In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
How I realised why my past was holding me back! Sometimes the only way to move forwards is to look behind you.
I believe we are all unique and should be able to build a career and sustain a lifestyle doing something that makes us happy.
How I realised why my past was holding me back! Sometimes the only way to move forwards is to look behind you.
I believe we are all unique and should be able to build a career and sustain a lifestyle doing something that makes us happy.
Teachers college keynote august 15 2015kylenebeers
These are the slides from the keynote I gave at the Teachers College Reading and Writing Project on August 11, 2015. The topic is shifts in literacy education
A presentation told in three parts: 1) Building your background about you as a reader and about reading; 2) Applying the knowledge to the classroom; 3) Focusing on what's unique to your discipline. (Please note that the three big questions are from Beers and Probst's Reading Nonfiction and the chart on gradual release is based on the work of Doug Fisher and Nancy Frey, Better Learning Through Structured Teaching.)
Adapted from the September 29 presentation at South Central Reading Council. I have taken out some pictures and graphics for online posting. Please note that I have this set as view-only, so downloads are not available.
This is a commentary I wrote while President of NCTE in 2008-2009. In it, I explore the importance of writing in one student's life and what happens when we silence a student's voice.
Rigor and talk checklist by Kylene Beers and Robert E. Probstkylenebeers
This checklist, which appears in Notice and Note by Kylene Beers and Robert E. Probst (Heinemann, 2012), offers teachers a starting point for discussion about what rigor in their classrooms might look like. This is simply our list. We encourage faculties to come together and make their own.
This set of themes is formatted so that you can create an instant bulletin board. Display literary themes all year long!
For more resources to help students learn about theme, check out my unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
For more lessons on teaching about character traits, see my unit Character Traits and Emotions on TeachersPayTeachers: http://www.teacherspayteachers.com/Product/Character-Traits-and-Emotions-Making-Inferences-82118
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
This is the template for the dialogue booklet that was developed by Bob Probst. He uses this to help students have conversation about a text. Instructions for photocopying are on the final page.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
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.
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?
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
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
1. CCIRA
February 2012
Kylene Beers
Robert E. Probst
The Notice and
Note Lessons:
Strategies that
Twitter.com/kbeers Unlock Literary
Beers.probst@gmail Texts
beers.probst@gmail.com
4. Notice and Note:
STRATEGIES AND LESSONS FOR
IMPROVING COMPREHENSION
HEINEMANN, SEPTEMBER 2012
beers.probst@gmail.com
5.
6.
7.
8.
9. Results of survey of 2000 teachers, grades 4-12
Top MS Books Top Elementary Books
The Outsiders Holes
The Giver Bridge to Terabithia
Holes Bud, Not Buddy
Freak the Mighty Hatchet
Hatchet Maniac Magee
Esperanza Rising Number the Stars
Watsons Go to Birmingham Esperanza Rising
Number the Stars Walk Two Moons
Roll of Thunder, Hear my Cry The Giver
Bud, Not Buddy Roll of Thunder, Hear my Cry
Tuck Everlasting Tuck Everlasting
Bridge to Terabithia Watsons To to Birmingham
Walk Two Moons The Cay
Among the Hidden Riding Freedom
beers.probst@gmail.com
10. Results of survey continued
Top HS Books
Night
Of Mice and Men
Speak
Romeo and Juliet
Lord of the Flies
Animal Farm
Grapes of Wrath
A Separate Peace
Anthem
House on Mango Street
Lord of the Flies
Monster
Night
beers.probst@gmail.com
11. What we did
Read each book repeatedly asking ourselves, “What’s here, in
the text, we could teach students to notice.”
Found those text features and then asked what question
should students ask themselves once they find those features.
Took the lessons into classrooms and shared them with
hundreds of teachers for feedback.
Culled the list of lessons to the most important 7 lessons.
Let’s learn the first one . . .
beers.probst@gmail.com
12. The character acts in a way that is
contradictory to how he has acted
or that contrasts with how we
would act or that reveals a
Contrasts and difference among characters.
Contradictions
Text Clue:
Author shows actions or feelings
that we haven’t seen before.
Question:
Why would the character act (feel)
this way?
13. • Read to
the first
stopping Read to • Students
point. second turn to
Explain stopping their
the text point and own
clue you tell reading
We Student
model saw and Students students and try
then try with s try on to find
and the text
students think
our their the text
support feature.
listen through own feature
Let them
the discuss the and
question answer to answer
you the focus the focus
asked question. question
yourself.
beers.probst@gmail.com
14.
15.
16.
17. Contrasts and
The Notice Contradictions
and Note Ah-Ha Moments
Text Clues
Tough Questions
Words from the Wiser
Last Line
Again and Again
Memory Moment
beers.probst@gmail.com
18. Erin—September, 6th grade
“Um, I think that, I think that next, well next. I think
that well, I think more is going to happen with her
being with them. And then she will probably go
home. Because they don’t seem like forever
kidnappers.”
19. Erin—January, 6th grade
Here, right when Luke, he decides to go to the house,
so he had just been thinking about it, but here, he
decided to go, well, I noticed that because he was
doing something different, like a contradiction on
how he had been acting, and so I noticed that. And
that made me think that Luke, he’s like maybe
getting braver some. But that’s going to be a
problem because he needs to stay hidden. So, I think
maybe that what’s going to happen is about him not
wanting to stay hidden. Maybe like for the conflict.
20. Mark—August, 8th grade
I guess I think that maybe, I guess that, that
something else is going to happen.
21. Mark—November, 8th grade
I stopped here because notice how it said that he had
a sad smile. Smiles aren’t sad. I noticed that because
it was really a contradiction and I wondered why he
would be sad and smiling. I think that the Giver is
smiling because he’s still trying to make Jonas feel
good about this assignment but he also knows
something that Jonas doesn’t know. This part made
me think that something important is finally going to
happen that’s about Jonas finding out something.
22. Megan—October, 7th grade
Megan: Miss—look! It’s that again and again. The
story of the Denmark king. See, she’s remembering it
again. Where was it first? Where was it? Can you
find it? I don’t know where it was but this is like the,
I don’t know, like it was a lot, that she keeps
remembering this story, remember that her dad told
her about the Denmark king and how anyone would
fight for him?
23. Megan
Kylene: Why do you think this keeps coming up again
and again?
Megan: Because. Because. I think it is because, oh, I
know, see how she keeps remembering that anyone
would do anything to save him. Oh—this is that
foreshadowing. Here it is! This is foreshadowing. Oh
my God. It’s right here! Do you think Mrs. Lowry
knows she did this?
24. The character realizes or comes to
understand something that
Ah-Ha therefore changes his thinking or
his actions
Text Clues
I suddenly realized…
Now I understood why…
It hit me with a force…
I knew what I had to do…
Question: How might this change things?
25. A character asks himself or a trusted
friend a tough question or tough
questions that reveal concerns
(internal conflict) the character has.
Tough
Questions Text Clue:
Questions, often asked of self, that can’t be
answered
Sometimes offered as statement, “I wonder
if…”
Question:
What does this question make me wonder
about?
26. The author interrupts the flow of
the story by letting the character
MemoryM remember something.
oment
Text Clue:
“I remember…”
“The memory flooded back…”
“It was a strange memory…”
“She suddenly remembered…”
Question:
Why might this memory be important?
27. An author ends the chapter
(segment) with a last line that adds
surprising information or suggests a
new idea
Last Line
Text Clue:
A single-sentence that stands alone as a
paragraph
Begins with But, And, or Or
Asks a question
Might be in italics
Question:
What does this line make me wonder
about?