Exploration Of Listening Instruction Slideshare
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The document summarizes research on listening instruction in K-12 education. It finds that while standards outline important listening skills, they are not well assessed or supported through resources for teachers. A plan is needed to close gaps between expectations of listening skills and how they are taught in schools through increased professional development for administrators and teachers on best practices for listening instruction.
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This two-day conference focused on evaluating teacher and principal performance to spur innovation and change in K-12 education. Day 1 covered creating a culture of performance, understanding performance measurement requirements from the federal government, developing meaningful measures and metrics, and managing performance. Day 2 featured a case study on a high-performing school and understanding federal and private grant opportunities available under new Elementary and Secondary Education Act requirements. Performance measures would be used to evaluate eligibility for incentive-based funding and competitive monetary rewards.
Evaluating teacher performance fairly.presentation
How good are your teachers? A challenging question for all. Katie Renton explores how you can help colleagues use a range of assessment methods
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Evaluating teacher performance fairly.presentation
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Educational measurement, assessment and evaluation
Educational measurement, assessment and evaluation
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Creating a literate environment power point presentation
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Supporting Teachers of English Language Learners
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Unique esl experience presentation
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LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docx
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes “literacy” is not a ...
Reading Next
Team 2 provides an example of how reading research informed policy related to the formulation of the Reading Next Act.
20120606 reading writingcontract_attachmenta
The summary provides an overview of the key points from the document:
1. The document outlines research-based principles for effective literacy instruction including using a balanced approach combining whole-class and small group instruction, using assessment to inform instruction, providing daily opportunities for students to read on-level text, providing scaffolded instruction with a gradual release of responsibility, providing explicit models of reading strategy instruction, and providing opportunities for students to collaborate and talk about their learning.
2. It discusses how the Teachers College Reading and Writing Project's approach is grounded in this research and incorporates these principles through techniques like minilessons, conferences, guided reading lessons, and independent reading time.
3. Assessment and interaction during reading
20120606 reading writingcontract_attachmenta
The summary provides an overview of the key points from the research document about the research base for readers and writers workshop.
1) Failure in the early grades of reading virtually guarantees failure in later schooling, while success in early grades does not guarantee success but failure is more likely.
2) The "Big Five" components of effective reading instruction identified by the Reading First Panel include phonemic awareness, fluency, vocabulary, comprehension strategies, and motivation.
3) The work of the Teachers College Reading and Writing Project is grounded in current research supporting a balanced literacy approach combining whole class and small group instruction, assessment to inform teaching, daily independent reading, scaffolded instruction, explicit strategy teaching, and collaboration.
Creating Significant Learning Experiences in Libraries
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Vocabulary for All: A School-Wide Literacy Initiative
This document outlines a school-wide literacy initiative called "Vocabulary for All" that aims to improve vocabulary instruction for all students, including English learners, through rigorous goals, instruction across subjects, assessment, collaboration, and making learning meaningful and applicable to students' lives. The initiative will provide professional development for teachers, engage parents and the community, and be evaluated through observations, student self-assessments, and standardized tests to strengthen the school's comprehensive reading program.
Rosenbusch Yin Sharing Curriculum Models
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Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015Minnesota English Learner Education Conference
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.Team A Presentation Templatedraft[1]
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
Research on ged 103 (1)
This document summarizes a research study conducted on the collocation ability of Grade 6 pupils at Caloocan North Elementary School in the Philippines. The study aimed to determine the pupils' ability to use collocations correctly based on Bloom's three domains of learning: cognitive, affective, and psychomotor. A test was administered to 30 Grade 6 pupils to analyze their collocation errors and identify which domain of learning yielded the highest percentage of correct responses. The results showed issues with the pupils' collocation abilities. The researcher proposed incorporating classroom exercises and discussions to help students develop their awareness and knowledge of collocations.
Tree
The document discusses the mission and goals of the Brandman School of Education's teacher preparation program. It aims to prepare teachers who are inquiring, reflective, ethical, caring and productive educators. The program helps students develop foundational knowledge in education, understand how students learn differently, and learn to teach state academic standards pedagogically. It also examines the attributes of quality teachers, including being a constructivist, moral educator, reflective practitioner, and more. The document outlines the California Teaching Performance Expectations and provides a rubric for evaluating teaching portfolios based on these standards.
Connor Street Early Childhood Program EvaluationsEDDD 8084E
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
Literate environment analysis
This document discusses various aspects of literacy instruction for early readers from Pre-K to 3rd grade. It emphasizes the importance of getting to know individual learners through observation and documentation. When selecting texts, teachers should use a literacy matrix to choose books at different levels across linguistic, narrative, and difficulty parameters. Lessons should incorporate interactive, critical, and response perspectives by engaging students in discourse around texts and allowing diverse responses. Teachers are encouraged to support the development of strategic processing and critical thinking skills in early readers.
Creating a literate environment
The document discusses literacy instruction and assessment strategies for elementary students. It outlines three perspectives of literacy development: interactive, critical, and response. It also lists the five pillars of literacy: phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document provides examples of cognitive and non-cognitive assessment strategies teachers can use to get to know students as readers, such as observing oral reading, timed writing samples, and attitude surveys. Teachers can use assessment data to select appropriate texts and activities tailored to students' ability levels and interests.
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Vocabulary for All: A School-Wide Literacy Initiative
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Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
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Connor Street Early Childhood Program EvaluationsEDDD 8084E
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Exploration Of Listening Instruction Slideshare
- 19. Listening Content Expectations in Michigan
- 23. Table 1 Google “Listening Skills” Search Source: Google search retrieved March 5, 2005, from http://www.google.com
- 24. Table 1 WebQuests – LANGUAGE ARTS -- Listening Skills in Language Arts WebQuests Source: Dodge, B. WebQuest website. San Diego State University. www.webquest.org 217 0 223 0 152 0 43 0 Total Viewed Re: Listening Total Viewed = 635 138 0 156 0 108 0 31 0 Total Viewed Re: Listening New 17 0 23 0 17 0 6 0 Total Viewed Re: Listening Mid - Quality 62 0 44 0 27 0 6 0 Total Viewed Re: Listening Top - Quality 9-12 6-8 3-5 K-2 Type
- 25. A variety of sites emphasize the importance of listening.
- 26. There were sites offering parents tips to help their child become a better listener.
- 27. The State of Texas Department of Human Resources recognizes the importance of effective listening skills.