A balanced literacy program incorporates various components of literacy instruction including reading workshop, writing workshop, mini-lessons, shared reading/writing, read alouds, small group instruction, and independent reading/writing. It combines explicit instruction, guided practice, collaborative learning, and independent work. Teachers differentiate instruction based on student needs using various grouping strategies such as small groups, whole group, and individual conferences. Assessments are ongoing to inform instruction.
Balanced Literacy is a comprehensive language arts program that emphasizes reading, writing, speaking, listening and viewing. It includes both direct instruction (such as phonics and comprehension strategies) and indirect instruction (reading aloud, shared reading, guided reading and independent reading/writing). A balanced approach is most effective when students receive daily instruction and practice in various reading and writing activities tailored to their individual needs. The goal is to develop proficient, lifelong learners.
The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
Ch. 1 becoming an effective teacher of readingjoseykrista
This chapter discusses eight principles of effective literacy teachers. It describes how teachers should understand how children learn based on constructivist and sociocultural theories, use four cueing systems in reading instruction, create a community of learners, adopt a balanced literacy approach, scaffold reading and writing skills, organize literacy instruction in multiple ways, differentiate instruction, and link instruction to ongoing assessment. The chapter advocates for student-centered, inquiry-based models of literacy learning rather than the traditional behaviorist model of direct instruction.
The Role of the Teacher in Balanced LiteracyArlene Lewin
The document describes a balanced literacy program that incorporates all components of language arts acquisition through a comprehensive approach. It includes reading instruction through various approaches including phonics, strategies, vocabulary and comprehension, as well as writing, spelling, oral language, and content area study. The balanced literacy program models reading and writing, and incorporates shared, guided, and independent reading and writing. It aims to provide cultivate skills in reading, writing, thinking, speaking and listening for all students.
The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
The document provides guidance for literacy instruction, emphasizing the importance of providing ample time for reading and writing, having a classroom structure that supports literacy learning, and establishing key routines and management. An effective literacy environment incorporates whole-class, small group, and independent activities with a focus on student needs.
The document outlines a kindergarten teacher's balanced literacy approach and daily classroom schedule. The schedule incorporates various literacy activities including book browsing, shared reading, guided reading in small groups, word wall routines, read-alouds, and writing workshop. The teacher's goals are to help students become skilled readers and writers who enjoy literacy through a child-centered approach using numerous reading and writing strategies and real-life experiences.
This presentation summarizes Jennifer Knox's balanced literacy program called "Literacy By Design" used in her classroom. The program follows a gradual release model from teacher-led instruction to independent student work. It includes the five elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students rotate through different literacy stations that are differentiated for various reading levels and skills. Assessment includes weekly spelling tests, comprehension and writing rubrics, biweekly practice tests and progress tests. The program emphasizes parent involvement through suggested at-home activities and literacy websites.
Balanced Literacy is a comprehensive language arts program that emphasizes reading, writing, speaking, listening and viewing. It includes both direct instruction (such as phonics and comprehension strategies) and indirect instruction (reading aloud, shared reading, guided reading and independent reading/writing). A balanced approach is most effective when students receive daily instruction and practice in various reading and writing activities tailored to their individual needs. The goal is to develop proficient, lifelong learners.
The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
Ch. 1 becoming an effective teacher of readingjoseykrista
This chapter discusses eight principles of effective literacy teachers. It describes how teachers should understand how children learn based on constructivist and sociocultural theories, use four cueing systems in reading instruction, create a community of learners, adopt a balanced literacy approach, scaffold reading and writing skills, organize literacy instruction in multiple ways, differentiate instruction, and link instruction to ongoing assessment. The chapter advocates for student-centered, inquiry-based models of literacy learning rather than the traditional behaviorist model of direct instruction.
The Role of the Teacher in Balanced LiteracyArlene Lewin
The document describes a balanced literacy program that incorporates all components of language arts acquisition through a comprehensive approach. It includes reading instruction through various approaches including phonics, strategies, vocabulary and comprehension, as well as writing, spelling, oral language, and content area study. The balanced literacy program models reading and writing, and incorporates shared, guided, and independent reading and writing. It aims to provide cultivate skills in reading, writing, thinking, speaking and listening for all students.
The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
The document provides guidance for literacy instruction, emphasizing the importance of providing ample time for reading and writing, having a classroom structure that supports literacy learning, and establishing key routines and management. An effective literacy environment incorporates whole-class, small group, and independent activities with a focus on student needs.
The document outlines a kindergarten teacher's balanced literacy approach and daily classroom schedule. The schedule incorporates various literacy activities including book browsing, shared reading, guided reading in small groups, word wall routines, read-alouds, and writing workshop. The teacher's goals are to help students become skilled readers and writers who enjoy literacy through a child-centered approach using numerous reading and writing strategies and real-life experiences.
This presentation summarizes Jennifer Knox's balanced literacy program called "Literacy By Design" used in her classroom. The program follows a gradual release model from teacher-led instruction to independent student work. It includes the five elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students rotate through different literacy stations that are differentiated for various reading levels and skills. Assessment includes weekly spelling tests, comprehension and writing rubrics, biweekly practice tests and progress tests. The program emphasizes parent involvement through suggested at-home activities and literacy websites.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for primary and intermediate classrooms, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing. It also includes various activities for language and word study like phonics, spelling, vocabulary, and handwriting instruction. The goal is to use students' time more efficiently and help all children succeed as readers and writers.
The document discusses the components and philosophy of a balanced literacy program. It explains that balanced literacy presents opportunities for students to learn literacy through various components like phonemic awareness, phonics, word study, fluency, vocabulary, and comprehension. It emphasizes creating multiple modes of learning to allow students to find their own love of literacy. The gradual release of responsibility from teachers to students is key. Components are taught through guided experiences in reading, listening, writing, speaking and viewing, and students apply their learning in the real world through assessment and evaluation.
Five elements of a balanced literacy programjdiaz54350
This document outlines the five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each element, it provides instructional strategies and resources for grades Pre-K to 4th grade. Some highlighted strategies include using small group instruction, flexible grouping based on skills, and incorporating activities like readers' theater to practice fluency. Assessments mentioned that can be used for various elements include DIBELS, PAST, and QRI. The document provides a concise overview of a balanced literacy approach across different grade levels.
1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
The document discusses the components of a balanced literacy program for 5th grade students. It explains that a balanced literacy program incorporates various reading and writing activities including whole group instruction, small group work, guided reading, literature circles, and independent work. It emphasizes teaching skills like word recognition, fluency, comprehension, and motivation. A variety of assessments are used to monitor students' progress, including standardized tests, portfolios, observations, and student work samples. The goal is to help students become independent, well-rounded readers.
This document discusses the importance of literacy skills for middle school students and provides an overview of the different types of writing students will focus on, including narrative, expository, and persuasive writing. It emphasizes that literacy is key to functioning as students, workers, and lifelong learners. The document outlines what constitutes good writing for each type and encourages students to brainstorm, organize, draft, revise, and edit their work. It also notes that students will be doing extra writing and reading to support their core classes during the first nine weeks through a program called Bulldog Pride Time.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
This lesson plan aims to teach students about prepositional opposites through a creative writing activity. Students will write about opposites in various locations around the classroom, such as under tables, in dark spaces, or over their heads. The teacher will lead demonstrations of opposites and set up "Opposite Stations" where students can choose to write. Students will then work independently, with differentiation provided through enrichment or support activities. Their work will be assessed through observation and questioning during the activity then presented as samples afterward.
A literacy environment requires considering traffic flow, language environment, rules, material management, lighting, seating, interest levels, leveled libraries, noise levels, relevant activities, file folder games, trust, comfort, safety, and vision. Guided reading requires meaningful independent activities for other students, like discussing examples of activities at their tables. Literacy develops through social interaction and dialogue, so guided reading is a social occurrence. Providing ample time for reading and writing is necessary, and classroom structure and management support other students' literacy learning.
Creating a Literate Classroom Environment monicadaniels
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
Literacy is the foundation for learning and encompasses reading, writing, and communication skills. An effective literacy program incorporates multiple strategies to accommodate different learning styles and speeds, including balanced literacy, which integrates reading, writing, and communication processes. Assessment and grouping are used flexibly to guide instruction. A balanced approach that combines skill instruction with authentic reading and writing experiences supports successful teaching of reading.
Shared reading involves whole group reading of big books where the teacher models reading aloud. Guided reading is done in small groups focusing on specific skills. When teaching kindergarten reading, it is important to keep learning fun through repetition and activities without forcing reading, as learning occurs at each child's own pace.
The document discusses creating a literate classroom environment using the three perspectives of the Framework for Literacy Instruction: critical, response, and interactive. It describes using assessments and choosing texts to teach literacy lessons to three students, focusing on vocabulary, comprehension, and having students think critically and respond to a text. The lessons utilized multiple strategies and activities but did not always engage all three students equally.
The document discusses the components of a balanced literacy model for teaching literacy skills. It includes reading aloud, modelled writing, shared reading and writing, word study, guided reading and writing, and independent reading and writing. Direct instruction is provided alongside opportunities for students to practice literacy skills. Teachers use various tools and apps to engage students in literacy lessons and activities.
This document outlines the launch of a Readers' Workshop program at Edwards Elementary School. It discusses implementing a balanced literacy approach with Readers' Workshop, which includes a mini-lesson, independent reading with conferring, and a group share. The program is co-taught by two experienced teachers and aims to build a community of readers through establishing a classroom library, exploring comprehension strategies, and aligning instruction to the Common Core. The school's literacy goals are also stated.
The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
This document provides an overview and details of the pre-first grade curriculum at a school. It includes brief descriptions of the various components of the curriculum such as Boot Camp, Reading Workshop, Writing Workshop, Word Study, literacy and math centers, math instruction, social-emotional learning, iPad use, and specialized learning support. It also lists upcoming school events.
This document outlines the components of a balanced literacy classroom. It includes reading components like read alouds, shared reading, guided reading and independent reading. Writing components include modeled writing, shared writing, guided writing and independent writing. A balanced literacy approach incorporates various literacy activities throughout the day, including time for individualized instruction. The goal is to help students become independently successful readers and writers.
Unpacking Balanced Literacy in the ClassroomJenSweigartINK
The document provides an overview of balanced literacy and a sample schedule for a balanced literacy classroom. It discusses the key components of balanced literacy including read alouds, shared reading, guided reading, independent reading and writing, and assessments. It also provides examples of reading and writing workshop structures and rotations, including guided reading groups, writing and research, and skill work. The document emphasizes differentiation and using integrated science and social studies content.
The objectives of the day were to compare and contrast various instructional approaches and methods by understanding the purpose of each, and to apply each approach and method to scenarios where it would work best by creating appropriate classroom situations.
Deductive Instructional Approaches discusses deductive instructional models and their application in teaching. It identifies several deductive models including the deductive reasoning model, advance organizer model, presentation teaching model, and backward design framework. These models begin with presenting broader concepts and principles before specific examples. The document also contrasts inductive and deductive teaching, noting that inductive approaches begin with specific examples and move to broader generalizations, while deductive approaches begin with generalizations and apply them to specific examples.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for primary and intermediate classrooms, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing. It also includes various activities for language and word study like phonics, spelling, vocabulary, and handwriting instruction. The goal is to use students' time more efficiently and help all children succeed as readers and writers.
The document discusses the components and philosophy of a balanced literacy program. It explains that balanced literacy presents opportunities for students to learn literacy through various components like phonemic awareness, phonics, word study, fluency, vocabulary, and comprehension. It emphasizes creating multiple modes of learning to allow students to find their own love of literacy. The gradual release of responsibility from teachers to students is key. Components are taught through guided experiences in reading, listening, writing, speaking and viewing, and students apply their learning in the real world through assessment and evaluation.
Five elements of a balanced literacy programjdiaz54350
This document outlines the five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each element, it provides instructional strategies and resources for grades Pre-K to 4th grade. Some highlighted strategies include using small group instruction, flexible grouping based on skills, and incorporating activities like readers' theater to practice fluency. Assessments mentioned that can be used for various elements include DIBELS, PAST, and QRI. The document provides a concise overview of a balanced literacy approach across different grade levels.
1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
The document discusses the components of a balanced literacy program for 5th grade students. It explains that a balanced literacy program incorporates various reading and writing activities including whole group instruction, small group work, guided reading, literature circles, and independent work. It emphasizes teaching skills like word recognition, fluency, comprehension, and motivation. A variety of assessments are used to monitor students' progress, including standardized tests, portfolios, observations, and student work samples. The goal is to help students become independent, well-rounded readers.
This document discusses the importance of literacy skills for middle school students and provides an overview of the different types of writing students will focus on, including narrative, expository, and persuasive writing. It emphasizes that literacy is key to functioning as students, workers, and lifelong learners. The document outlines what constitutes good writing for each type and encourages students to brainstorm, organize, draft, revise, and edit their work. It also notes that students will be doing extra writing and reading to support their core classes during the first nine weeks through a program called Bulldog Pride Time.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
This lesson plan aims to teach students about prepositional opposites through a creative writing activity. Students will write about opposites in various locations around the classroom, such as under tables, in dark spaces, or over their heads. The teacher will lead demonstrations of opposites and set up "Opposite Stations" where students can choose to write. Students will then work independently, with differentiation provided through enrichment or support activities. Their work will be assessed through observation and questioning during the activity then presented as samples afterward.
A literacy environment requires considering traffic flow, language environment, rules, material management, lighting, seating, interest levels, leveled libraries, noise levels, relevant activities, file folder games, trust, comfort, safety, and vision. Guided reading requires meaningful independent activities for other students, like discussing examples of activities at their tables. Literacy develops through social interaction and dialogue, so guided reading is a social occurrence. Providing ample time for reading and writing is necessary, and classroom structure and management support other students' literacy learning.
Creating a Literate Classroom Environment monicadaniels
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
Literacy is the foundation for learning and encompasses reading, writing, and communication skills. An effective literacy program incorporates multiple strategies to accommodate different learning styles and speeds, including balanced literacy, which integrates reading, writing, and communication processes. Assessment and grouping are used flexibly to guide instruction. A balanced approach that combines skill instruction with authentic reading and writing experiences supports successful teaching of reading.
Shared reading involves whole group reading of big books where the teacher models reading aloud. Guided reading is done in small groups focusing on specific skills. When teaching kindergarten reading, it is important to keep learning fun through repetition and activities without forcing reading, as learning occurs at each child's own pace.
The document discusses creating a literate classroom environment using the three perspectives of the Framework for Literacy Instruction: critical, response, and interactive. It describes using assessments and choosing texts to teach literacy lessons to three students, focusing on vocabulary, comprehension, and having students think critically and respond to a text. The lessons utilized multiple strategies and activities but did not always engage all three students equally.
The document discusses the components of a balanced literacy model for teaching literacy skills. It includes reading aloud, modelled writing, shared reading and writing, word study, guided reading and writing, and independent reading and writing. Direct instruction is provided alongside opportunities for students to practice literacy skills. Teachers use various tools and apps to engage students in literacy lessons and activities.
This document outlines the launch of a Readers' Workshop program at Edwards Elementary School. It discusses implementing a balanced literacy approach with Readers' Workshop, which includes a mini-lesson, independent reading with conferring, and a group share. The program is co-taught by two experienced teachers and aims to build a community of readers through establishing a classroom library, exploring comprehension strategies, and aligning instruction to the Common Core. The school's literacy goals are also stated.
The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
This document provides an overview and details of the pre-first grade curriculum at a school. It includes brief descriptions of the various components of the curriculum such as Boot Camp, Reading Workshop, Writing Workshop, Word Study, literacy and math centers, math instruction, social-emotional learning, iPad use, and specialized learning support. It also lists upcoming school events.
This document outlines the components of a balanced literacy classroom. It includes reading components like read alouds, shared reading, guided reading and independent reading. Writing components include modeled writing, shared writing, guided writing and independent writing. A balanced literacy approach incorporates various literacy activities throughout the day, including time for individualized instruction. The goal is to help students become independently successful readers and writers.
Unpacking Balanced Literacy in the ClassroomJenSweigartINK
The document provides an overview of balanced literacy and a sample schedule for a balanced literacy classroom. It discusses the key components of balanced literacy including read alouds, shared reading, guided reading, independent reading and writing, and assessments. It also provides examples of reading and writing workshop structures and rotations, including guided reading groups, writing and research, and skill work. The document emphasizes differentiation and using integrated science and social studies content.
The objectives of the day were to compare and contrast various instructional approaches and methods by understanding the purpose of each, and to apply each approach and method to scenarios where it would work best by creating appropriate classroom situations.
Deductive Instructional Approaches discusses deductive instructional models and their application in teaching. It identifies several deductive models including the deductive reasoning model, advance organizer model, presentation teaching model, and backward design framework. These models begin with presenting broader concepts and principles before specific examples. The document also contrasts inductive and deductive teaching, noting that inductive approaches begin with specific examples and move to broader generalizations, while deductive approaches begin with generalizations and apply them to specific examples.
Preschoolers' emergent literacy skills predict their attitudes toward and perceptions of reading. The study found that preschoolers with higher emergent literacy skills reported knowing less about reading and liking it less, compared to those with lower skills. When asked to define reading, preschoolers relied on books but showed a more limited understanding than adults. Preschoolers with stronger skills also expressed more intrinsic motivations for learning to read. The results suggest preschool interventions should focus on motivation rather than perceived ability.
This document discusses emergent literacy and its importance for early childhood development. It defines emergent literacy as the early skills, knowledge, and attitudes that are developmental precursors to conventional reading and writing. These include vocabulary, narrative skills, print motivation, print awareness, letter knowledge, and phonological awareness. Emergent literacy begins at birth and is fostered through social interactions with caregivers and exposure to literacy materials. Children who start school without having developed early literacy skills are at higher risk for later reading difficulties. The document also discusses tools for measuring emergent literacy skills and provides recommendations for parents, teachers, and organizations to promote early literacy development.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
This presentation is designed for UBC's LIBR529: Services for Family and Early Literacy in the Preschool Years. It reinforces the things parents can do at home with their young children to foster school readiness skills (and to advertise storytimes!)
An Integrated Approach To Teaching English.PptxIrina K
An integrated English language and cultural immersion program was developed for 13 Taiwanese students preparing for an MBA in project management at Brenau University. The program focused on improving English skills through 3 hours of classroom study per day combined with community outreach activities. Students participated in service projects, tutored local children, interviewed senior citizens, and helped refurbish homes damaged by Hurricane Katrina to learn English while experiencing American culture firsthand. The goal was to prepare students with sufficient English ability to begin their MBA coursework in January 2009 through an intensive 5 month study period.
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
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
This document discusses bilingual approaches to language learning in education. It describes different bilingual models used at various education levels, including elementary, secondary, and post-secondary. At the elementary level, the main program models are early-exit, late-exit, and immersion programs. Secondary programs typically use students' native language to transition to the dominant language. Postsecondary programs provide short-term vocational training. Quality bilingual education requires factors such availability of qualified teachers, sound curriculum and instruction, appropriate assessment, and community involvement.
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
The document provides guidance for creating an effective literacy environment and workshop approach in the classroom, emphasizing the importance of careful planning for classroom setup, establishing clear routines and procedures, using data to differentiate instruction, and continuously monitoring progress to meet student needs. Sample schedules, guidance on grouping students, and links to additional resources are included.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for different age groups, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing for primary students, and independent reading, literature circles, investigative writing for intermediate students. Language/word study includes instruction in phonemic awareness, phonics, vocabulary, spelling, and handwriting.
The document discusses balanced literacy instruction for middle schools. It summarizes the components of phonics instruction, whole language instruction, and balanced literacy. Balanced literacy combines phonics instruction, whole language approaches, and elements of reading and writing instruction. It includes reading aloud, shared reading, guided reading, mini-lessons, and reading workshop. The writing portion includes shared writing, interactive writing, guided writing, and independent writing. Skills like comprehension, fluency, vocabulary, and the writing process are embedded throughout balanced literacy instruction.
Jennifer Evans, the Assistant Director of ELA at St. Clair County RESA, presented information on establishing a reading workshop. The presentation included research supporting individualized and differentiated reading instruction. It outlined the essential components of a reading workshop, including mini-lessons, independent reading, small groups, conferences, and shared learning. Formative and summative assessments were discussed as a way to group students for guided reading and skill-based instruction. The importance of establishing structure through clear routines and meaningful literacy activities was also emphasized.
Marilyn Jager Adams proposed a balanced literacy approach in 1990 based on the work of several reading experts. This approach became popular in the 1990s and remains popular today. A balanced literacy approach combines the best elements of phonics instruction and whole language approaches, incorporating reading, writing, and oral language. It includes self-selected reading, guided reading, phonics instruction, and writing.
The document discusses the challenges of teaching reading in today's elementary schools. It emphasizes the importance of reading as a functional and enjoyable skill. It also describes the complex cognitive processes involved in the reading act, including perceptual, thinking, associative, and constructive aspects. Effective reading instruction requires taking a balanced approach that integrates word recognition, comprehension strategies, and literature.
- Teaching reading is challenging as teachers must prepare students for standardized tests, use research-based methods, work with technology, and address a diverse population of students.
- Reading is vital for functioning in society as everyday tasks involve reading menus, signs, etc. Teachers can demonstrate this importance through examples relevant to their grade level.
- Reading involves many complex cognitive processes including perceiving symbols, thinking, making connections to background knowledge, and integrating information. Teachers must support all of these processes.
This document provides a rubric for evaluating implementation of a reading workshop. It includes goals and descriptors for evaluating materials, management, grouping, lesson management, text selection, text introduction, teaching strategies, and more. The rubric ranges from "tasks not started" to "gold standard" implementation. For each area, it provides observable behaviors and outcomes to aim for at different stages, from just getting started to exemplary practice, to help teachers develop and strengthen their reading workshop.
The document discusses the challenges of teaching reading in today's elementary schools. It emphasizes the importance of reading as a functional and enjoyable skill. It also describes the complex cognitive processes involved in the reading act, including perceptual, thinking, associative, and constructive aspects. Effective reading instruction requires taking a balanced approach that integrates word recognition, comprehension strategies, and literature.
This document outlines Kathy Collins' approach to teaching reading through independent reading workshops. It discusses establishing a print-rich classroom environment and teaching reading skills both directly and indirectly. The independent reading workshop structure involves a mini-lesson, independent reading time with conferences, partner reading, and a sharing period. Units of study focus instruction on developing specific reading skills and habits over several weeks. The goal is to teach both reading skills and a love of reading so that children continue reading after leaving the classroom.
Reading in elementary school chapter 9Paula Justus
Basal reading series are the most widely used materials for teaching reading and include anthologies, teacher manuals, and workbooks. Effective teachers assess student needs and use a variety of strategies like guided reading, literature circles, whole class reading, and individualized approaches. Literature based and eclectic methods integrate reading skills into themes and draw on students' backgrounds. Computer aided instruction offers individualized practice in basic skills. Overall, teachers should evaluate student mastery and select from diverse materials and methods to meet different learners' requirements.
Teacher self reflection for reading workshopJennifer Evans
This document contains Jennifer Evans' self-reflection on her implementation of reading workshop. It evaluates her progress on various tasks related to materials, management, grouping, lesson management, text selection, text variation, text introduction, and teaching strategies. For most tasks, she has progressed from just beginning to implement them to establishing systems and routines, but still has areas for growth in fully achieving the goals. Her overall aim is to improve her skills in guided reading instruction and developing students' reading abilities.
This document outlines the components and instructional strategies for effective guided reading lessons. It defines guided reading as meeting with small groups to support students through manageable texts at their instructional level. Key elements include selecting appropriate texts, introducing vocabulary, monitoring comprehension, teaching strategies, and linking reading to writing. The goal is to help students develop independence in reading through scaffolded support from the teacher.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
The document summarizes key aspects of teaching reading in the classroom. It discusses how reading is taught through whole group, small group, and individual instruction. It emphasizes creating a literate environment where students love reading, discussing texts, and developing preferences. It also values collaboration, differentiated instruction to meet student needs, and integrating reading across the curriculum rather than in isolation. Assessment is used to understand students and plan targeted teaching.
Teacher self reflection for reading workshopJennifer Evans
The teacher self-reflection document outlines the teacher's goals for reading workshop across several areas: materials and organization, classroom management during independent and small group work, student grouping, guided reading lesson components, text selection and leveling, providing a variety of genres, introducing texts, and teaching reading strategies. The teacher rates their progress on a scale from "not started" to "achieved" to "achieved with fidelity" on developing the necessary routines, practices, and instructional skills to effectively implement reading workshop.
Guided reading involves teachers supporting small, flexible groups of students to read texts at their instructional level. The goal is to help students develop reading strategies. A typical lesson involves introducing a text, reading, discussion, teaching points, and word or comprehension work. While the teacher meets with a group, other students engage in independent literacy activities matched to their needs. Effective planning is key and involves grouping students, selecting texts, and differentiating activities. Lessons should challenge students and regrouping allows continuous progress toward reading independence.
Teacher self reflection for reading workshopJennifer Evans
This document contains Jennifer Evans' self-reflection on her implementation of reading workshop. It evaluates her progress on several goals related to materials, management, grouping, lesson management, text selection, text variation, text introduction, and teaching strategies. For most goals, she has progressed from just starting to develop an understanding and system to establishing regular practices, but still aims to achieve strategies with greater fidelity. Her overall goals are to establish an effective reading workshop with organized materials, engaged student work, targeted small groups, and data-driven instruction across components.
This document provides an overview of the writing workshop model of instruction to be implemented at Wolf Lake Elementary School. It describes the key components of writing workshop, which include a daily read aloud, mini lesson, independent writing time, conferring with students, guided writing groups, and sharing student work. The goal is to provide more opportunities for independent writing in response to a needs assessment finding that only 44% of teachers felt students had adequate time to write independently. The document explains each component and offers guidance and resources for teachers.
Similar to Balanced literacy evans crull 2013 (20)
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
This document contains a writing conference form used to provide feedback to students on their writing. The form includes sections to discuss the student's writing focus, what they have done so far, and what they want feedback on. It also has criteria to assess the structure, development, and conventions of the writing. The teacher can provide compliments, note strengths, and identify a teaching point to help the student improve an area. They select an instructional approach and model a writing strategy to share with the student. Goals are set for the next steps in the student's writing.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
1) The document provides guidance for paraprofessionals on conducting effective guided reading lessons, which involve dividing students into small groups based on reading ability.
2) It describes the key elements of guided reading lessons, which include introducing texts in a way that prepares students to read independently, supporting students during reading, and following up after reading to discuss comprehension.
3) The document provides tips for questioning students before, during, and after reading to check comprehension and make connections to build understanding.
This document outlines data recording for the fall, winter, and spring terms. It lists reading assessments such as DIBELS, AIMS Web, NWEA, school-wide common assessments, and course pre/post assessments. It also lists behavior assessments including SWIS, BOQ-SAS-TIC. The document follows the plan-do-study-act cycle for gathering, studying, planning, and doing with the recorded data.
Evans smart goal essential standard templateJennifer Evans
By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
An example standard and target are provided, focusing on participating in discussions and following discussion rules.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document outlines steps for analyzing essential standards and developing learning targets:
Step 1 is to identify key words in standards like verbs and nouns. Step 2 is to map out what students will do, the knowledge/concepts, and context. Step 3 analyzes the level of thinking. Step 4 determines big ideas and exemplars. Step 5 establishes guiding questions. Assessment methods and timelines are also outlined.
An example for RI 3.2 is provided, breaking down determining the main idea, recounting details, and explaining how they support the main idea. Learning targets, vocabulary, and an assessment plan are defined. The SMART goal section provides a template for setting goals based on data, desired outcomes, and action
The document provides a five-step process for unpacking essential standards and establishing learning targets:
1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in
This document outlines steps for unpacking essential standards and creating learning targets. It includes:
1) Identifying key words in standards like verbs and nouns.
2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking.
3) Creating learning targets and guiding questions for instruction.
4) Establishing assessments and timelines to determine if students have learned the targets.
As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
This document provides an overview of Words Their Way, a developmental approach to word study and spelling instruction. It discusses what Words Their Way is, why it should be used, and how to implement it. Some key points include:
- Words Their Way focuses on hands-on activities where students compare and contrast word features to discover patterns in spelling.
- It is developmentally appropriate, grounded in research, and motivates students by building on their existing knowledge.
- Implementation involves collecting spelling data, analyzing it to group students, providing small group instruction on patterns, and continually assessing student progress.
- Typical lessons involve sorting words by sound or pattern, reflecting on discoveries, and transferring knowledge to reading and writing
This document discusses 10 essential understandings about English orthography that can help teachers support early literacy development. It explains that English spelling is complex due to its morphological nature and history but is also more systematic than commonly believed. Some key points made include that letter names can be confusing for children; consonant and vowel digraphs represent single sounds; the same letter can represent different sounds; and spelling does not always match pronunciation. The document provides examples and suggestions for how teachers can apply this knowledge, such as validating children's invented spellings and focusing on letter-sound patterns rather than rules.
The document provides an agenda and materials for a workshop on implementing reading workshops in the classroom. It includes background information on reading workshops, the essential components which are a teaching portion, independent reading time, and shared learning time. It also discusses selecting appropriate texts for students and assessing reading comprehension. The goal is to help teachers understand how to structure an effective reading workshop to increase student motivation and engagement.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
This document is a rubric for assessing students' abilities to identify and analyze different informational text structures, including problem/solution, cause/effect, compare/contrast, chronological sequence, and description. The rubric rates students from 1 to 4 in each text structure based on whether they can consistently, sometimes, rarely, or never determine the structure; analyze how parts fit into the overall structure and contribute to developing ideas; and locate relevant signal words. The bottom section provides space for notes and observations from student conferences.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
The document is a conferring log and rubric used by a teacher, J. Evans, at St. Clair County RESA. It contains sections to record the student's name, date, goal for the conference, scores on a 4-point scale for skills, notes and observations from the conference, and next steps discussed. The rubric lists skills that can be scored on whether they are demonstrated consistently, sometimes, rarely, or not at all during conferences.
This document appears to be a reading conference form used to assess a student's reading abilities. It contains sections to evaluate why the student chose a book, their opinion of the book, comprehension and retelling skills, reading aloud accuracy and strategies, vocabulary and prediction, and goals for the student's reading development. The teacher uses a scale of 1-4 to rate the student in each area, and notes strengths, focus areas, and instructional plans.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer#Untitled/Home
2.
3.
4. WHAT IS BALANCED LITERACY?
Work with a partner and develop a list of
what you believe balanced literacy is.
5. WHAT IS A BALANCED-LITERACY PROGRAM?
An approach for teaching literacy that is widely used in classrooms.
A comprehensive, differentiated approach to reading and writing
instruction.
A Balanced-Literacy Program “combines explicit instruction, guided
practice, collaborative learning, and independent reading and writing”
(Tompkins, 2010) on a daily basis.
Teachers differentiate instruction based on student needs.
Balanced literacy incorporates all reading approaches realizing students
need to use multiple strategies to become proficient readers.
6.
7. COMPONENTS OF A BALANCED LITERACY
FRAMEWORK:
Reading Workshop
Writing Workshop
Mini-lessons – Modeled
Reading/Writing
Shared Reading/Shared
Writing
Read Aloud
Small Group Instruction (guided
reading/writing, conferring)
Independent Reading/Writing
Word Study
8. READING EXPERIENCES
Shared Reading
The teacher reads with the students when a book may be
at a too difficult reading level or comprehension level.
Independent Reading
Students will have a chance to read books at their
comfort level during this time.
Read-Alouds
Read-alouds are a great means to model good reading—
fluency and use of strategies. Grand conversations can
occur during this time.
Guided Reading
The teacher will guide small groups of students using
leveled readers during this time. Specific strategies and
skills will be taught.
9. THE COMPONENTS OF BALANCED LITERACY
http://www.youtube.com/watch?v=8nhZ7g09
55Q
13. READ ALOUD
Teacher reads selections
aloud to students.
Benefits:
•Students are introduced to a
variety of texts
•Students hear fluent reading
•Teacher shares her thinking
(Think Alouds)
•Students are provided with
quality writing models
•Creates a sense of community
14. SHARED READING
What it Looks Like:
All Eyes on One Text
Reading Together
Repeated Readings of
New, Familiar and
Favorite Texts
Supported Skills
Fluency and Phrasing
Love for reading
Comprehension
Word familiarity
Phonemic
awareness/phonics
Safe environment
15. GUIDED READING
Teacher works with small, flexible groups of
children who have similar reading strengths &
needs.
GUIDED READING
Small groups at the same
reading level
Prepares students for the
next reading level
Teach the skills within
their instructional level
Books match their
instructional reading level
SMALL GROUP STRATEGY LESSONS
Small groups that are skill
based
Students may or may not
be at the same reading
level
Differentiated Instruction
Books match their
independent reading level
16. COMPARISON OF TRADITIONAL AND
GUIDED READING GROUPS
Traditional Reading Groups
Groups remain stable in composition.
Students progress through a specific
sequence of stories and skills.
Introductions focus on new vocabulary.
Skills practice follows reading.
Focus is on the lesson, not the student.
Teacher follows prepared "script" from the
teacher's guide.
Questions are generally limited to factual
recall.
Teacher is interpreter and checker of
meaning.
Students take turn reading orally.
Focus is on decoding words.
Students respond to story in workbooks
or on prepared worksheets.
Readers are dependent on teacher
direction and support.
Students are tested on skills and literal
recall at the end of each story/unit.
Guided Reading Groups
Groups are dynamic, flexible, and change
on a regular basis.
Stories are chosen at appropriate level for
each group; there is no prescribed
sequence.
Introductions focus on meaning with
some attention to new and interesting
vocabulary.
Skills practice is embedded in shared
reading.
Focus is on the student, not the lesson.
Teacher and students actively interact with
text.
Questions develop higher order thinking
skills and strategic reading. Teacher and
students interact with text to construct
meaning.
Students read entire text silently or with a
partner.
Focus is on understanding meaning.
Students respond to story through
personal and authentic activities. Students
read independently and confidently.
Assessment is ongoing and embedded in
instruction
17. “JUST RIGHT” BOOKS
Independent Level
96%- 100% Accuracy
with good
comprehension and
fluency
“Just Right”
Instructional Level
90-95% Accuracy
Students can read with
teacher support and
instruction
Frustration Level
< 90% Accuracy
“Too Hard”
18. INDEPENDENT READING
Students read texts that
they have chosen.
Books should be ―Good
Fits‖
Meet their need (to
inform, entertain, or
persuade them)
Match their interests
At an appropriate reading
level
Students are given time
to actually read.
Students are encouraged
to get comfortable.
20. Literacy Centers
RULES AND PROCEDURES ARE CLEARLY
ESTABLISHED
RELEVANT TASKS ARE PREPARED AT EACH
CENTER
21. MODELED WRITING
The teacher writes in
front of the students
demonstrating a writing
strategy, skill or
convention of written
language
Teacher often shares
her thinking as she
goes through the writing
process.
23. Guided Writing
Teacher works with a
group of students with
similar strengths &
needs.
During interactive writing, the
teacher and the students may
―share the pen.‖ The class may
share ideas and write a piece
together. Or, the students and
teacher may write back and forth
with one another, possibly in
journals, on charts or sticky notes.
24. INDEPENDENT WRITING
Students are expected
to choose their own
topics.
Students go through
the writing process at
their own pace.
Published pieces are
assessed using a
rubric.
26. WORD STUDY
Mini-lesson : Teacher explicitly teaches a skill in
phonics, spelling, vocabulary, reading, or writing
Practice: Students practice the skill independently or
with a partner
Sharing: Students share what was learned and how
it will help us in everyday reading and writing
27. COMPONENTS OF LANGUAGE/WORD STUDY
Phonemic
Awareness
Phonics
Instructions
Vocabulary
Instruction
Spelling
Instruction
Interactive Edit
Vocabulary
Handwriting
Test
Reading/Writing
Current Events
Modeled or
Shared
Reading/Writing
Interactive Read
Aloud
28. ASSESSMENTS
Informal Assessments
Listening In
Turn and Talk
Formal Assessments
Teacher/Student Conference
notes
DIBELS
Running Records
Pre/Post Assessments
Notes From Small Group
Instruction
Observations
Hand Signals
Rubrics
Journals
MEAP/NWEA/STAR ReadingMath
DRA
Comprehension Tests
Self-Evaluations
Published Writing
On Demand Writing
Presentations
30. 90 MINUTE READING BLOCK EXAMPLE
Amount of Time
Grouping
Types of Activities
15 minutes
Whole group
Spelling
Basal story
Comprehension strategies/skills
Vocabulary
Phonics
Cooperative learning
15 minutes
Individual
Self-selected reading/journaling
30 minutes
Small groups
Guided reading
Leveled readers
Mini-lessons
Word work
30 minutes
Literacy Centers or
Literature Circles
Fluency
Comprehension
Vocabulary
Phonics
Spelling
Read and response
31. Time
8:40 – 9:00
9:00 – 10:00
10:00 –
11:30
11:30 –
12:15
12:15 –
12:45
Subject
Balanced Literacy Element
Morning Procedures Independent Writing – Journaling
Independent Reading Book Selection
Writer’s Workshop
Reading Block
Modeled Writing, Interactive Writing, Independent
Writing, Guided Writing, & Read Aloud
Shared Reading, Guided Reading, Literature
Circles, Work Stations, Independent Reading, Read
Aloud & Word Study
Lunch/Recess
Word Study
Spelling & Word Study
12:45 – 1:05
Independent
Reading
Self-Selected Reading & Reading Conferences
1:05 – 1:35
Special Area Class
1:20 – 1:50
Intervention Groups
1:50 – 2:50
Math
2:50 – 3:20
Content Area
Shared Reading, Read Aloud & Word Study
Reading Interventions & Enrichment
Shared Reading & Independent Writing
Dependent upon the lesson
32. TYPES OF GROUPS
Small Groups
Guided Reading
Ability grouping
Literacy centers
Whole Group
Read-alouds
Modeled reading and writing
Mini-lessons
Shared reading/writing
Independent
Independent reading and
writing activities
Teacher-Student
Reading/Writing workshop
Reading/Writing conferences
33. TEACHER’S ROLE
The teacher's role is:
to guide and model literacy behavior for children to emulate.
to meet the needs of all the children in the classroom which
include physical, emotional and intellectual growth.
to create an environment filled with meaningful, inviting and
authentic activities, employing developmentally appropriate
teaching techniques.
to engage students in experiences that make literacy events
meaningful and help the students make connections and
build on their prior knowledge.
to maintain an environment that places an emphasis on
meaningful dialogue, negotiated meaning, and understanding
facilitates authentic literacy experiences.
to create a classroom environment that supports emerging
readers and writers through
modeling, scaffolding, monitoring, and facilitating classroom
talk .
to encourage students to develop their own unique interest
and abilities.
to create an accepting and inviting atmosphere for learning.
In a balanced-literacy approach, students will have authentic opportunities to use strategies and skills in reading and writing.
“Reading aloud to students is another way to demonstrate how much you value reading, and it also becomes an opportunity to teach students about the rewards that reading brings” (Graves, 59). Readalouds occur throughout the day within a balanced literacy program. During read aloud time, the students gather on the whole group carpet area while a text is read aloud. Read alouds provide time for new genres, cultures, themes, and social issues to be introduced. If read alouds are thoughtfully selected, they can be used to teach reading strategies and vocabulary. According to Teaching Reading in the 21st Century, “What you choose to read aloud can serve to entice students to broaden the scope of their reading interests” (Graves, 59). During read alouds, the students are granted a glimpse inside the teacher’s head when think alouds are used. During the reading, the teacher may pause and share what she is thinking. This serves as a model for the students so that they are aware that real readers have a constant conversation running in their heads. Read alouds are also beneficial in providing a model of quality writing. During writer’s workshop, we often refer to mentor texts to help us improve our writing. By having some trusty texts, students will be able to model their writing after their favorite authors. Lastly, read alouds create a sense of community. “The social nature of reading in the company of others can become a powerful motivating force, encouraging students to read, to read with understanding, and to share their ideas with others. When students have the opportunity to talk with one another about what they read, they come to realize that there are many ways to understand and respond to a text, and they also have the opportunity to enlarge their understanding and repertoire of responses by listening to the responses of others.” (Graves, 60)
We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
Having time to actually read for pleasure is essential if a child is to become a real reader. During independent reading time, students read texts of their own choosing. The teacher should be knowledgeable about current literature and should be able to assist the students in selecting “good fit” books. At the beginning of the school year, and as needed throughout the year), students need to be taught how to select “good fit” books. During independent reading, the classroom teacher may conference with individual readers. During a reading conference, the teacher checks in to see how the student is doing, teaches a strategy, and a praise point. The teacher may listen to the student’s reading and then give one strategy that the student may use. Or perhaps the teacher will help the student select a “good fit” book. After the teacher shares a strategy, she should give a praise point and then move on to another student. These conferences allow for the teacher to assess the students reading progress and to see which students need help with what. By providing time for the students to actually read, the teacher is showing the student that she values reading. “Anderson, Wilson, and Fielding (1998) discovered that among the fifth-grade students they studies, 50 percent read 4 minutes a day or less; 30 percent, 2 minutes a day or less, and 10 percent not at all” (Graves, 59). If students are to become better readers, they need to be given time to actually read!
We all know the importance of modeling reading. It is just as important to model for the students the qualities of good writers. Modeled writing generally occurs more often in the primary classrooms as the students are beginning to develop as writers. In upper grade classrooms, the teacher may choose to model specific craft or convention lessons. All students may not need the modeled writing lesson, so the teacher may pull just a small group for the writing lesson. Modeled writing generally occurs within Writer’s Workshop time, but it may also occur in content areas also.
Guided writing generally occurs during Writer’s Workshop. When the rest of the class is working independently on their pieces, the teacher may pull a small needs-based group and teach them a specific writing strategy. The teacher informally assesses the students during the writing conference and then uses that information to guide the guided writing group. Interactive writing can take many forms with the classroom. Within the classroom, the students are expected to journal. Often the teacher responds to the child in the journal. If a piece is too personal, the student may choose not to share the piece with the teacher. Interactive writing also occurs when the class writes a piece of writing together. The students and the teacher may “share the pen” and contribute sections of the text. If journals are being used, it is important for the teacher to, “Read and comment on the journal as often as possible” (Graves, 375).
Within the balanced literacy approach, independent writing takes up the majority of the Writer’s Workshop approach. Students are expected
The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
Literacy development consumes a large portion of the school day. In order for students to grow into real readers and writers, they need to be provided with ample time to hone their skills. Reading and writing elements are employed in every subject area throughout the day. For example, while the students are in gym class, they may read the rules to a new game or match terms to the correct lines on the basketball court (Free Throw Line card would be placed on the actual free throw line).
I will use different groupings throughout the day in order to meet the students’ needs.