can listen more than
once!
24. Re-Tell Summary & Discussion Notes
Information from the text
Characters & character development
Events & Plot
Inferences about theme (larger meaning)
Other inferences, connections, predictions
beyond the text
Misconceptions
Teacher Comments
27. RMA: Retrospective
Miscue Analysis
Looking back at the miscues & reflecting on
miscue patterns.
Collaborative consideration of the reader’s
strengths, needs & goals.
Developing or reinforcing strategies for effective &
efficient reading.
Metacognitive benefits for the reader & insights
gained by the teacher.
28. Retrospective Miscue Analysis: A
teaching & learning procedure
After recording her reading & noting the
miscues made, a reader can:
follow along and attend to the miscues that fit
the context, make sense & don’t need to be
corrected;
listen for miscues that reflect good predicting
but don’t’ go with the context that follows the
miscue;
listen for miscues that don’t sound like
language.
29. Stephen Scott’s use of RMA
You had a lot to say
about this!!!
Current reflections?
New thoughts?
Upcoming
applications?
30. Using RMA as a way to help learners
revalue themselves as readers
WHAT? What is the reader struggling with? Is the
reader struggling with reading? Or with the perception
of herself as a reader.
HOW? Prompting the reader to reconsider &
reconceptualize reading
WHY? Is the reader struggling to meet expectations
that align with assessments or standards? Or struggling
to score well on a test – according to the way the text
assesses reading – even though the reader may
actually be competent at constructing meaning from
age-appropriate texts?
32. Choice Book Groups
Deep Reading Comprehension (books)I read it, but I don’t get
it and Thinking through Quality Questioning
Courtney, Patrick & Dima
Reading essentials: Brandi, Melanie, Shannon, Lindsey
Reading essentials & When kids can’t read: Trina, Chelsea,
Kaylee, Michelle V.
Understanding & Using Miscue Analysis: Mariesa & Michelle A.
Differentiating for English Language Learners: Julia & Christina
Teaching CLD Learners: Katie, Shanna, Kara
33. Professional Learning Discussions
(15 minutes each; get a comment ½ sheet)
1. TWO BOOKS DISCUSSED
I read it, but I don’t get it and
Quality Questioning
Courtney, Patrick & Dima
-- ALL PARTICIPATING (Rm 600)
2. TWO BOOKS DISCUSSED
Reading Essentials Lindsey,
Brandi, Shannon & Melanie
PARTICIPATING: Dima, Patrick,
Shanna & Mariesa (Rm 600)
When kids can’t Read &
Essentials: Kaylee, Trina,
Chelsea & Michelle V.
PARTICIPATING: Katie, Courtney,
Kara, Christina, Michelle A. (700)
3. TWO BOOKS DISCUSSED
Miscue Analysis Michelle & Mariesa
PARTICIPATING: Christina, Courtney,
Trina, Patrick, Julia, Lindsey, Melanie
(Rm 600)
Beneath the Surface Katie, Shanna
& Kara
PARTICIPATING: Brandi, Michelle V.,
Shannon, Chelsea, Kaylee, Dima
(Rm 700)
4. ONE BOOK DISCUSSED
Teaching English Julia & Christina
-- ALL PARTICIPATING (Rm 600)
34. Concluding Comments
Before you Leave Tonight: Complete &
leave your “Concluding Comment” about
Choice Books & Discussions (½ sheet)
Looking Ahead: May 4th ONLINE SESSION.
Assigned reading articles will be posted on
CANVAS for your easy access.
Editor's Notes
MATTHEW
Review the miscue markings.
Make sure you have a copy of the reading (The Stonecutter)
NOTE: When you are first learning to do miscue analysis, record the oral reading so you can listen more than once.
Get ready!
What kind of semantic miscues is this reader making?
What kind of syntactic miscues is this reader making??
What kind of grapho-phonetic cues is this reader making? (visual-sound)
STUDENTS CAN USE THE “MISCUE HANDOUT” FOR STRATEGY IDEAS, THEIR CHOICE BOOKS, AND THEIR OWN PRACTICE
Plan ahead for an outline of things you might ask (e.g., characters, events, plot, theme, setting). SEE page 193
Avoid YES/NO questions
Ask probing questions: How did you feel when, Why do you think SS did SS, Have you ever been in a similar situation? What did you do? Did you like the way the story ended? If not, how would you have ended it? Does this story remind you of anything else you’ve ever read? Why? Did you like this story? Why? Why not?
If the reader miscued on a key word, ask about the meaning of that words using the reader’s own pronunciation. What is “typeical” baby, anyway?” You said this word, what is a ### anyway?
