A story teller story
•Download as PPTX, PDF•
1 like•492 views
This document discusses the benefits of dialogic reading for preschoolers. It presents dialogic reading as an instructional strategy where the reader asks questions about the story as they read to encourage conversation. Some benefits highlighted include better language, thinking, speech, and concentration skills. It also strengthens the child's relationship with the reader and introduces the basics of how to read books. The document recommends doing dialogic reading daily for 15-30 minutes with 1-2 students and considering each child's background.
Report
Share
Report
Share
Recommended
All About Reading
The document provides instructions for organizing and sorting items. It states that one should arrange things into groups, which may require going elsewhere if the current location lacks facilities. It warns not to take on too many tasks at once to avoid complications. While the procedure seems complicated at first, it will become routine over time as it is something that needs repeating on a recurring basis.
Literary appreciation skills
This document outlines objectives and content for a unit on teaching literature to children. The objectives are to explain the importance of teaching literature, identify literary appreciation skills, teach different genres like verses, poetry, fables and legends, and gain skills in storytelling, choral reading, and teaching drama. The content includes sections on teaching literature, literary appreciation skills, different genres, storytelling, choral reading, and drama in the classroom.
Reading pro a
The CARBO Reading Styles Program document outlines reading skills in 3 main areas: vocabulary, main idea, and details. It describes how to determine the meaning of unknown words, connect a title to a story's main idea, and re-read passages to understand details. The program provides one-on-one review with teachers to help students understand and build reading skills for all subjects. It is intended for students at their reading level and covers determining an author's purpose and character behavior analysis.
The Four-Pronged Approach in Reading Instruction
The document discusses a four-pronged approach to reading instruction. The first prong aims to develop a genuine love of reading by choosing age-appropriate and engaging stories and poems and building motivation. The second prong focuses on critical thinking through discussion and interpretation of stories. The third prong uses literature to help students master the structures of the language. The fourth and final prong is the transfer stage where students transition to beginning reading through readiness activities.
Reading habit-umrav
One of the most complex mental activities is reading, which engages many areas of the brain. Parents can help children develop important skills and a lifelong love of reading by making it a regular part of home life. Filling the home with books, newspapers, and magazines and being a role model who reads themselves is important. Parents should also discuss what they and their children are reading to further engagement and comprehension. Even just 15 minutes of independent reading a day can significantly increase a child's vocabulary and exposure to written language. These efforts can motivate children and teenagers alike to read more regularly.
MI in language classroom- Atula Ahuja
The document discusses the application of Howard Gardner's theory of multiple intelligences to language classrooms. It provides background on the original theory from 1983 and how it has developed since, being applied to general education starting in 1993. Key aspects discussed include the eight core intelligences, various researchers and scholars who have contributed to applying and developing the theory for classrooms, and specific strategies for using the different intelligences to enhance language abilities. The conclusion is that the theory acknowledges learner differences and provides diverse activities to engage all students, potentially leading to greater achievement.
Language Through Stories
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
Yes, you can talk!
Engaging Middle School Readers in Discussion About Text: Presentation for North Carolina Reading Association 2012
Recommended
All About Reading
The document provides instructions for organizing and sorting items. It states that one should arrange things into groups, which may require going elsewhere if the current location lacks facilities. It warns not to take on too many tasks at once to avoid complications. While the procedure seems complicated at first, it will become routine over time as it is something that needs repeating on a recurring basis.
Literary appreciation skills
This document outlines objectives and content for a unit on teaching literature to children. The objectives are to explain the importance of teaching literature, identify literary appreciation skills, teach different genres like verses, poetry, fables and legends, and gain skills in storytelling, choral reading, and teaching drama. The content includes sections on teaching literature, literary appreciation skills, different genres, storytelling, choral reading, and drama in the classroom.
Reading pro a
The CARBO Reading Styles Program document outlines reading skills in 3 main areas: vocabulary, main idea, and details. It describes how to determine the meaning of unknown words, connect a title to a story's main idea, and re-read passages to understand details. The program provides one-on-one review with teachers to help students understand and build reading skills for all subjects. It is intended for students at their reading level and covers determining an author's purpose and character behavior analysis.
The Four-Pronged Approach in Reading Instruction
The document discusses a four-pronged approach to reading instruction. The first prong aims to develop a genuine love of reading by choosing age-appropriate and engaging stories and poems and building motivation. The second prong focuses on critical thinking through discussion and interpretation of stories. The third prong uses literature to help students master the structures of the language. The fourth and final prong is the transfer stage where students transition to beginning reading through readiness activities.
Reading habit-umrav
One of the most complex mental activities is reading, which engages many areas of the brain. Parents can help children develop important skills and a lifelong love of reading by making it a regular part of home life. Filling the home with books, newspapers, and magazines and being a role model who reads themselves is important. Parents should also discuss what they and their children are reading to further engagement and comprehension. Even just 15 minutes of independent reading a day can significantly increase a child's vocabulary and exposure to written language. These efforts can motivate children and teenagers alike to read more regularly.
MI in language classroom- Atula Ahuja
The document discusses the application of Howard Gardner's theory of multiple intelligences to language classrooms. It provides background on the original theory from 1983 and how it has developed since, being applied to general education starting in 1993. Key aspects discussed include the eight core intelligences, various researchers and scholars who have contributed to applying and developing the theory for classrooms, and specific strategies for using the different intelligences to enhance language abilities. The conclusion is that the theory acknowledges learner differences and provides diverse activities to engage all students, potentially leading to greater achievement.
Language Through Stories
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
Yes, you can talk!
Engaging Middle School Readers in Discussion About Text: Presentation for North Carolina Reading Association 2012
Children's literature
This document provides guidance on reading aloud to children to encourage their development as readers. It recommends choosing stories that interest both the reader and listeners, knowing the story well before reading it aloud, and establishing a connection with the audience. The goal is to create a relaxed atmosphere where children can enjoy stories and poems, develop their listening skills, and learn about characters and plots. Discussion after reading allows children to express their feelings and interpretations.
Learning Through Stories
Stories can be an effective tool for teaching English to young learners. They provide an imaginary world created through language that brings content into the classroom in an engaging way. Effective stories introduce characters and a problem, include a series of events that lead to resolving the problem, and have a satisfying closure. Stories promote language learning through tasks before, during, and after reading like listening to stories, telling stories using objects or pictures, focused reading practice, and writing stories or scenes.
Evelyn . transfer stage
This document discusses literacy development in children. It describes Donaldson's theory that children first try to make sense of situations, then use their knowledge to understand what is said to them. This transfer stage is crucial as it indicates significant learning. The document also outlines specific literacy experiences children engage in, such as self-reading, storytelling, and working on phonics and sight words, which immerse them in literacy. It provides examples of input, process, transfer, and output stages of literacy development. Differentiated instruction techniques are suggested, such as using dramatic play to encourage language development and assess literacy understanding.
READING READINESS STAGE (DEVELOPMENTAL READING)
This document discusses physiological and psychological factors related to reading readiness in children. It covers topics like phonemic awareness, visual discrimination, levels of comprehension, developing reading skills through activities like reading aloud and teaching letters, sight words, and phonics. Determining a child's reading level and addressing factors such as visual, auditory, and speech abilities as well as their interest, intelligence, readiness, and attitude are important aspects of developing reading skills. The goal is for children to go beyond just distinguishing sounds and letters to comprehending what they read.
History of four pronged approach
The four-pronged approach to reading instruction was developed by Professor Basilisa Manhit and emphasizes using literature to develop reading skills in a holistic manner. The four prongs are: 1) developing a genuine love of reading through immersing children in suitable stories and poems, 2) training critical thinking skills through discussion of stories, 3) using literature as a basis for mastering language structures without direct grammar lessons, and 4) transitioning to independent reading when children show readiness. This approach aims to make reading enjoyable and develop important reading skills systematically.
Literature circles in grades 6 8 chocowinity 5.2012
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
Glossary
This document provides definitions for key terms related to childhood education and language teaching. It defines concepts like phonics, which is teaching reading through letter sounds; digital literacy, which involves effectively finding and communicating information using technology; multiple intelligences, which are mental abilities to understand information; and the silent period, which is a time when students feel unable to communicate orally in a new language. Additional terms defined include the mother tongue, English as a second or foreign language, acquisition versus learning, total physical response teaching, and drills.
What is reading?
This document provides an overview of topics to be covered in a secondary reading teaching course, including:
1) Having students reflect on themselves as readers by discussing a reading passage and any difficulties encountered.
2) Covering concepts of miscue analysis and how readers use syntactic, semantic and graphic cues. Examples of student miscues are provided.
3) Discussing different definitions of reading from education experts.
4) Asking students to reflect on their own reading experiences by considering the last book they read, their passion for reading, whether they consider themselves strong readers, and their earliest reading memories.
Theories on reading acquisition
This document discusses theories of reading and writing acquisition in children. It addresses theorists like Durkin, Pearson, Vygotsky, and Gundlach. The main points are: 1) Extensive reading is essential for reading comprehension development. 2) Writing develops from scribbles to communicating messages as children experiment and invent. 3) Children learn the uses of writing before the forms, through social interactions and self-initiated practice.
Leaflet[1]
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
Emergent Reader and Writer
The document describes the five stages of literacy development:
1) Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings.
2) Early readers (ages 5-7) rely more on text than pictures and develop word recognition strategies and sight words.
3) Transitional readers (ages 5-7) can read phrases fluently and use multiple reading cues with little disruption to meaning.
4) Self-extending readers (ages 6-9) progress to independent reading of various genres to gain knowledge.
5) Advanced readers (over age 9) become proficient comprehenders who enjoy reading for information and pleasure using interpretive strategies.
Emergent readers
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
P R O P O S A L S T R U C T U R E
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide children with illustrations from "The Boot Cat Story" and have them work in pairs or groups to analyze the story, discuss meanings of words, act out characters, and continue the ending. The goal is to use literature and language to help children express thoughts, ideas, feelings and needs. Activities will be evaluated based on how well children demonstrate caring, empathy and cooperation. It is recommended that frequent practice with stories, role playing and using dictionaries can help children develop language skills and intelligence.
Childcare ECRR
This document provides information about how caregivers and libraries can help children get ready to read. It discusses six key early literacy skills that are important for school readiness: vocabulary, print motivation, narrative skills, print awareness, letter knowledge, and phonological awareness. It then outlines five simple practices caregivers can do with children every day to develop these skills: talking, singing, reading, writing, and playing. Each practice is explained in more detail. The document concludes by discussing how libraries also support early literacy and school readiness through programs, materials, and other resources.
Pope edrdg610balancedlit
The document describes a balanced literacy program that incorporates various elements to develop students' reading and writing skills. It includes read alouds, shared reading, guided reading, literature circles, modeled writing, interactive writing, and independent reading and writing. Teachers fit these elements into the school day and use assessments like rubrics to evaluate students. The goal is for children to become autonomous readers and writers through exposure to high-quality texts and authentic practice with reading and writing.
Breakfast with the principal oct 13 ppt2.ppt final!!
The document discusses literacy standards and instruction for grade 2 students. It covers the key areas of reading, including literature, informational text, foundational skills, and responding to reading. Writing standards on text types, production, and research are also mentioned. Various units are listed that support reading and writing instruction, including small moments, authors as mentors, and information books. Close reading is defined as an interaction between reader and text that involves rereading portions intensely to find own questions and interpretations.
Dialogical-Thinking Reading Lesson
The document discusses the Dialogical-Thinking Reading Lesson (D-TRL) approach to teaching reading comprehension developed by Michelle Commeyras in 1991. The D-TRL has two phases: a reading phase where students read a story allowing different perspectives, and a discussion phase where students evaluate reasons and draw their own conclusions. The goal is for students to engage in thoughtful discussion as equal partners with the teacher.
Thinking reading lesson- evelyn s. dela cruz
The document describes the Dialogical-Thinking Reading Lesson (D-TRL) approach developed by Michelle Commeyras to engage students in critical thinking about stories through discussion; the D-TRL has two phases - a reading phase where a story is selected and a discussion phase where students evaluate different interpretations; the goal of D-TRL is for students to thoughtfully discuss what they believe about a story without the teacher leading the discussion.
joyce kilmer
This document contains an assessment test given to students covering topics from an Afro-Asian literature course. The test includes identification questions, fill-in-the-blank, multiple choice, matching, true/false, yes/no, enumeration, and essay questions related to literary works, authors, characters, philosophies, and concepts discussed in the course such as Negritude, Confucianism, and excerpts from the Ramayana and Mahabharata. A key provides the correct answers to the test questions.
Early literacy behavior saga
Early literacy begins developing from birth as children acquire literacy concepts and build knowledge of oral language, reading, and writing. Literacy learning is ongoing as children first experience print and develop emergent literacy behaviors simultaneously across many crucial areas. Emergent literacy is demonstrated through young learners' physical, language, and early reading and writing skills even before formal schooling. Characteristics of emergent readers include awareness of print conventions, enjoyment of listening to and participating with literature, understanding of how stories work, and developing skills like retelling stories and recognizing some words or symbols.
Early Literacy Behavior
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical ApproachACBSP Global Accreditation
The document discusses using the dialogical approach to create cosmopolitan thinkers and communicators. It describes the dialogical approach as active, organic, and focused on guided activities and dialogue to construct new knowledge. Examples are given of how to infuse values into business discipline content and create a cosmopolitan classroom using this approach. Evidence is presented of its effectiveness through student work samples and reflections showing development of character traits like respect, responsibility and citizenship.More Related Content
What's hot
Children's literature
This document provides guidance on reading aloud to children to encourage their development as readers. It recommends choosing stories that interest both the reader and listeners, knowing the story well before reading it aloud, and establishing a connection with the audience. The goal is to create a relaxed atmosphere where children can enjoy stories and poems, develop their listening skills, and learn about characters and plots. Discussion after reading allows children to express their feelings and interpretations.
Learning Through Stories
Stories can be an effective tool for teaching English to young learners. They provide an imaginary world created through language that brings content into the classroom in an engaging way. Effective stories introduce characters and a problem, include a series of events that lead to resolving the problem, and have a satisfying closure. Stories promote language learning through tasks before, during, and after reading like listening to stories, telling stories using objects or pictures, focused reading practice, and writing stories or scenes.
Evelyn . transfer stage
This document discusses literacy development in children. It describes Donaldson's theory that children first try to make sense of situations, then use their knowledge to understand what is said to them. This transfer stage is crucial as it indicates significant learning. The document also outlines specific literacy experiences children engage in, such as self-reading, storytelling, and working on phonics and sight words, which immerse them in literacy. It provides examples of input, process, transfer, and output stages of literacy development. Differentiated instruction techniques are suggested, such as using dramatic play to encourage language development and assess literacy understanding.
READING READINESS STAGE (DEVELOPMENTAL READING)
This document discusses physiological and psychological factors related to reading readiness in children. It covers topics like phonemic awareness, visual discrimination, levels of comprehension, developing reading skills through activities like reading aloud and teaching letters, sight words, and phonics. Determining a child's reading level and addressing factors such as visual, auditory, and speech abilities as well as their interest, intelligence, readiness, and attitude are important aspects of developing reading skills. The goal is for children to go beyond just distinguishing sounds and letters to comprehending what they read.
History of four pronged approach
The four-pronged approach to reading instruction was developed by Professor Basilisa Manhit and emphasizes using literature to develop reading skills in a holistic manner. The four prongs are: 1) developing a genuine love of reading through immersing children in suitable stories and poems, 2) training critical thinking skills through discussion of stories, 3) using literature as a basis for mastering language structures without direct grammar lessons, and 4) transitioning to independent reading when children show readiness. This approach aims to make reading enjoyable and develop important reading skills systematically.
Literature circles in grades 6 8 chocowinity 5.2012
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
Glossary
This document provides definitions for key terms related to childhood education and language teaching. It defines concepts like phonics, which is teaching reading through letter sounds; digital literacy, which involves effectively finding and communicating information using technology; multiple intelligences, which are mental abilities to understand information; and the silent period, which is a time when students feel unable to communicate orally in a new language. Additional terms defined include the mother tongue, English as a second or foreign language, acquisition versus learning, total physical response teaching, and drills.
What is reading?
This document provides an overview of topics to be covered in a secondary reading teaching course, including:
1) Having students reflect on themselves as readers by discussing a reading passage and any difficulties encountered.
2) Covering concepts of miscue analysis and how readers use syntactic, semantic and graphic cues. Examples of student miscues are provided.
3) Discussing different definitions of reading from education experts.
4) Asking students to reflect on their own reading experiences by considering the last book they read, their passion for reading, whether they consider themselves strong readers, and their earliest reading memories.
Theories on reading acquisition
This document discusses theories of reading and writing acquisition in children. It addresses theorists like Durkin, Pearson, Vygotsky, and Gundlach. The main points are: 1) Extensive reading is essential for reading comprehension development. 2) Writing develops from scribbles to communicating messages as children experiment and invent. 3) Children learn the uses of writing before the forms, through social interactions and self-initiated practice.
Leaflet[1]
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
Emergent Reader and Writer
The document describes the five stages of literacy development:
1) Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings.
2) Early readers (ages 5-7) rely more on text than pictures and develop word recognition strategies and sight words.
3) Transitional readers (ages 5-7) can read phrases fluently and use multiple reading cues with little disruption to meaning.
4) Self-extending readers (ages 6-9) progress to independent reading of various genres to gain knowledge.
5) Advanced readers (over age 9) become proficient comprehenders who enjoy reading for information and pleasure using interpretive strategies.
Emergent readers
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
P R O P O S A L S T R U C T U R E
This document proposes using an unfinished story to develop emotional intelligence in children. It will provide children with illustrations from "The Boot Cat Story" and have them work in pairs or groups to analyze the story, discuss meanings of words, act out characters, and continue the ending. The goal is to use literature and language to help children express thoughts, ideas, feelings and needs. Activities will be evaluated based on how well children demonstrate caring, empathy and cooperation. It is recommended that frequent practice with stories, role playing and using dictionaries can help children develop language skills and intelligence.
Childcare ECRR
This document provides information about how caregivers and libraries can help children get ready to read. It discusses six key early literacy skills that are important for school readiness: vocabulary, print motivation, narrative skills, print awareness, letter knowledge, and phonological awareness. It then outlines five simple practices caregivers can do with children every day to develop these skills: talking, singing, reading, writing, and playing. Each practice is explained in more detail. The document concludes by discussing how libraries also support early literacy and school readiness through programs, materials, and other resources.
Pope edrdg610balancedlit
The document describes a balanced literacy program that incorporates various elements to develop students' reading and writing skills. It includes read alouds, shared reading, guided reading, literature circles, modeled writing, interactive writing, and independent reading and writing. Teachers fit these elements into the school day and use assessments like rubrics to evaluate students. The goal is for children to become autonomous readers and writers through exposure to high-quality texts and authentic practice with reading and writing.
Breakfast with the principal oct 13 ppt2.ppt final!!
The document discusses literacy standards and instruction for grade 2 students. It covers the key areas of reading, including literature, informational text, foundational skills, and responding to reading. Writing standards on text types, production, and research are also mentioned. Various units are listed that support reading and writing instruction, including small moments, authors as mentors, and information books. Close reading is defined as an interaction between reader and text that involves rereading portions intensely to find own questions and interpretations.
What's hot (16)
Literature circles in grades 6 8 chocowinity 5.2012
Literature circles in grades 6 8 chocowinity 5.2012
Breakfast with the principal oct 13 ppt2.ppt final!!
Breakfast with the principal oct 13 ppt2.ppt final!!
Viewers also liked
Dialogical-Thinking Reading Lesson
The document discusses the Dialogical-Thinking Reading Lesson (D-TRL) approach to teaching reading comprehension developed by Michelle Commeyras in 1991. The D-TRL has two phases: a reading phase where students read a story allowing different perspectives, and a discussion phase where students evaluate reasons and draw their own conclusions. The goal is for students to engage in thoughtful discussion as equal partners with the teacher.
Thinking reading lesson- evelyn s. dela cruz
The document describes the Dialogical-Thinking Reading Lesson (D-TRL) approach developed by Michelle Commeyras to engage students in critical thinking about stories through discussion; the D-TRL has two phases - a reading phase where a story is selected and a discussion phase where students evaluate different interpretations; the goal of D-TRL is for students to thoughtfully discuss what they believe about a story without the teacher leading the discussion.
joyce kilmer
This document contains an assessment test given to students covering topics from an Afro-Asian literature course. The test includes identification questions, fill-in-the-blank, multiple choice, matching, true/false, yes/no, enumeration, and essay questions related to literary works, authors, characters, philosophies, and concepts discussed in the course such as Negritude, Confucianism, and excerpts from the Ramayana and Mahabharata. A key provides the correct answers to the test questions.
Early literacy behavior saga
Early literacy begins developing from birth as children acquire literacy concepts and build knowledge of oral language, reading, and writing. Literacy learning is ongoing as children first experience print and develop emergent literacy behaviors simultaneously across many crucial areas. Emergent literacy is demonstrated through young learners' physical, language, and early reading and writing skills even before formal schooling. Characteristics of emergent readers include awareness of print conventions, enjoyment of listening to and participating with literature, understanding of how stories work, and developing skills like retelling stories and recognizing some words or symbols.
Early Literacy Behavior
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical ApproachACBSP Global Accreditation
The document discusses using the dialogical approach to create cosmopolitan thinkers and communicators. It describes the dialogical approach as active, organic, and focused on guided activities and dialogue to construct new knowledge. Examples are given of how to infuse values into business discipline content and create a cosmopolitan classroom using this approach. Evidence is presented of its effectiveness through student work samples and reflections showing development of character traits like respect, responsibility and citizenship.Theories of learning and early literacy
This document discusses theories of learning and early literacy. It defines emergent literacy as how young children interact with books through reading and writing even before they can do so conventionally. Emergent literacy develops gradually from birth until conventional reading and writing skills are acquired. The process involves speaking, listening, reading, writing, and viewing visual materials. Early literacy begins as children are exposed to communication through signs, books being read to them, and scribbling. Reading and writing develop concurrently through engagement with books and writing. Listening to books read aloud helps literacy development. Parents can promote early literacy in infants through books with pictures and rhymes and in toddlers by providing literature and supporting writing. Home literacy experiences are important for school readiness and achievement
Impact of internet on reading habits
The document analyzes the impact of internet use on reading habits in the digital age based on a study conducted among users of the Dr Y S Parmar University of Horticulture and Forestry library. The key findings are:
1) Most users, especially students, are aware of and prefer accessing e-resources through the internet compared to print resources.
2) Female staff users have a higher rate of internet usage than male staff.
3) Students from the College of Horticulture utilize e-resources the most, followed by the College of Forestry and College of Basic Sciences.
4) The majority of users prefer accessing both print and electronic formats.
Viewers also liked (8)
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach
Creating Cosmopolitan Thinkers and Communicators Using the Dialogical Approach
Similar to A story teller story
Extensive reading
The document discusses the importance of extensive reading for language development. It outlines several key skills developed through reading such as comprehension, vocabulary, and grammar. Extensive reading helps to acquire knowledge, learn different features of language, and provide pleasure. Developing reading habits is important and some suggestions include having a class library, devoting time to reading in class, and storytelling activities led by students.
Thinking and Discussing at Higher Levels in the Literacy Block
This document discusses strategies for promoting higher level thinking during guided reading sessions. It recommends engaging students in deeper comprehension of stories, even for emerging readers, by asking big questions that go beyond simple retellings or details. Guided reading should be conversational in format and help students problem-solve, connect, and discover independently. The goal is to teach students to comprehend text actively and think about it in sophisticated ways, developing habits they can apply elsewhere.
Interactive readaloud k 3 with reading teachers input
This document provides an overview of interactive read-alouds for grades K-3. It defines interactive read-alouds as contexts where students actively listen and respond to oral readings. The purpose is to promote new learning, expose students to different genres and complex texts, and support reader thinking within, beyond, and about the text. The process involves selecting books and objectives, assessing comprehension, modeling the technique, and having students practice developing their own interactive read-alouds.
Fifty Shades of the Common Core for ELA: Revised
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
Learners and Learning: Section Four: Text as a context for learning
This section will explore the relationship between learners, text, and the world. We will find out how textbooks are written, how learners read, and how teachers can assist learners to read critically. What role do texts and literacy (reading and writing) play in learning, and how can teachers scaffold learning through text
Introduction to Four Blocks
The document provides an overview of the Four Blocks literacy approach for teaching students with diverse needs. It discusses emergent literacy, balanced literacy instruction, and the four blocks: guided reading, self-selected reading, writing, and working with words. The four blocks framework is designed to provide structured, multisensory literacy instruction adapted for each student's needs and skills.
Approaches and Methods for Language Teaching
This document summarizes 14 language teaching methods: Grammar Translation Method, Direct Method, Natural Approach, Audio-Lingual Method, Total Physical Response, Silent Way, Desuggestopedia, Community Language Learning, Communicative Language Teaching, Participatory Approaches, Content Based, Task Based, Learning Strategy, Cooperative Learning, and Multiple Intelligences. For each method, it provides a brief overview of the key principles and techniques used.
Semr presentation for august 9, 2012
The document outlines the Schoolwide Enrichment Model - Reading (SEM-R) framework which is designed to provide differentiated reading instruction to meet the needs of individual students. The SEM-R uses three phases - exposure, training and self-selected reading, and interest and choice components - to increase student enjoyment in reading, improve reading skills, and encourage independent reading. The goal is to help students shift from learning to read to reading to learn.
Octavian
This document discusses strategies for teaching difficult texts to students. It explains that challenging, meaningful books that are appropriately scaffolded can engage and stretch students as readers. While such texts may be difficult, providing reading strategies and support can help students develop skills for independently comprehending complex college-level material. The document offers various framing, pre-reading, during-reading, and post-reading activities teachers can use to help students read difficult books deeply.
Putting wow in the classroom with common core
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
Fifty Shades of the Common Core: NCRA
This document provides an overview of the Common Core literacy model and standards. It discusses the key elements of the Common Core including reading strands, writing types, speaking and listening skills, and foundational skills. It explains the three Common Core practices of building knowledge through content, text-based reading and responding, and regular practice with complex texts. It also discusses what the standards value in reading comprehension and what they don't value. Finally, it discusses what this all means for implementing the Common Core in schools.
Upgradation of reading skill
This document summarizes research on upgrading reading skills among students. It finds that students lack reading skills due to a lack of motivation from parents and teachers, reading without purpose, and an inability to comprehend texts fully. It suggests that parents and teachers should encourage purposeful reading beyond textbooks to develop vocabulary and critical thinking. Frequent comprehension exercises on graded texts from different genres can help improve complex reading and writing skills while offering remedial help on language elements.
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
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.
Reflecting on The Significance Of Reading In The Esl
This document discusses the value of reading in EFL classrooms and strategies for improving student attitudes towards reading. It notes that students often see reading as boring and something that is only used to answer comprehension questions. The document advocates for using pre-reading, while-reading, and post-reading activities to build student interest and engagement with texts. Some strategies mentioned include using prediction, vocabulary building, note-taking, and inferring to help students actively engage with what they are reading. The overall message is that teachers need to help students find pleasure in reading to develop lifelong reading habits.
Introduction to the Four Blocks
This document provides an introduction to the Four Blocks approach to literacy instruction in special needs classrooms. It discusses emergent literacy and the traditional views of literacy learning. The Four Blocks approach provides a balanced literacy instruction incorporating phonics, whole language, guided reading and other strategies. It emphasizes meeting the diverse needs of students and ensuring all students can learn to read and write.
Eal4 mf lteachersinstitute
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
It is Possible! - Positive Communication and Literacy Outcomes for All Children
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
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.
Teaching receptive skills
The document discusses the importance of both listening and reading skills. It provides tips for developing these skills such as preparation, responding to content rather than just language, and exploiting texts to their full potential. Listening involves processes like pre-listening, during listening, and post listening. Similarly, reading involves before, during, and after reading stages. Both skills are important for understanding others, language acquisition, and making life more full and interesting.
Ecrr parent workshop slideshare
The document discusses five simple practices - talking, singing, reading, writing, and playing - that parents can do with their children every day to help them develop important pre-reading skills before starting school, as these foundational skills will help children be better prepared to learn to read when they enter kindergarten. It provides specific examples for each of the five practices to illustrate how parents can engage with their children in meaningful ways to boost language development and lay the groundwork for reading success.
The Case for Reading Aloud to Students
A PowerPoint Presentation that shows why teachers of all grades and all subjects should read aloud to their students regularly.
Similar to A story teller story (20)
Thinking and Discussing at Higher Levels in the Literacy Block
Thinking and Discussing at Higher Levels in the Literacy Block
Interactive readaloud k 3 with reading teachers input
Interactive readaloud k 3 with reading teachers input
Learners and Learning: Section Four: Text as a context for learning
Learners and Learning: Section Four: Text as a context for learning
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...
Reflecting on The Significance Of Reading In The Esl
Reflecting on The Significance Of Reading In The Esl
It is Possible! - Positive Communication and Literacy Outcomes for All Children
It is Possible! - Positive Communication and Literacy Outcomes for All Children
Recently uploaded
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRecently uploaded (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
A story teller story
- 1. A story teller Story By Manuella Farias – Brazil California, June 2011
- 2. Outcomes • To discuss the importance of reading stories to pre schoolers. • To present the dialogical reading strategy step- by-step and its benefits to the development of second language acquisition. • To discuss the importance of the Dialogical Reading within a bilingual educational pre school setting – classroom, school library.
- 4. Better thinking Skills Better Why reading to Better speech Children? Bonding Skills Better Concentration Skills
- 5. A stronger relationship Knowledge that with you reading is fun Better Bonding Respect
- 6. Better communication Mastery of Skills Languages Better Speech Skills Basic speech Skills
- 7. Acclamation to new Academic Excellence experiences Better Thinking Skills The basics of how More logical to read a book Thinking skills
- 8. Enhance discipline Enhance attention span Better Concentration Skills The basics of how More logical to read a book Thinking skills
- 25. Dialogical Reading Reading strategies for adults to use when reading to children • Read through once • Read again asking simple questions • Have a conversation about the book
- 26. When? • Everyday • After P.E. / playground • After snack and lunch time • During spare time • When Ss have finished their activities How? • Preferably 1 to 2 students • 15 to 30 minutes • Reading to 1 student, try sitting next to him • Reading to 2 students, try sitting in front of them
- 27. Dialogical Reading In a Bilingual Educational Setting Builds: Promotes: Considers: Individual attention Ss background Confidence and STT Knowledge preferences Learning by retelling L2 Vocabulary stories Common Fairy Multidisciplinary Tales teachable moments
- 28. “We can’t learn to play the piano by listening alone. Children learn the most from books when they are actively involved.” http://jacksocl13.tripod.com/dialogic_reading.htm