This document discusses strategies for accelerating literacy learning through effective reading instruction. It emphasizes teaching reading comprehension strategies that good readers know, select, and apply. These include connecting to prior knowledge, asking and answering questions about text, and making inferences. The document recommends deliberately planning instruction to ensure students learn and apply these strategies. It also stresses the importance of student motivation and ongoing progress monitoring to accelerate literacy achievement.
Stetson & Associates, Inc. Step-by-Step for Inclusive Schools: Training Sampl...TriciaWillms
The Step-by-Step team training emphasizes the importance of individual student-centered decisions for assigning supports and services. Each participating school will create an action plan and identify criteria for determining successful implementation of effective practices. This action plan addresses six of the critical themes covered in the Step by Step training:
1. Instructional Setting
2. Collaboration
3. Instruction
4. In-Class Support
5. Peer and Family Relationships
6. Effective Use of Personnel
Participating teams will learn:
- A clear definition of inclusive education
- Instructional strategies to meet the needs of diverse learners in the general education classroom
- Three distinct staffing models to assure that students and teachers receive the support they need
- A process for scheduling that makes the best use of resources, and many more practical strategies
- Five strategies to improve the quality and impact of paraeducator services
- An effective peer assistance and peer tutoring program
Stetson & Associates Standards-Based IEP Training (Sample Slides)TriciaWillms
A standards-based Individualized Education Program (IEP) is a document that addresses how a student’s disability impacts his or her ability to access the curriculum standards at his or her enrolled grade level. While IEPs for all students with disabilities must be written to address how the student will participate in the general curriculum, educators continue to be challenged by HOW to develop, implement and monitor an IEP that will ensure access to state standards.
This session will address critical information pertaining to the components of a standards-based IEP, the importance of precision in determining students’ level of performance, and steps for writing meaningful and measurable goals and objectives. Participants will receive an overview of the process and some practical tools to aid them in future practice.
For more information, visit our website:
http://stetsonassociates.com/services/staff-development/writing-standards-based-ieps/
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Peer tutoring - Online tutoring - Peer learningGovindaraj S
Students work in pairs or small groups, provides explicit teaching support with peer groups, use students as teachers. Types of peer tutoring is effective for handling students with mild disabilities
Stetson & Associates, Inc. Step-by-Step for Inclusive Schools: Training Sampl...TriciaWillms
The Step-by-Step team training emphasizes the importance of individual student-centered decisions for assigning supports and services. Each participating school will create an action plan and identify criteria for determining successful implementation of effective practices. This action plan addresses six of the critical themes covered in the Step by Step training:
1. Instructional Setting
2. Collaboration
3. Instruction
4. In-Class Support
5. Peer and Family Relationships
6. Effective Use of Personnel
Participating teams will learn:
- A clear definition of inclusive education
- Instructional strategies to meet the needs of diverse learners in the general education classroom
- Three distinct staffing models to assure that students and teachers receive the support they need
- A process for scheduling that makes the best use of resources, and many more practical strategies
- Five strategies to improve the quality and impact of paraeducator services
- An effective peer assistance and peer tutoring program
Stetson & Associates Standards-Based IEP Training (Sample Slides)TriciaWillms
A standards-based Individualized Education Program (IEP) is a document that addresses how a student’s disability impacts his or her ability to access the curriculum standards at his or her enrolled grade level. While IEPs for all students with disabilities must be written to address how the student will participate in the general curriculum, educators continue to be challenged by HOW to develop, implement and monitor an IEP that will ensure access to state standards.
This session will address critical information pertaining to the components of a standards-based IEP, the importance of precision in determining students’ level of performance, and steps for writing meaningful and measurable goals and objectives. Participants will receive an overview of the process and some practical tools to aid them in future practice.
For more information, visit our website:
http://stetsonassociates.com/services/staff-development/writing-standards-based-ieps/
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Peer tutoring - Online tutoring - Peer learningGovindaraj S
Students work in pairs or small groups, provides explicit teaching support with peer groups, use students as teachers. Types of peer tutoring is effective for handling students with mild disabilities
Terms to Describe Student-Alumni Engagement
Presentation by Trente Arens,Director of Alumni Relations at Benedictine University at the inaugural Faith-Based Institution Summit hosted by Wisr. The event brought together leaders from career services and alumni relations from top-tier faith-based institutions, focused on scaling their mentorship community.
PLG622 - The objective of this course is to provide students with the theory and practice in developing and assessing instructional materials in advance level. Student will produce prototype product based on graphics, photography, audio and computers.
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
A Strategic Approach: GenAI in EducationPeter 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.
3. Planning for success
• Metacognition
• What does research tell us ‘good” readers know, do,
select to use and combine for purpose
• Vocabulary
• Quality talk
• Student agency
• On going data collation-monitoring
• Iterative Inquiry for accelerated learning
davis.vision@xtra.co.nz
2014 Dr Alison Davis
4. Best use of reading resources
• National standards literacy descriptors
• Literacy learning progressions
• Effective literacy practice 1-4 and 5-8
• ELL resources – MOE multiple
• Learning through talk Years 1-3 and 4-8
• Various word recognition resources – eg Switch on to spelling,
Spelling under scrutiny
• TKI online, ESOL online, Sounds and Words online
• Building Reading Comprehension- A. Davis
• Teaching Reading comprehension -A. Davis
davis.vision@xtra.co.nz
2014 Dr Alison Davis
5. Characteristics of effective reading
comprehension instruction
• Reading comprehension can be accelerated
when instruction is deliberately planned and
monitored to ensure students know, students
control and students select and use the
comprehension skills and strategies employed by
“good” readers.
• Motivation, engagement, self efficacy are “glue”
that holds progress, learning and achievement
together for many of our learners
davis.vision@xtra.co.nz 2014 Dr Alison Davis
6. What are the critical factors in
accelerating literacy achievement
• Knowing your learners and deliberately linking
instructional content to learner’s prior knowledge –
before, during and after instruction
• Metacognitively rich instruction and experiences
• Integration of formative assessment across the
curriculum
• Deliberately instructing to know, select, use and control
strategies employed by “skilled” readers and “skilled”
writers – in literacy and transferred to meet the
demands of all curriculum areas
• Selection of appropriate text, task and teaching
approach
• Active engagement of learners - motivation
davis.vision@xtra.co.nz 2014 Dr Alison Davis
7. The impacts of Pedagogical knowledge
• What skills and strategies do “good”
readers know, use, select from and
control?
▫ Word recognition strategies
▫ Basic words – high frequency words
▫ Vocabulary
▫ Fluency and accuracy
▫ Strategies for comprehending
davis.vision@xtra.co.nz
2014 Dr Alison Davis
8. Good readers know, control and use a
range of strategies
• Decode
• Fluency and accuracy
• Vocabulary
• Understand continuous text
▫ Sentence level
▫ Within a paragraph
▫ Between paragraphs
▫ Across paragraphs
▫ Whole text
▫ Across a range of text
• Understand non continuous text
▫ Photographs and captions
▫ Graphs and tables
▫ diagrams
davis.vision@xtra.co.nz
2014 Dr Alison Davis
9. Strategies for continuous text
▫ Sentence level
▫ Within a paragraph
▫ Between paragraphs
▫ Across paragraphs
▫ Whole text
▫ Across a range of text
davis.vision@xtra.co.nz 2014 Dr Alison
Davis
10. Strategies for non continuous text
▫ Photographs and captions
▫ Graphs and tables
▫ Diagrams
davis.vision@xtra.co.nz 2014 Dr Alison
Davis
11. Strategies used by “skilled” readers
davis.vision@xtra.co.nz
2014 Dr Alison Davis
13. A thought to consider….
• “We need to understand that teaching happens
outside the head, but learning occurs inside the
head- the teacher is the one outside the head!”
davis.vision@xtra.co.nz
2014 Dr Alison Davis
14. Metacognitively rich talk
Talk aloud and Think aloud
• Tell me/us more about what you are reading as
you read this?
• Say out loud what you are thinking AS you read?
• Tell me/show me how you solved xx problem?
• Tell me/show me why you chose to use this/
those strategies?
• Scaffold with the use of prompts
davis.vision@xtra.co.nz
2014 Dr Alison Davis
16. Recap; Data collation – reflective,
current and on-going
• Data driven intervention
• Pay close attention- using the views of the family and the
child
• Other multiple data sources including parent and
student voice.
• Collected in different forums – individual, pair, group
performances
davis.vision@xtra.co.nz
2014 Dr Alison Davis
17. Integrating formative assessment in to
teaching and learning
• Gathering, analyzing and using
achievement data to inform
instruction
• Sharing of learning outcomes
• Sharing of success criteria
• Self assessment and self reflection
• Providing students with feedback
• Peer assessment and reflection
• Conferencing and developing
conversations centered on learning
• On-going monitoring and
responding to information gained
Assessment
FOR learning
strategies
davis.vision@xtra.co.nz
2014 Dr Alison Davis
Davis 2011 Building comprehension strategies
18. As you continue to design and flesh
out your intervention,
Why would your focus groups
WANT to read?
davis.vision@xtra.co.nz
2014 Dr Alison Davis
19. Linking to prior knowledge
davis.vision@xtra.co.nz
2014 Dr Alison Davis
20. Making explicit what the strategy is and why using the strategy is important
davis.vision@xtra.co.nz
2014 Dr Alison Davis
21. I previewed I learned
Title
Headings
Visuals
Introductory paragraph
Highlighted vocabulary
Last paragraph
In summary we expect this to tell us about………..
In summary we expect to learn about……….
In summary we expect to find and locate information about …….
E.g. Previewing text – title and author
davis.vision@xtra.co.nz 2014 Dr Alison
Davis
22. Other Prior knowledge activities
• KWVL and variations on this
• Problem and question prompts
• Time line agree-disagree
• Vocabulary activities
• Strategies for comprehension: Informational text
example
• 142-148 Teaching Reading Comprehension
• Chapter 3 Building Comprehension strategies
davis.vision@xtra.co.nz
2014 Dr Alison Davis
23. Making connections DURING reading
• Key questions
• How did what you already know help you
understand what you have read?
• What more do you understand about now?
• Concluding statements:
• What I knew before I read this
• How knowing this helped me understand the text
• What I now know (a synthesis of new information
with old)
davis.vision@xtra.co.nz
2014 Dr Alison Davis
24. We are learning to connect to our prior
knowledge of the theme or topic
We will be successful when we can
• Think about whatwe know before we begin reading
• List and talk withour partner what we know before we begin reading
• Ask ourselves“ how do the ideas I am reading link towhat I already know”
• Make connections betweenwhat we know and what we read to help us
understand new information
• Talk with our partner about the new information we are learning from reading
and making connections
davis.vision@xtra.co.nz
2014 Dr Alison Davis
25. Additional activities include:
• Reporting back on new ideas students have
learned (TRC 146). Possible prompts
▫ Today I read about….This is a little like…that I already
knew….My knowledge of …. Helped me to understand….. Now
I also know….
• Providing deliberate instruction (BSC 40)
▫ What do I do when I deliberately think about what I know?
▫ What did I do when I linked what I already knew to a new idea?
▫ How can linking to prior knowledge help me as a reader?
davis.vision@xtra.co.nz
2014 Dr Alison Davis
26. How are we going?
We will be successful when we can
Think about what we know before we begin reading
List and talk with our partner what we know before we
begin reading
Ask ourselves “ how do the ideas I am reading link to what
I already know”
Make connections between what we know and what we
read to help us understand new information
Talk with our partner about the new information we are
learning from reading and making connections
davis.vision@xtra.co.nz
2014 Dr Alison Davis
28. Asking and answering questions
We will be successful when we can:
• Read a sentence and ask a question about what
we have read
• Read a paragraph and ask a question about the
main idea in the paragraph
• Give evidence from the text to justify asking a
question
• Give evidence from the text to justify answers to
a question
davis.vision@xtra.co.nz
2014 Dr Alison Davis
From Davis 2011 Building comprehension strategies
29. Asking questions from…..
• Title and cover
• Visual features throughout the text
• Topic/theme related questions
• Literal – inferential – analytical – evaluative
• Right there – in the head – beyond the text
• Questioning the author
• Structure/genre related questions
▫ characters, setting
▫ main idea, supporting fact
▫ author’s purpose
davis.vision@xtra.co.nz 2014 Dr Alison Davis
32. As you continue to design and flesh
out your intervention,
Why would your focus groups
WANT to read?
davis.vision@xtra.co.nz
2014 Dr Alison Davis
33. Effective teaching of reading
• Provides an intensity of finely-tuned learning opportunities
– focused to individuals albeit within a group
• Provides multiple opportunities to practice in a variety of
contexts
• Modifies and adapts teaching daily through close
monitoring of impact and teaching approach
• Takes place in a high challenge, high support environment
• Amplifies the context, task & language appropriate to the
learner’s age
• Is relevant, practical, illustrative and purposeful
• Is adaptive
davis.vision@xtra.co.nz
2014 Dr Alison Davis
34. Dare to be different ~ Plan to be
effective and successful
• Student selection
• Collaborative inquiry & reflective
practice
• Inquiry team selection
• Intervention model (teacher
release, space, resources…)
• Intervention approach (instruction,
approaches, something
different!...)
• Data collation
• Oral language and vocab
• Monitoring and evaluating
effectiveness
davis.vision@xtra.co.nz
2014 Dr Alison Davis