This document provides an agenda and learning goals for a Media Studies class. The agenda includes discussions on digital literacy, fake news, lesson planning, and creating a green screen news broadcast. The learning goals are to understand media's impact, learn how to teach critical analysis skills to identify reputable sources, and create engaging 21st century lessons using social justice issues. It also provides resources on media bias, fake news, and assigning a blog post on media literacy. Homework includes critiquing a reading resource, examining Ontario's language curriculum, and planning a social justice picture book lesson.
Using technologies to enhance the delivery of your module online v1.1Laura Hollinshead
This presentation accompanies a training session on using the Desire2Learn VLE to enhance the teaching of your module. It includes some of the key tools in the VLE, such as registers, groups, release conditions.
Using technologies to enhance the delivery of your module online v1.1Laura Hollinshead
This presentation accompanies a training session on using the Desire2Learn VLE to enhance the teaching of your module. It includes some of the key tools in the VLE, such as registers, groups, release conditions.
Gen 201 Education Specialist -snaptutorial.comDavisMurphyC45
For more classes visit
www.snaptutorial.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
Bill Pelz is Professor of Psychology at Herkimer College / State University of New York. As the lead faculty trainer for the SUNY Learning Network from 1999 until 2010, Bill facilitated the development of over 2500 fully asynchronous college courses. In 1994 he was presented with the SUNY Chancellor’s Award for Excellence in Teaching, in 2003 the Sloan-C Award for Excellence in Online Teaching, in 2006 the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities, and he was named a Sloan Consortium Fellow in 2 013 and a SUNY COTE fellow in 2014. Bill has published an assortment of scholarly and academic articles, most recently focused on the area of student and faculty satisfaction with asynchronous teaching and learning. His current research interest is in isolating the pedagogical factors that influence student achievement in virtual learning environments. Since 1999 Bill’s full-time teaching responsibility has been entirely online, and he just completed a project to develop 8 online Advanced Placement courses for high school students under a Dept. of Education Race to the Top funded grant.
Adults learn what they choose to learn. The philosophy of heutagogy puts the learner in control. This Chat focuses on strategies designed to engage online learners with the content, with the instructor, and with one another.
Bill's article, (My) Three Principles of Effective Online Pedagogy, remains the #1 downloaded JALN article at OLC (formerly Sloan-C).
From Issues to Impact: Meeting of the New Jersey Bonner NetworkBonner Foundation
These slides are part of a presentation for the New Jersey Bonner Network's September 2016 gathering of Bonner Scholars, Bonner Leaders, and AmeriCorps members. Together, they will explore how to build cross-campus and multi-city collaboration that might strengthen the impact of civic engagement on issues like college access, literacy, adult education, and food insecurity. Presented by Bonner Foundation staff Bobby Hackett, Ariane Hoy, Kristi Cordier, and Elvis Diaz.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Gen 201 Education Specialist -snaptutorial.comDavisMurphyC45
For more classes visit
www.snaptutorial.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
Bill Pelz is Professor of Psychology at Herkimer College / State University of New York. As the lead faculty trainer for the SUNY Learning Network from 1999 until 2010, Bill facilitated the development of over 2500 fully asynchronous college courses. In 1994 he was presented with the SUNY Chancellor’s Award for Excellence in Teaching, in 2003 the Sloan-C Award for Excellence in Online Teaching, in 2006 the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities, and he was named a Sloan Consortium Fellow in 2 013 and a SUNY COTE fellow in 2014. Bill has published an assortment of scholarly and academic articles, most recently focused on the area of student and faculty satisfaction with asynchronous teaching and learning. His current research interest is in isolating the pedagogical factors that influence student achievement in virtual learning environments. Since 1999 Bill’s full-time teaching responsibility has been entirely online, and he just completed a project to develop 8 online Advanced Placement courses for high school students under a Dept. of Education Race to the Top funded grant.
Adults learn what they choose to learn. The philosophy of heutagogy puts the learner in control. This Chat focuses on strategies designed to engage online learners with the content, with the instructor, and with one another.
Bill's article, (My) Three Principles of Effective Online Pedagogy, remains the #1 downloaded JALN article at OLC (formerly Sloan-C).
From Issues to Impact: Meeting of the New Jersey Bonner NetworkBonner Foundation
These slides are part of a presentation for the New Jersey Bonner Network's September 2016 gathering of Bonner Scholars, Bonner Leaders, and AmeriCorps members. Together, they will explore how to build cross-campus and multi-city collaboration that might strengthen the impact of civic engagement on issues like college access, literacy, adult education, and food insecurity. Presented by Bonner Foundation staff Bobby Hackett, Ariane Hoy, Kristi Cordier, and Elvis Diaz.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
In this workshop, I will go over NAMLE’s Core Principles, the Key Questions, and review strategies for simple ways to incorporate Media literacy into the curriculum. We will spend time decoding media messages and reviewing inquiry based learning methods. The goal would be for every workshop attendee to leave with a clear understanding on how to easily incorporate key media literacy concepts into their every day classroom work. It would be a lively, interactive workshop using current media examples to engage the audience. It would be appropriate for any teacher no matter what grade they teach.
Composition II Advocacy Assignment · Peer Review Essay III betLynellBull52
Composition II
Advocacy Assignment
· Peer Review Essay III between March 30th and 11:59 PM
I ask that you do not write about abortion and gun control or related topics in this assignment. Any paper on these topics will not be accepted for a grade.
All work submitted for this class must be specifically written for this class.
Skills you will learn/practice in this assignment include (but are not limited to):
1. Determining and narrowing down a research topic.
2. Find the appropriate tone to write for an academic audience.
3. Critical reading and thinking skills.
4. Conducting research on specific issues and aspects of a larger topic.
5. Synthesizing information from outside sources into your paper.
6. Using quotations from outside sources effectively.
7. Providing in text citations in proper MLA format.
8. Organizing a paper to clearly answer several aspects of a topic in a logical manner with each topic building on the previous one.
9. Using formal tone and diction (word choice).
10. Creating a Works Cited page in correct MLA format.
11. Using transitions for smooth flow.
12. Editing and proofreading.
Advocacy Proposal must be submitted and approved prior to submitting the paper. The paper will not be accepted, and you will not receive credit for it unless this proposal has been submitted and approved first.
Aim for 5 pages (double spaced using Times New Roman 12 font). You should have at least half a page (12 lines or more on the fifth page for the paper to meet the page length requirement. You should also have a Works Cited page in addition to the five pages. 5% will be deducted from papers which do not meet the page length requirement or are missing a Works Cited Page. 10% will be deducted if the paper does not meet the page length requirement and does not have a Works Cited page.
In this assignment, you will find a social issue that you find meaningful and relevant. This could be an issue that is affecting the world or our country or our state or even the local community you live in. This is not a strictly argumentative paper although you might use argument to show why this is a topic that is worthy of advocation.
Once you have identified the issue, you will write a paper advocating for this issue. Here are the points you must cover in your essay:
1. General introduction
2. What is advocacy?
3. What is the specific issue that you are advocating for?
4. Whom does this issue affect? Be specific in answering this question.
5. Why is it important to address this issue?
6. Are there programs/solutions that are already in place addressing this issue?
7. Which nonprofits are already advocating for this issue? Provide an overview of at least one nonprofit and their activities and accomplishments.
8. What do you want to persuade your audience to do (call to action)?
Your essay must go beyond informing your audience. You must also provide viable suggestions that you would like your audience, individually as well as a ...
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. Agenda
1. PLC’s
2. Digital Literacy Continued- Media and Digital Media Tutorials
3. Media Controversy
4. Fake News
5. Green Screen News Room
6. Professional Resources Explored
7. Work Period- Curation Tool, Blog,
Social Justice Lesson Plan, PLC’s for next week
4. Learning Goals
1. I will understand the impact media has on
students
2. I will learn how to effectively teach critical
analyzing skills to my students in order to
identify reputable and valid sites, text and
multiliteracies
3. I will continue to learn how to create meaningful
and engaging 21st century lessons using social
justice issues as the foundation to the learning.
5. Professional Learning Conversations
1. Identify the module and
component(s) you are
reviewing.
2. What points in your
module
resonated with you? Why
were they meaningful?
3. What details do you wish
to
6.
7.
8. Detective Work
1. Fake News
2. Media Bias
3. Media Controversy
4. Conspiracy Theories
5. Not Fake News
9.
10. Critical Questioning Matrix
What critical questions might
you ask of the creators of this
video?
How might you introduce an
activity such as this into the
classroom?
Why is it important to teach
students about real and fake
news?
11.
12. Ideas for the Classroom
It is the night before class and you watch this video.
https://youtu.be/h3SmqCcNbU8
As a literacy teacher in a grade ⅞ split what will you do? Take the next 20 minutes
to brainstorm together what your new lesson will be. Originally you were teaching a
lesson on critical literacy and media. You want to include the critical questioning
matrix in your lesson. On the Google Doc (03) here (07) here, write your ideas.
What will your group choose as your focus? Remember to start and end your
planning with the curriculum and target your overall and specific expectations.
Develop a 3 part lesson plan - minds-on, action and consolidation to convey the
learning.
How will you know whether or not students learned what you’d intended? How will
you assess their learning?
13.
14. Green Screen Fake News
During the work time, you have the opportunity to
create your own Fake News broadcast with your group.
a) Create your content
b) Develop your script (max 1:30)
c) Video your news broadcast in front of the
greenscreen
d) Record and Reflect
15. Fake News Broadcast Reflection Questions
1. What did you learn about the importance of
teaching students about authentic and valid
media and online resources?
2. How might you utilize the learning that you did in
class in your own classroom?
3. What are your next steps as they pertain to
Media Studies?
16. Blogging Assignment and Criteria
● Blogging Criteria and Assignment
● Submit your Blog Post as a PDF and with the live link to
the Assignment Area and to the Forum Blog Posting Tab
● Examine the Exemplars
● First Blog Post: Media Focus
● Due: Sec 3 Thursday October 3
● Due: Sec 7 Friday October 4
17. Media Literacy Expectations
a) Understanding Media Texts
b) Understanding Media Forms, Conventions,
Techniques
c) Creating Media Texts
18. The Ontario Curriculum: Grades 1-8 - Language
Big Ideas/Inquiry Investigations/Provocations
Overall Expectations
Specific Expectations
Learning Goals
Success Criteria
Differentiated Instruction
Accommodations/Modifications
Assessment Strategies (for, as, of)
Learning/Teaching Tools
Lesson Launch (Minds On, Action, Consolidation)
Curriculum Overview - JTC
19. The Ontario Curriculum- English Grades 9-10
Big Ideas/Inquiry Investigations/Provocations
Overall Expectations
Specific Expectations
Learning Goals
Success Criteria
Differentiated Instruction
Accommodations/Modifications
Assessment Strategies (for, as, of)
Learning/Teaching Tools
Lesson Launch (Minds On, Action, Consolidation)
21. Social Justice Picture Book Lesson Planning Focus
● Learning Goals/Success Criteria
● Pedagogical Focus/Instructional
Strategies
● Lesson Trajectory:
a)Minds-On
b)Action
c) Consolidation
22. Week 4 PLC Homework:
Reading Resource Critique:
Choose one resource or idea that you will explore to follow (not the entire website or
platform, but a specific resource or idea within it). Consider how it could address a key
principle in teaching reading or a specific curriculum expectation for Reading. Create a
forum post that answers the “3 W’s”:
Why? What principles of teaching reading or specific expectation(s) could be
addressed through this resource? What features make this resource useful for
teachers of literacy?
What now? How could you anticipate using this idea in your upcoming literacy
placement?
23. Week 4 PLC Homework:
Resource Examination: Reading Strand
a) What is the resource? Provide a link and basic information about your selection.
b) What are the essential principles provided in this passage regarding the teaching
of reading?
Resource Examination: Reading Strand
Read the information on the Reading Strand (pp. 10-11 in hard copy) of the Ontario
Curriculum Language linked below.
What are the essential principles provided in this passage regarding the teaching of
reading?
Ontario Language Arts Curriculum Grades 1-8
24. Week 4 PLC Homework
Exploring Resources:
Peruse each resource listed below, remembering to click on the “information” icon for specific directions. In each
case, look for specific resources that will help teachers to implement the Reading Strand of the Ontario
Curriculum – Language.
Guide to Effective Reading Instruction
Browse through this support document, looking for specific pages that address some of the principles outlined in
the Reading section of the Introduction to the Ontario Curriculum - Language. Consider how you might use these
resources and ideas in your first teaching block.
Edugains
Click on READING and peruse the resources that are most pertinent to Reading Instruction in the
Junior/Intermediate Division. Look for specific resources or coverage of topics that would help teachers
implement the Reading Expectations in the Ontario Curriculum Language.
25. Week 4 PLC Homework
Teach Ontario
This is an excellent resource with an Ontario focus. It contains multiple educational resources
curated by teachers as well as ministry offerings. You will need to create an account, but it is a
secure site.
The Learning Exchange
This site is provided by the Ontario Ministry of Education and covers many subject areas. On this
page select resources that align most closely with the Reading Strand of the Ontario Curriculum -
Language.
ReadWriteThink (Now Renamed WatchKnowLearn.org)
This is the website of the International Literacy Association (formerly the International Reading
Association). Explore the site for lesson plans, ideas, and resources that are in line with the
approaches to Reading Instruction advocated in the Introduction to the Ontario Curriculum
Language.
26. Social Justice Picture Book Lesson Plan Homework
For next week please choose a picture book for your Lesson Plan
Jot down ideas for:
a) Minds-On
b) Action
c) Consolidation
27. Next Week at a Glance- Reading I
1. PLC’s
2. Components of a 21st Century Balanced Reading Program
3. Reading Comprehension
4. Critical Thinking Strategies
5. Critical Reading Inquiry
6. Social Justice Picture Book Lesson
7. Work Period
8. Global Read Aloud
9. Multiliteracies and Reading
Editor's Notes
We acknowledge that Brock University’s site campus in Hamilton is the traditional territory of the Haudenosaunee and Anishinaabe. We implore all other fellow settlers to learn about what it means to be a guest on this land, and to honour the responsibilities to care for this land and uphold the treaties.
