This webinar discussed using data from Benchmark Assessments to inform literacy instruction. It covered transferring BAS data to focused teaching, using the data to plan individual, small group, and whole class instruction, and linking assessment to instruction using the Continuum of Literacy Learning. The webinar demonstrated concepts like interactive read alouds, guided reading lessons, and using data efficiently. It emphasized creating an engaging classroom environment where students learn through collaboration and shared ideas in various social contexts.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
The Wonderland Literacy Programme is a comprehensive, multi-dimensional programme and it provide all the components necessary to enable children become successful, motivated readers and writers. Evidence-based research has been translated into practical, engaging and easy-to-implement lessons and strategies. Resources include a systematic, synthetic phonics programme, phonological and phonemic awareness programmes, oral language development schemes, guided reading and writing programmes along with Assessment, Home/School Links, IT components and comprehensive teacher resources.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2. • Transfer the information gleaned from the
BAS to focused literacy teaching and learning.
• Use the data gleaned and assessment strategies
from the BAS to inform daily instruction.
• How to better utilize the Continuum of
Literacy Learning.
3. For this webinar you will need:
The Continuum of Literacy Learning
The Benchmark Assessment System 1 or 2
Assessment Guide
4. The results of Benchmark Assessments
can be used to plan for…
• Individual Instruction
• Small Group Instruction
• Whole Class Instruction
9. Interactive Read Aloud and Literature
Discussion
When children are actively listening to and discussing
a text, all of the strategic actions for comprehending
are in operation. In an interactive read aloud, the
listener is freed from decoding and is supported by the
oral reader’s fluency, phrasing, and stress – all
elements of what we sometimes call expression. The
scene is set for a high level of comprehending or
thinking together through a text.
COLL, Pages 8-10
10. • Listen in
–Grade 1 group in their first
literature discussion
•Julius, Baby of the World
• Return to the webinar
11. Thinking within the text
Understand the problem of a story
Recognize characters and report important details after reading
Thinking beyond the text
Bring background knowledge to understanding characters and
their problems
Make connections between texts and their own life experiences
Use evidence from text to support predictions
Make connections between familiar texts and discuss
similarities and differences
Thinking about the text
Notice similarities and differences among texts that are by the
same author or are on the same topic
Have opinions about texts and state the basis for opinions (tell
why)
12. Julius, Baby of the World
What did you think?
Why?
How is she feeling? …in the beginning?
Why?
Do you agree?
Share what you are thinking
Did that help you understand the story? Why?
Did Lily love Julius?
Ah, (restating) just not showing it
What changed?
Who said it?
13. Our ultimate goal as teachers is to help each
student in our schools become a reader who
loves books and all they have to offer.
Reading is more than basic decoding
competency. It has the potential to nourish
the intellect, the emotions and the spirit. It
feeds and replenishes the art and skill of
writing. A child who lives a literate life in
school and has pleasurable experiences with
written language will make a place for
reading and writing throughout life.
Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking,
talking, and writing about reading. Portsmouth, NH: Heinemann. p. 3.
14. Pause the webinar to view Ask Nicely
Work in partners while observing.
#1. Record the ways the teacher supports her students in
thinking within, beyond and about text.
#2. Record the reading behaviors of the students. How do
their behaviors demonstrate their thinking within, beyond and
about text?
Return to the webinar
15. Ask Nicely
Thinking within the text
– Notice and derive information from pictures
– Bring background knowledge to understanding characters
and their problems
– Talk about characters, problems and events in a story
– Acquire new words from listening and use in discussion
– Understand the meaning of words during reading
Thinking beyond the text
– Infer characters feeling and intentions
Thinking about the text
– Understand that an author wrote the book
– Understand that an artist illustrated the book
16. Ask Nicely
Oral, Visual and Technological Communication
Listening and Speaking
• Listen with attention and understanding to oral
reading of stories…
• Compare personal knowledge with what is heard
Content
• Begin to verbalize reasons for problems, events and
actions
• Offer solutions and explanations for story problems
17. The Structure of Interactive Read Aloud
Selection and Preparation
Opening
Reading Aloud
Embedded Teaching
Text Talk
Discussion and Self Evaluation
Record of Reading
Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehending and fluency.
Portsmouth, NH: Heinemann. p. 222.
22. • Pause the webinar
– Listen in to Loretta sharing Grandma’s Purple Flowers
with her 2nd graders
– Have your copy of The Continuum of Literacy
Learning open to Interactive Read Aloud and
Literature Discussion Grade 2
• After viewing
– Using the Continuum, discuss the text selection.
– Discuss the goals you observed.
• Return to the webinar
23. Grandma’s Purple Flowers
• How did the introduction/opening impact
the experience for the children?
• When Loretta modeled her thinking, what
kind of thinking was she modeling?
• When Loretta asked questions of the
children, what was the kind of thinking she
was hoping to elicit from their responses?
25. Texts for Interactive Read Aloud
Texts for Interactive Read Aloud
• Are often displayed in the room for students to explore
during independent reading
• Are often organized in text sets based around themes,
topics, authors, genre and are used as mentor texts in
writer’s workshop
• Represent the diversity of our world
• Contain topics and themes for rich discussion
• Are often picture books, but can be short stories,
chapter books, poems, etc.
26. Reflection
Pause the webinar to reflect
– How will you use the results of the Benchmark
Assessment System to plan for interactive read -
aloud for your class?
– How will you use The Continuum of Literacy
Learning both to plan for interactive read - aloud
and to monitor the progress of your class?
Return to the webinar after sharing.
28. Components of a Guided Reading Lesson
• Introducing the Text
• Reading the Text
• Discussing and Revisiting the Text
• Teaching for Processing Strategies
• Working with Words (optional)
• Extending the Understanding of the Text
(optional)
Teaching for Comprehending and Fluency pp. 375-376
30. Pause the webinar and
read the steps for
connecting assessment
to guided reading
lessons on p. 116 of
your Assessment Guide.
31.
32. Introducing the Text
1. Pause the webinar and view the
introduction to the text, Locked Out.
Notice the behaviors Shannon (the
teacher) attends to during the introduction.
2. Return to the webinar once you have
viewed this portion of the lesson.
33. Introducing the Text
Shannon provided opportunities for students to:
• Make connections between the text and reader’s
personal experiences. (Making Connections)
• Use and interpret information from pictures. (Inferring)
• Search for and use all sources of information in the text.
(Searching for and Using Information)
• Infer and interpret characters’ feelings, motives, and
attributes. (Inferring)
• Infer causes for feelings, motives, or actions. (Inferring)
• Remember information to help in understanding the end
of a story. (Summarizing)
34. Reading the Text
1. View the students reading the
text, Locked Out. Notice the behaviors
Shannon attends to as they read.
2. Return to the webinar once you have
viewed this portion of the lesson.
35. Reading the Text
Shannon provided opportunities for students to:
• Recognize most words quickly and easily. (Solving Words)
• Reflect language syntax and meaning through phrasing and
expression. (Maintaining Fluency)
• Demonstrate appropriate stress on words to reflect the
meaning. (Maintaining Fluency)
• Use meaning to monitor and self-correct reading
(Monitoring and Correcting)
• Search for and use all sources of information in the text.
(Searching for and Using Information)
• Reflect punctuation through pausing and intonation while
reading orally. (Maintaining Fluency)
36. Discussing and Revisiting the Text
1. View the video of the students
discussing and revisiting the text.
Notice how Shannon helps them think
and talk about what they read.
2. Return to the webinar once you have
viewed this portion of the lesson.
37. Discussing and Revisiting the Text
Shannon provided opportunities for students to:
• Remember information to help in
understanding the end of a story.
(Summarizing)
• Understand and talk about a simple sequence
of events of a story. (Summarizing)
38. Teaching for Processing Strategies
1. View the video of Shannon teaching for
processing strategies. Notice how she
supports students with reading
behaviors.
2. Return to the webinar once you have
viewed this portion of the lesson.
39. Teaching for Processing Strategies
• Demonstrate phrased, fluent oral reading
(Maintaining Fluency)
• Reflect language syntax and meaning through
phrasing and expression. (Maintaining
Fluency)
• Reflect punctuation through pausing and
intonation. (Maintaining Fluency)
40. Working with Words
1. View the working with words portion of
the lesson. Notice how Shannon
supports students in understanding
how words work.
2. Return to the webinar once you have
viewed this portion of the lesson.
41. Working with Words
Shannon provided opportunities for students to:
• Understand how to change beginning, middle,
and ending letters- single consonants and
vowels as well as blends and digraphs to make
new words.
• Use known words and word parts to solve
unknown words. (Solving Words)
42. Pause and Reflect
What big ideas are you
taking away about
noticing, teaching, and
supporting behaviors
and understandings in
guided reading?
43.
44. Introducing the Text
1. Pause the webinar and view the
introduction to the text, Lake Critter
Journal. Notice the behaviors Angie (the
teacher) attends to during the introduction.
2. Return to the webinar once you have
viewed this portion of the lesson.
45. Introducing the Text
• Bring background knowledge to a text before reading.
(Making Connections)
• Specify the nature of connections. (Making
Connections)
• Demonstrate the ability to identify how a text is
organized. (Analyzing)
• Notice variety in layout. (Analyzing)
• Notice how the author/illustrator has used illustrations
and other graphics to convey meaning. (Analyzing)
• Understand when a writer has used underlying
organizational structures. (Analyzing)
• Use the context of a sentence, paragraph, or whole text
to determine the meaning of a word. (Solving Words)
46. Reading the Text
1. View the students reading the text.
Notice the behaviors Angie attends to
as they read.
2. Return to the webinar once you have
viewed this portion of the lesson.
47. Reading the Text
• Solve words of two or three syllables.
(Solving Words)
• Continue to monitor accuracy and
understanding, self-correcting when errors
detract from meaning. (Monitoring and
Correcting)
48. Discussing and Revisiting the Text and
Teaching for Processing Strategies
1. View the video of the students discussing
and revisiting the text. Notice how Angie
helps them think and talk about what they
read. Also, notice how she supports
students with taking on reading behaviors
through her teaching point.
2. Return to the webinar once you have
viewed this portion of the lesson.
49. Discussing and Revisiting the Text and
Teaching for Processing Strategies
• Bring background knowledge to the understanding of a text
before, during, and after reading. (Making Connections)
• Understand when a writer has used underlying organizational
structures. (Analyzing)
• Evaluate aspects of a text that add to enjoyment. (Critiquing)
• Notice specific writing techniques. (Analyzing)
• State opinions about a text and show evidence to support them.
(Critiquing)
• Identify important ideas in a text and report them in an organized
way. (Summarizing)
• Search for information in graphics. (Searching for and Using
Information)
• Notice variety in layout. (Analyzing)
50. Pause and Reflect
What big ideas are you
taking away about
noticing, teaching, and
supporting behaviors
and understandings in
guided reading?
51. • Provide efficiency strategies to enhance the
planning. Administration and use of data for
the BAS conferences
52. Making the Assessment Conference Efficient
Starting Point
Use reading records from the previous year
Use running records taken during small group
reading – start at the highest independent reading
level
Use the Where to Start Word Test
53. Making the Assessment Conference Efficient
Organized Materials
All materials for the conference organized and
available (3 texts, 3 reading record forms, pencils,
timer/calculator)
54. Making the Assessment Conference Efficient
Fluency
Teach for all dimensions of fluency throughout the
year for all students at all levels (level C and
beyond).
Pausing, Phrasing, Stress, Intonation, Rate,
Integration
55. Making the Assessment Conference Efficient
Hard Text
Discontinue the reading record as soon as the
number of errors indicate the text is hard
56. Making the Assessment Conference Efficient
Comprehension Conversation
Do not include the comprehension
conversation if the text is hard
Engage in comprehension conversations during
whole group reading, small group reading and
individual conferring
57. • “ Children learn not only from your instruction
but from the environment in which they live and
work every day. They spend about six hours a
day, 180 days a year, in a classroom –
approximately 1,080 hours a year. During the
nine years it takes children to progress from
kindergarten and eighth grade, our children spent
9,720 hours in school or combining elementary
and secondary school – 14,040 hours!
58. • That’s a lot of time to be in a room with twenty
or thirty other people. Students learn best in a
variety of social settings that take full
advantage of the community learning power of
collaboration and shared ideas. As they
approach the challenge of reading, they benefit
from many social contexts that are possible
within a classroom community- whole group,
small group and individual instruction. TCF xxvi
Editor's Notes
Pages 112-114
Sometimes assessments given, data recorded but then not sure how to use the data.The continuum can be a bridge between assessment data and where to go nextWith the assessment we learn what students know,; the continuum will help you think about what they need to know nextWe begin with pages 112, 113 and 114 in the Assessment Guide. Using BAS with whole gr, small gr, and individualsToday we will dig deeper into whole group and small group literacy teaching
Not discussing materials hereTeaching contextsLevels of support/scaffolding
Over the next few hours we will READ, THINK ABOUT, TALK ABOUT and USE the text RESOURCES We will process the wealth of information In order to deepen our understandings and develop ways of using the resources to plan for teaching that will move each of our students, our classroom communities to live literate lives. We will begin…Take your COLL, turn to your grade level
Help participants make a connection between the lit. discussion and interactive read aloud and how LD and IRA are grouped together because literature discussion really has its foundation in IRA. Help them build the understanding that literature discussion develops out of the talk around interactive read aloud…this are an essential foundation of a good language and literacy program.support learning in every other area.are a way of nourishing the intellect of your students by:expanding background, vocabulary, and languagedeveloping an appreciation for inquiry.are a way of creating a literate community in your classroom.Fountas, I.C. & Pinnell, G.S. (2006). Teaching for Comprehending and Fluency: Thinking, talking, and writing about reading K-8. Portsmouth, NH: Heinemann. p. 215 – 216.is where children learn how to talk about their reading.
An interesting groupChildren naturally finding evidence, demonstrating understanding, thinking
Let’s look at how Caitlin facilitated the discussion of this textThis type of discussion has occurred many times in a whole class setting – interactive read aloudsThe teacher has chosen rich texts and taught the group how to respond, discuss, share their thinkingThis group is now trying it out in a small group contextThe teacher will help them move towards discussing more with each other using the same norms they use with the whole class – less back & forth with the teacher as they engage in with more texts together
How do we meet students where they are and take them where they are going?How do we accelerate student learning and also get them to enjoy reading and writing?Common visionSpecific body of understandings from K-8 Clear goals and specific lessons across many instructional contexts
Use Kris Pelletier’s Ask Nicely (K) IRA video. Have them record the ways the teacher supports the students in thinking within, beyond and about text and the behaviors the students demonstrate before looking at the Continuum.Once they have shared these observations, compare them to the Kindergarten Continuum and add any new insights.
Just a few behaviors we observe
Explain what opening moves are, text talk/embedded teachingShould look like a group of people sharing their thinking about a book together – something that we as adults do in book clubs. As we talk, our understanding and the way we look at a text deepen.Begin with an opening move pre-planned by the teacher to engage the students’ interest and activate thinking in various way.Include intentional conversation – pre-planned conversational moves directed toward a goal of instruction.Kerry’s Notes to trainer:Hand out a description of your interactive read aloud including where you chose to pause and think aloud, etc. to review this structure.Discuss how you chose the text and how you used the Continuum to get the group thinking within, beyond and about text. You may want to take them to the section of the Continuum you used to plan your IRA and have them scan the Selecting Texts side for some of the characteristics of the text you shared to get an idea of how to use this section. If you use Momma, Where are You From, you will find this description in the read aloud section of the course notebook. The description details the different strategic actions/bullets I pulled from the fourth grade IRA Continuum in planning this IRA.
If time is an issue – 1 hour is allocated for slides 1- 32 Use this grade 2 example at a later session – Slides 27 & 28 with video clip
Variety of texts critical
Using the comp conversation to inform the goals for IRA
List students from lowest to highestData management system will enable you to sort students by levelDelvin- Instructional D but indep. B, fluency at D not good- placement CSpencer- above, work with I to give him group experience but will challenge him through indep. Reading and writing about reading. Ideally you would have a group for each level but there isn’t enough time to teach that many groups. Err on the side of making it too easy for some than too hard for others. Dynamic groupingSpecialists-How might you assist classroom teachers in making these decisions? Recommended placement level•Accuracy at the instructional and/or placement level•Fluency at the instructional and/or placement level•Comprehension at the instructional and/or placement level•Analysis of reading behaviorNumber of students at each level
Determine levels Form groupsConsider characteristics of textsStrengths and needs- known, introduce, reading workPlan word work, teaching point, writing about readingNotice and support behaviors as students readLook ahead toward next levelMove up when students control a majority of the behaviors
Level O- advance the webinar to the slide that looks similar to this but say Level O Walk through G ContinuumGive time to skim behaviors.
Once finished, advance to this same slide after the Level O lesson to pick up with Alice on implementing the assessment efficiently.
Walk through O continuum
Linked to previous trip and upcoming tripInteresting text structure- supporting students with how the text works, not like many other books students have readReminded of own science journalsDrew attention to format of book/how it was laid out. Drew attention to photos, sketches, information on one page is similar topicUnderlying structure- temporal sequence, purpose of using this Didn’t go over every “tricky” word, just a few to demonstrate the process of using context clues
Read silentlySampled oral reading and interacted brieflyStudent #1- Help student learn how to break a word apartStudent #2- clarify who the narrator is “I”
Lots of thinking about the textDiscussed layout- spiral and made it seem like you were reading someone’s journal (authenticity)Use of first person also made it seem authentic, Close attention to author and illustrator helped them conclude it was fictionIdentified author’s purpose although it wasn’t explicitly stated- layout gets the reader interestedAuthentic wondering about how the author and illustrator might have workedShared parts of the text they thought were interesting and tell whyTP- Authors choose to use details for specific reasons. Must scan and read the entire page so that what they read will make sense. (based on her observations of students as they read).