The document discusses strategies for developing literacy skills in students. It outlines components of a balanced literacy approach including reading workshop, writer's workshop, language study, and a two-hour literacy block. It describes organizing students into whole class, small group, and independent work with a focus on guided reading, literature circles, and word study. Guided reading is discussed as a strategy to provide text at students' reading levels with teacher coaching. The importance of teachers in accelerating reading growth is also highlighted.
A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因:why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词,是long-term memory 还是working memory?(cognition)]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
*Handout - Teachers are constantly looking for new ways to introduce, review and assess vocabulary acquisition and retention. With Vygotzky’s theory of language acquisition as the framework, activities covering the noticing, recognition and production stages will be demonstrated. Participants will further develop activities, expanding the experienced teacher’s repertoire of practical classroom activities.
NOLA Urban Elementary School Leadership Team Retreat - High Level AgendaNicole Williams
This is a session plan for a full-day workshop that I designed and facilitated for a small urban elementary school leadership team during the first week of school. The team bonded on Friday night through a sleepover and shared team building activities hosted by the principal and I came in the next morning and engaged the entire team in the activities listed in this agenda.
Professional Development workshop materials for a group of people who coach turnaround school principals.
The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html
Thinking Maps Introductory Presentation - Four Map Deep Dive
Please note - this is only an overview. If you would really like to improve student achievement, ask your administrator/district to invest in Thinking Maps. They change students' lives (and their scores!) I am not a paid representative of the Thinking Map organization. I just LOVE Thinking Maps!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
7. 44 million adults in the
U.S. can't read well enough
to read a simple story to a
child.
Reference: National Adult Literacy Survey (1992) NCED, U.S. Department of Education
Monday, August 2, 2010
8. Disadvantaged students in
the first grade have a
vocabulary that is
approximately half that of
an advantaged student
Reference: Graves, 1986 / White, Graves & Slater, 1990
Monday, August 2, 2010
9. 21 million Americans can't
read at all, 45 million are
marginally illiterate and
one-fifth of high school
graduates can't read their
diplomas.
Reference: Department of Justice, 1993
Monday, August 2, 2010
10. In a class of 20 students,
few if any teachers can
find even 5 minutes of time
in a day to devote to
reading with each student
Reference: Adams, 2002
Monday, August 2, 2010
11. Children who have not
developed some basic literacy
skills by the time they enter
school are 3 - 4 times more
likely to drop out in later
Reference: National Adult Literacy Survey, (1002) NCES, U.S. Department of Education
Monday, August 2, 2010
12. "The link between academic
failure and delinquency, violence,
and crime is welded to reading
failure." Over 70% of inmates in
America's prisons cannot read
above a fourth grade level.
Reference: US Department of Justice
Monday, August 2, 2010
13. 15% of all 4th graders read no
faster than 74 words per minute,
a pace at which it would be
difficult to keep track of ideas as
they are developing within the
sentence and across the page
Reference: Pinnell, et. al. 1995
Monday, August 2, 2010
15. Out-of-school reading habits of
students has shown that even
15 minutes a day of independent
reading can expose students to
more than a million words of
text in a year.
Reference: Anderson, Wilson, & Fielding, 1988
Monday, August 2, 2010
16. Teachers are the single most
important factor in accelerating
reading growth.
Reference: Anderson, Wilson, & Fielding, 1988
Monday, August 2, 2010
17. Teachers are the single most
important factor in accelerating
reading growth.
Reference: Anderson, Wilson, & Fielding, 1988
Monday, August 2, 2010
19. Components of
Balanced Literacy
Reading Workshop Writer’s Workshop Language/Word Study
Literature Study Guided Writing Shared Reading/Writing
Guided Reading Independent Writing Interactive Read Aloud
Interactive Writing/Edit
Independent Reading
Phonics/Word Study
Interactive Vocabulary
Handwriting
Spelling
Monday, August 2, 2010
20. The Two-Hour
Literacy Block
Monday, August 2, 2010
21. At a Glance...
Whole Class focus lessons are presented to teach explicit reading skills or strategies
Shared Reading teacher explicitly models reading strategies and skills that students need to learn
the responsibility for reading is “shared” between the teacher and students, although the
Grades 2 - 5
40 minutes per day teacher reads most of the text
Grade 1 usually occurs with the whole class
30 minutes per day
provides students with the opportunity to talk, think, and question their way through text
the teacher meets with a small group that needs to practice a specific strategy - or - has
Guided Reading a similar reading level
Block (w/ each student has a copy of his/her own text; reading is done by the student while the
teacher coaches
independent
independent reading is a time when students read text (either self-selected or teacher
reading) recommended) at their independent reading level to practice reading strategies
Whole Class provides a model of fluency and builds listening comprehension
Read Aloud you read to the students acting as both author and reader
Word Study involves both the decoding (reading) and encoding (phonics and spelling) of our alphabetic
Grades 2 - 5 symbol system
20 minutes per day should include handwriting
Grade 1
30 minutes per day
Monday, August 2, 2010
22. EFFECTIVE INSTRUCTION IN READING: Components of a Reading & Writing Workshop
Focused
Learning
Explicit Instruction Guided Instruction Independent Practice
5 - 10 minutes 30 - 40 minutes (while teacher works w/grp)
Think Aloud Flexible Guided Reading Purposeful, independent
Groups reading
Mini-lesson (changes every 6 weeks)
(strategy, skill or craft) Cooperative Learning
Shared Reading/Read Aloud experiences
Modeling
Conferring
Targeted Instruction
(needs based) Literature Circles
Student Reflection of
learning (5 - 10 minutes)
Teachers move fluidly through these stages based on formative
assessments such as Running Records, Conferring Notes, Journal Notes,
Exit Tickets, and Student Created Work Summative Assessment
Monday, August 2, 2010
23. GROUPING
WHOLE CLASS
Shared Reading
Interactive Read Aloud
Mini-lessons
SMALL GROUP
Guided Reading/Writing
Literature Discussion Groups
Skill/Strategy groups
INDEPENDENT
Independent Reading/Writing
Reading/Writing conferences
Accelerated/Remedial
Monday, August 2, 2010
24. Mini-Lesson Structure
Connection
Connect today’s lesson with…
yesterday’s lesson
ongoing unit of study
student’s work
an experience outside of school or classroom
Teaching Point
Present verbally
Demonstrate or model
Active Engagement
Children…
try out a skill or strategy with a text
act like researchers as they watch a demonstration
plan work out loud
imagine trying a skill or strategy
Link
To ongoing work
Monday, August 2, 2010
25. Reading Workshop
Independent Reading
Self-selected
Self-paced
Practice previously learned strategies and skills
Responding to reading
Guided Reading
Leveled books
Fiction and non-fiction
Ability grouped
Skill focused
Literature Study
Varying levels
Variety of genres
Interest based groups
Strategy focused
Monday, August 2, 2010
26. Language and Word
Study
K-2 3-5
Shared Reading Shared Reading/Writing
Interactive Read Aloud
Shared Writing
Interactive Writing/Edit
Interactive Read Aloud
Phonics/Word Study
Phonics/Word Study
Interactive Vocabulary
Poetry Reading
Current Events
Reader’s Theatre
Spelling
Handwriting Reader’s Theatre
Spelling Poetry
Monday, August 2, 2010
28. Traditional Reading Groups vs. Guided Reading Groups
TRADITIONAL GUIDED READING
Groups are dynamic, flexible, and change on a regular
Groups remain stable in composition.
basis.
Students progress through a specific sequence of stories Stories are chosen at appropriate level for each group;
and skills. there is no prescribed sequence.
Introductions focus on meaning with some attention to
Introductions focus on new vocabulary.
new and interesting vocabulary.
Skills practice follows reading. Skills practice is embedded in shared reading.
Focus is on the lesson, not the student. Focus is on the student, not the lesson.
Teacher follows prepared "script" from the teacher's
Teacher and students actively interact with text.
guide.
Questions develop higher order thinking skills and
Questions are generally limited to factual recall.
strategic reading.
Teacher and students interact with text to construct
Teacher is interpreter and checker of meaning.
meaning.
Students take turn reading orally. Students read entire text silently or with a partner.
Students take turn reading orally. Focus is on understanding meaning.
Students respond to story in workbooks or on prepared Students respond to story through personal and
worksheets. authentic activities.
Readers are dependent on teacher direction and support. Students read independently and confidently.
Students are tested on skills and literal recall at the end
Assessment is ongoing and embedded in instruction.
of each story/unit.
Monday, August 2, 2010
31. Before Reading
The Teacher
Teacher selects groups on ability and needs
Selects appropriate texts -90-94% readability
Previews vocabulary, context, and structure of the text
Prompts students’ prior knowledge and experience of
topic
Helps students set a purpose for reading
Discusses concepts of the book and scaffolds prior
knowledge
Focuses on a particular strategy during the guided
reading process (ex. predictions, close look at story
elements: plot, characters etc., and helping students to
use illustrations to understand new concepts)
Organizes students into groups and provides them with
activities to do, while teacher is leading guided reading
Monday, August 2, 2010
32. Before Reading
The Student
discusses what he/she thinks may happen in the story,
make predictions
offers prior knowledge on the topic
students not participating in guided reading work
individually doing other reading activities.
Monday, August 2, 2010
33. During Reading
The Teacher
Observes students reading independently
Can reinforce ideas through consolidation of learning
Can help students decode words and define meaning
Helps to build new knowledge
Scaffolds comprehension for students
The Student
Reads the selected text independently
Applies reading strategies and reflects on text being
read
Makes predictions about what happens next
Reflects and utilizes reading strategies
Monday, August 2, 2010
34. During Reading
The Teacher
Debriefs and assesses if reading purposes were met and if predictions were true.
Connects information with the story and starts extension activities.
Gives students encouraging words.
Talks about what the students learned.
Listens to students’ comments.
Determines what they need to read next.
Listens to what the kids have to say about their feelings on the text.
Provides links that give meaning to the story.
Can conduct a mini-lesson.
The Student
Answers oral questions on what he/she felt about the book and does the follow-up
activities that the teacher assigns.
Consolidates new knowledge.
Moves closer to independence.
Shares reading strategies and responses to text.
Monday, August 2, 2010
35. When you design
teaching for
learning,
these are the
results!
Monday, August 2, 2010
36. My Favorite Resources
Guided Reading Materials
www.readinga-z.com
Beth Newingham - Scholastic Star Teacher
hill.troy.k12.mi.us/staff/bnewingham/myweb3
Mrs. Meachem Classroom Snapshots (blocked at school)
www.jmeacham.com/
Powerup Learning
www.poweruplearning.com
Literature Circles Resource Center
www.litcircles.org
Monday, August 2, 2010