Chapter9
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The document discusses different types of academic journals that teachers can use to help students learn, including response journals where students record their thoughts and reactions to texts, learning logs where students keep an ongoing record of their learning, and double-entry journals where students write passages from texts in one column and their reactions in another column. These journals encourage students to use expressive language to explore ideas, generate thoughts in response to readings, and relate readings to their own lives and concerns.
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W R I T I N G P R A C T I C U M
The document proposes creating a writing practicum blog for an English class to provide students a space to practice their English skills and receive feedback in a more natural way than typical homework. The blog would include labels to guide different writing activities, formats for common text types, questions to practice vocabulary, and debates for interacting and sharing opinions on articles. Blog rules require students to write in English, participate at least twice, provide feedback to peers, and accept feedback from the teacher to improve their writing while maintaining courtesy.
SSR ( SUSTAINED SILENT READING )
SSR is an acronym for sustained silent reading. first developed over thirty years ago by Lyman hunt at the university of Vermont, SSR has become a common practice in classrooms. Some teachers go further and build SSR into every school day. SSR occurs often in elementary and middle school settings, and in high school are beginning to embrace this practice
Extensive Reading
This document provides an overview of extensive reading and how to set up an extensive reading program. It defines extensive reading as reading quickly and enjoyably to improve reading skills rather than studying the language. Benefits include building vocabulary, fluency, motivation and enjoyment. Graded readers are introduced at appropriate levels to help students progress. Guidelines are provided for planning a library, introducing the program, amount of reading, and evaluating progress through indirect means like book reports instead of tests.
A guide to Extensive Reading
This document provides an overview of extensive reading and how to set up an extensive reading program. It defines extensive reading as reading quickly and enjoyably to build reading skills rather than studying the language. Benefits include building vocabulary, fluency, and motivation. Graded readers are introduced at appropriate levels to help students progress. Guidelines are provided for planning a library, introducing the program, amount of reading, and evaluating progress through indirect means like book reports instead of tests.
Jity (1)
The document discusses intensive reading, which aims to improve reading comprehension through concentrated effort on short texts. The goals of intensive reading are to improve comprehension, arouse interest in native English texts, and develop independent work ability. Previewing a text before class helps with independent problem-solving and coming to class prepared, while reviewing after class allows analyzing difficulties and studying the text's language. The steps involve surveying, rereading, listening, comparing notes, and carefully analyzing problems after class. Comprehension difficulties may lie in vocabulary, grammar, background knowledge or rhetorical devices.
Unit 8 extensive reading
This document discusses extensive reading (ER), which is an approach to second language reading where learners read easy, enjoyable books to build reading speed and fluency rather than studying vocabulary and grammar. There are various types of ER, including "purist ER" involving massive amounts of self-selected reading with no tests or follow up work, and "integrated ER" where reading is part of an existing class with possible follow up activities. The benefits of ER include increased vocabulary, improved understanding of grammar from seeing it used in context, and developing reading fluency and speed. Examples of ER include reading magazines, novels, fiction, and fairytales.
Extensive reading
The document discusses the importance of extensive reading for developing language skills. It outlines several skills developed through reading like vocabulary, comprehension, and grammar. Reading helps acquire knowledge through different reading styles like skimming and scanning. It also aids language learning and provides pleasure. The document provides tips for developing reading habits, including having a class library, devoting time to reading in class, and activities like storytelling and discussing books.
Reading skills I Communication Skills
The document discusses reading skills, including the three main components of reading: decoding, comprehension, and retention. It describes decoding as translating printed words into sounds, and comprehension as understanding the meaning of a text. The document also outlines five stages of reading development, from pre-reading to reading multiple viewpoints. Additionally, it discusses common reading difficulties such as dyslexia and provides strategies to improve reading comprehension, such as playing word games, reading aloud, and engaging children's senses during learning.
Recommended
W R I T I N G P R A C T I C U M
The document proposes creating a writing practicum blog for an English class to provide students a space to practice their English skills and receive feedback in a more natural way than typical homework. The blog would include labels to guide different writing activities, formats for common text types, questions to practice vocabulary, and debates for interacting and sharing opinions on articles. Blog rules require students to write in English, participate at least twice, provide feedback to peers, and accept feedback from the teacher to improve their writing while maintaining courtesy.
SSR ( SUSTAINED SILENT READING )
SSR is an acronym for sustained silent reading. first developed over thirty years ago by Lyman hunt at the university of Vermont, SSR has become a common practice in classrooms. Some teachers go further and build SSR into every school day. SSR occurs often in elementary and middle school settings, and in high school are beginning to embrace this practice
Extensive Reading
This document provides an overview of extensive reading and how to set up an extensive reading program. It defines extensive reading as reading quickly and enjoyably to improve reading skills rather than studying the language. Benefits include building vocabulary, fluency, motivation and enjoyment. Graded readers are introduced at appropriate levels to help students progress. Guidelines are provided for planning a library, introducing the program, amount of reading, and evaluating progress through indirect means like book reports instead of tests.
A guide to Extensive Reading
This document provides an overview of extensive reading and how to set up an extensive reading program. It defines extensive reading as reading quickly and enjoyably to build reading skills rather than studying the language. Benefits include building vocabulary, fluency, and motivation. Graded readers are introduced at appropriate levels to help students progress. Guidelines are provided for planning a library, introducing the program, amount of reading, and evaluating progress through indirect means like book reports instead of tests.
Jity (1)
The document discusses intensive reading, which aims to improve reading comprehension through concentrated effort on short texts. The goals of intensive reading are to improve comprehension, arouse interest in native English texts, and develop independent work ability. Previewing a text before class helps with independent problem-solving and coming to class prepared, while reviewing after class allows analyzing difficulties and studying the text's language. The steps involve surveying, rereading, listening, comparing notes, and carefully analyzing problems after class. Comprehension difficulties may lie in vocabulary, grammar, background knowledge or rhetorical devices.
Unit 8 extensive reading
This document discusses extensive reading (ER), which is an approach to second language reading where learners read easy, enjoyable books to build reading speed and fluency rather than studying vocabulary and grammar. There are various types of ER, including "purist ER" involving massive amounts of self-selected reading with no tests or follow up work, and "integrated ER" where reading is part of an existing class with possible follow up activities. The benefits of ER include increased vocabulary, improved understanding of grammar from seeing it used in context, and developing reading fluency and speed. Examples of ER include reading magazines, novels, fiction, and fairytales.
Extensive reading
The document discusses the importance of extensive reading for developing language skills. It outlines several skills developed through reading like vocabulary, comprehension, and grammar. Reading helps acquire knowledge through different reading styles like skimming and scanning. It also aids language learning and provides pleasure. The document provides tips for developing reading habits, including having a class library, devoting time to reading in class, and activities like storytelling and discussing books.
Reading skills I Communication Skills
The document discusses reading skills, including the three main components of reading: decoding, comprehension, and retention. It describes decoding as translating printed words into sounds, and comprehension as understanding the meaning of a text. The document also outlines five stages of reading development, from pre-reading to reading multiple viewpoints. Additionally, it discusses common reading difficulties such as dyslexia and provides strategies to improve reading comprehension, such as playing word games, reading aloud, and engaging children's senses during learning.
Intensive reading
The document outlines the role of teachers in intensive reading programs and strategies they can employ. Teachers should tell students the reading purpose, give space for independent reading, and provide feedback sessions. When students have questions about vocabulary, teachers can give time limits, only answer a few words, or have students work together to find meanings. Reading lessons can practice specific skills like extracting information or reading for communicative purposes. Effective interventions for struggling readers include small group instruction, working outside the regular reading block, and intervention classrooms with emphasis on critical points.
Reading fluency
This document discusses different types of reading skills: skimming, scanning, intensive reading, and extensive reading. It provides definitions and examples of each skill. Skimming involves rapidly reading a text to understand the main idea, while scanning means quickly locating specific information. Intensive reading requires more time and focuses on achieving a higher level of understanding. Extensive reading is reading as much as possible for pleasure to increase reading fluency and proficiency. The document also compares and contrasts skimming vs scanning and intensive vs extensive reading.
Anita silvarajoo assessment 1 written assignment
This document discusses intensive and extensive reading methods. Intensive reading focuses on grammar, vocabulary, and structure led by a teacher using short passages. Extensive reading is done for comprehension of main ideas using natural language from books. The author carried out extensive reading with their rural students in Vietnam, having students read 3000 words over 2 months from graded books. Students wrote reports and summaries, and were assessed on vocabulary, comprehension, writing and speaking skills. While students initially struggled with vocabulary, their skills improved over time. Extensive reading helped improve students' vocabulary, reading, writing and speaking abilities overall.
Reading Method - C-map
This document discusses different reading methods and strategies. It outlines that students should focus on identifying overall meaning rather than individual letters or words when reading. The teacher's role is to motivate students and encourage setting reading strategies to support developing comprehension skills, such as scanning short texts for details, skimming to get the gist, and extensive reading of longer texts to infer word meanings.
Parent reading information night
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Reading Styles
The document discusses four different reading styles: skimming, scanning, intensive reading, and extensive reading. Skimming involves reading quickly to get the general idea, while scanning means reading quickly to find specific information. Intensive reading means reading in detail for learning aims, whereas extensive reading is reading for enjoyment to develop general skills. Examples of each style and how they are used in the classroom are provided.
reading fluency
The document discusses reading fluency and how to develop it. It defines reading fluency as the ability to read smoothly and at a reasonable rate while comprehending. Good reading fluency involves reading with speed, accuracy, and proper expression. The document also outlines different types of reading like skimming, scanning, extensive reading. It discusses the teacher's role in guided oral reading, shared reading, and other techniques. Finally, it provides guidelines for developing fluency such as beginning with appropriate texts for students and providing practice opportunities.
Developing reading skill (presentation) 33
This document discusses developing reading skills and effective reading strategies. It outlines different types of reading like extensive reading, intensive reading, receptive reading, skimming and scanning. Extensive reading involves choosing own texts for pleasure while intensive reading is teacher-directed to develop specific skills. The teacher's role is to promote reading, suggest appropriate texts, observe students and give feedback. Effective strategies include looking for topic sentences, using context clues, and identifying logical relationships, while ineffective strategies are mouthing words and translating everything.
Extensive Reading: assumptions and experience
A short presentation on Extensive Reading on the 2nd Language English classroom. I tried to explain how my personal experience has differed or stood in contrast with some of the basic assumptions of what ER is and how it works.
Extensive reading
Extensive reading is an approach to language learning that involves reading large amounts of material that is easy to understand. This helps learners infer the meanings of unknown words from context and improve their language skills. Free voluntary reading allows students to choose books they enjoy and read at their own pace, with minimal or no assessment, to promote enjoyment of reading. The teacher's role is to guide students in selecting materials and getting the most from the extensive reading program.
Learning how to write
Writing helps improve English skills by allowing writers to think through ideas before putting them on paper. When drafting, writers can identify and correct errors. Rewriting passages allows visual learners to see mistakes and improve understanding. There are many formats for writing, such as letters, stories, essays and notes, that appeal to different learning styles and purposes.
Extensive reading
The document discusses the importance of extensive reading for language development. It outlines several key skills developed through reading such as comprehension, vocabulary, and grammar. Extensive reading helps to acquire knowledge, learn different features of language, and provide pleasure. Developing reading habits is important and some suggestions include having a class library, devoting time to reading in class, and storytelling activities led by students.
Reading skill & writing skill
This document discusses reading and writing skills. It defines reading as decoding symbols to derive meaning from text, and identifies three components of reading: decoding, comprehension, and retention. It describes two types of reading - extensive and intensive. Writing is defined as arranging symbols according to conventions to form words and sentences. The importance of writing is discussed. The roles of a reading teacher and strategies to improve students' reading and writing are outlined.
Extensive reading
This document defines extensive reading and outlines its principles and aims. Extensive reading involves rapidly reading large quantities of text for meaning rather than analyzing language. It aims to get students reading and enjoying texts in the second language to build vocabulary and structure. The principles are to not look up every word, skip unknown parts, and change books if not enjoying. Its purposes are to increase confidence, motivation, fluency and speed in reading as well as narrative interpretation abilities. Characteristics include reading as much as possible based on pleasure and pace within linguistic competence.
Reading skills
This document discusses reading skills and effective reading. It emphasizes that reading is an important way to improve English proficiency and gain confidence. It provides tips for becoming an effective reader, such as reading everyday, using a dictionary, and noting new words. The document also discusses qualities of good readers, such as concentration and maintaining proper posture. It notes that reading speed can vary depending on the purpose and difficulty of the text. Sub-skills of reading include comprehending meaning and locating main ideas and details. Bad reading habits like improper posture and unnecessary movements are also addressed.
Reading fluency
This document contains information about a student named Jitin J Pillai enrolled in the Instrumentation and Control branch of Shantilal Shah Government Engineering College. It lists his name, roll number, enrollment number, branch of study, semester, and year of study. It also provides the postal address of the college.
Enhancing reading
The document discusses using an interactive whiteboard (IWB) to enhance teaching reading. It describes how the IWB allows teachers and students to interact with text by annotating, manipulating, and adding/deleting parts of it. Activities using the IWB are suggested before, during, and after reading to introduce topics, vocabulary, reading strategies, and stimulate discussion. Sample activities described involve identifying information in stories, sequencing events, quick vocabulary reviews, predicting topics, and distinguishing main ideas from details.
Module 7 - "Work Time"
This document provides guidance for teachers on conducting workshop modules in the classroom. It recommends that teachers plan work time so students are engaged in genuine learning activities like reading, writing, and problem-solving. It also suggests that for students to work independently for 2/3 of the time, they need clear learning targets, meaningful purpose for their work, work broken into chunks, challenges that are rigorous yet achievable, opportunities for discussion, and feedback to guide their learning. The document outlines expectations for successful workshop modules with teacher-led mini lessons, individual conferences, and time for student work and debrief.
Reading Skills
Reading is one of the most important skills amongst the four skills of English Language. In this video you will be able to know all about reading comprehension skills from scratch. For more such videos subscribe my You tube channel Bisma Usman - The Language Instructor
Reading fluency
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
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This is a copy of the Haute Dining Slideshare presentation from the TECH Cocktail Miami Start-up Showcase held on September 10, 2014 at The Stage in Miami's Design District.
2009 This Is Not A Tech Presentation
This presentation discusses moving away from traditional pedagogy and embracing new tools and approaches to teaching and learning. The goal is to create a comfortable classroom environment where students can learn from mistakes, appreciate different perspectives through blogging, and collaborate using wikis. Various technologies are explored that can help facilitate classes involving discussions, projects, and feedback to encourage learning, unlearning and relearning.
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Intensive reading
The document outlines the role of teachers in intensive reading programs and strategies they can employ. Teachers should tell students the reading purpose, give space for independent reading, and provide feedback sessions. When students have questions about vocabulary, teachers can give time limits, only answer a few words, or have students work together to find meanings. Reading lessons can practice specific skills like extracting information or reading for communicative purposes. Effective interventions for struggling readers include small group instruction, working outside the regular reading block, and intervention classrooms with emphasis on critical points.
Reading fluency
This document discusses different types of reading skills: skimming, scanning, intensive reading, and extensive reading. It provides definitions and examples of each skill. Skimming involves rapidly reading a text to understand the main idea, while scanning means quickly locating specific information. Intensive reading requires more time and focuses on achieving a higher level of understanding. Extensive reading is reading as much as possible for pleasure to increase reading fluency and proficiency. The document also compares and contrasts skimming vs scanning and intensive vs extensive reading.
Anita silvarajoo assessment 1 written assignment
This document discusses intensive and extensive reading methods. Intensive reading focuses on grammar, vocabulary, and structure led by a teacher using short passages. Extensive reading is done for comprehension of main ideas using natural language from books. The author carried out extensive reading with their rural students in Vietnam, having students read 3000 words over 2 months from graded books. Students wrote reports and summaries, and were assessed on vocabulary, comprehension, writing and speaking skills. While students initially struggled with vocabulary, their skills improved over time. Extensive reading helped improve students' vocabulary, reading, writing and speaking abilities overall.
Reading Method - C-map
This document discusses different reading methods and strategies. It outlines that students should focus on identifying overall meaning rather than individual letters or words when reading. The teacher's role is to motivate students and encourage setting reading strategies to support developing comprehension skills, such as scanning short texts for details, skimming to get the gist, and extensive reading of longer texts to infer word meanings.
Parent reading information night
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Reading Styles
The document discusses four different reading styles: skimming, scanning, intensive reading, and extensive reading. Skimming involves reading quickly to get the general idea, while scanning means reading quickly to find specific information. Intensive reading means reading in detail for learning aims, whereas extensive reading is reading for enjoyment to develop general skills. Examples of each style and how they are used in the classroom are provided.
reading fluency
The document discusses reading fluency and how to develop it. It defines reading fluency as the ability to read smoothly and at a reasonable rate while comprehending. Good reading fluency involves reading with speed, accuracy, and proper expression. The document also outlines different types of reading like skimming, scanning, extensive reading. It discusses the teacher's role in guided oral reading, shared reading, and other techniques. Finally, it provides guidelines for developing fluency such as beginning with appropriate texts for students and providing practice opportunities.
Developing reading skill (presentation) 33
This document discusses developing reading skills and effective reading strategies. It outlines different types of reading like extensive reading, intensive reading, receptive reading, skimming and scanning. Extensive reading involves choosing own texts for pleasure while intensive reading is teacher-directed to develop specific skills. The teacher's role is to promote reading, suggest appropriate texts, observe students and give feedback. Effective strategies include looking for topic sentences, using context clues, and identifying logical relationships, while ineffective strategies are mouthing words and translating everything.
Extensive Reading: assumptions and experience
A short presentation on Extensive Reading on the 2nd Language English classroom. I tried to explain how my personal experience has differed or stood in contrast with some of the basic assumptions of what ER is and how it works.
Extensive reading
Extensive reading is an approach to language learning that involves reading large amounts of material that is easy to understand. This helps learners infer the meanings of unknown words from context and improve their language skills. Free voluntary reading allows students to choose books they enjoy and read at their own pace, with minimal or no assessment, to promote enjoyment of reading. The teacher's role is to guide students in selecting materials and getting the most from the extensive reading program.
Learning how to write
Writing helps improve English skills by allowing writers to think through ideas before putting them on paper. When drafting, writers can identify and correct errors. Rewriting passages allows visual learners to see mistakes and improve understanding. There are many formats for writing, such as letters, stories, essays and notes, that appeal to different learning styles and purposes.
Extensive reading
The document discusses the importance of extensive reading for language development. It outlines several key skills developed through reading such as comprehension, vocabulary, and grammar. Extensive reading helps to acquire knowledge, learn different features of language, and provide pleasure. Developing reading habits is important and some suggestions include having a class library, devoting time to reading in class, and storytelling activities led by students.
Reading skill & writing skill
This document discusses reading and writing skills. It defines reading as decoding symbols to derive meaning from text, and identifies three components of reading: decoding, comprehension, and retention. It describes two types of reading - extensive and intensive. Writing is defined as arranging symbols according to conventions to form words and sentences. The importance of writing is discussed. The roles of a reading teacher and strategies to improve students' reading and writing are outlined.
Extensive reading
This document defines extensive reading and outlines its principles and aims. Extensive reading involves rapidly reading large quantities of text for meaning rather than analyzing language. It aims to get students reading and enjoying texts in the second language to build vocabulary and structure. The principles are to not look up every word, skip unknown parts, and change books if not enjoying. Its purposes are to increase confidence, motivation, fluency and speed in reading as well as narrative interpretation abilities. Characteristics include reading as much as possible based on pleasure and pace within linguistic competence.
Reading skills
This document discusses reading skills and effective reading. It emphasizes that reading is an important way to improve English proficiency and gain confidence. It provides tips for becoming an effective reader, such as reading everyday, using a dictionary, and noting new words. The document also discusses qualities of good readers, such as concentration and maintaining proper posture. It notes that reading speed can vary depending on the purpose and difficulty of the text. Sub-skills of reading include comprehending meaning and locating main ideas and details. Bad reading habits like improper posture and unnecessary movements are also addressed.
Reading fluency
This document contains information about a student named Jitin J Pillai enrolled in the Instrumentation and Control branch of Shantilal Shah Government Engineering College. It lists his name, roll number, enrollment number, branch of study, semester, and year of study. It also provides the postal address of the college.
Enhancing reading
The document discusses using an interactive whiteboard (IWB) to enhance teaching reading. It describes how the IWB allows teachers and students to interact with text by annotating, manipulating, and adding/deleting parts of it. Activities using the IWB are suggested before, during, and after reading to introduce topics, vocabulary, reading strategies, and stimulate discussion. Sample activities described involve identifying information in stories, sequencing events, quick vocabulary reviews, predicting topics, and distinguishing main ideas from details.
Module 7 - "Work Time"
This document provides guidance for teachers on conducting workshop modules in the classroom. It recommends that teachers plan work time so students are engaged in genuine learning activities like reading, writing, and problem-solving. It also suggests that for students to work independently for 2/3 of the time, they need clear learning targets, meaningful purpose for their work, work broken into chunks, challenges that are rigorous yet achievable, opportunities for discussion, and feedback to guide their learning. The document outlines expectations for successful workshop modules with teacher-led mini lessons, individual conferences, and time for student work and debrief.
Reading Skills
Reading is one of the most important skills amongst the four skills of English Language. In this video you will be able to know all about reading comprehension skills from scratch. For more such videos subscribe my You tube channel Bisma Usman - The Language Instructor
Reading fluency
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
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This presentation discusses moving away from traditional pedagogy and embracing new tools and approaches to teaching and learning. The goal is to create a comfortable classroom environment where students can learn from mistakes, appreciate different perspectives through blogging, and collaborate using wikis. Various technologies are explored that can help facilitate classes involving discussions, projects, and feedback to encourage learning, unlearning and relearning.
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Similar to Chapter9
Chapter9
Academic journals and learning logs can help students process and explore ideas from their readings and class discussions. Journals allow students to freely write about their thoughts, feelings, and how course material relates to their own lives in an expressive way. Learning logs are like online discussion threads where students regularly record their ongoing learning process in a notebook. Both tools encourage students to use everyday language to deeply engage with their studies.
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Writing to develop Reading Skills
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This document provides suggestions for activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it recommends explicitly teaching the writing process, including brainstorming, outlining, drafting, revising. For reading, it suggests extensive reading of graded texts along with explicit instruction in reading strategies. For speaking, it advises raising students' awareness of differences between academic and conversational English through discussion and analysis of speeches. For vocabulary, it provides ideas for teaching vocabulary through definitions, visual representations, and using corpus tools to find example sentences and collocations. The overall document offers a variety of scaffolding techniques and strategies to develop students' academic language abilities.
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Teaching reading and writing
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
Teaching English Through English I Class #3
This document provides an agenda for an English teaching session that focuses on developing critical reading and writing skills. It includes discussions on evaluating academic sources, creating lesson plans based on readings, and techniques for active reading such as annotating texts, asking questions, and connecting information to prior knowledge. Sample activities involve reflecting on and peer-editing essays about English villages in South Korea. Guidelines are provided for evaluating sources based on authority, accuracy, comprehensiveness, validity and ease of use. The session will conclude with a teaching demonstration of a reading and writing lesson plan developed from academic texts.
Building Academic Language in the ESL Classroom
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
Writing Practicum
The document proposes creating a writing practicum blog for an English class to provide students a space to practice their English skills and receive feedback in a more natural way than typical homework. The blog would include labels to guide different writing activities, formats for common text types, questions to practice vocabulary, and debates for interacting and sharing opinions on articles. Blog rules require students to write in English, participate at least twice, provide feedback to peers, and accept feedback from the teacher to improve their writing while maintaining courtesy.
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The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
Differentiated Instruction Class 5
The document discusses strategies for differentiating instruction in reading for mixed-ability classrooms and using student interests. It provides facts about the benefits of in-school reading and recommendations for implementing reading aloud, paired reading, and independent reading. The document also discusses assessing student learning styles and interests through surveys and using this information to design choice assignments that allow students to learn in different ways. Students are asked to reflect on how to teach reading strategies for their content area and discuss differentiating for student interests with a partner.
The Daily 5: Wilson School Version
The document summarizes "The Daily 5" approach to literacy education developed by Gail Boushey and Joan Moser. It involves rotating students through 5 stations: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. The approach aims to foster student independence, choice, and literacy skills. It establishes routines and models for students to develop reading stamina and help each other through coaching strategies. Teachers implement the approach by gradually increasing time spent at each station.
Reading Strategies
This document discusses various reading strategies that can help students comprehend and retain information from texts. It describes strategies like SQ3R which involves surveying, questioning, reading, reciting and reviewing material. It also outlines the three stages of critical reading which move from basic understanding to analysis and interaction with texts. Additional strategies mentioned include using Bloom's Taxonomy, read/pair/share, close comprehension questions, think aloud, team summarizing, and GIST (generating interaction between schemata and text). The document encourages discussing which strategies teachers and students would feel most comfortable using and why.
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
CLTA 2011 Robin Harvey's Balanced Literacy PresentationProject for Developing Chinese Language Teachers
On 2011 CLTA annual conference, Robin Harvey from DCLT made a presentation about balanced literacy approach in the language classroom.
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...
This document summarizes key aspects of writing instruction for ESL students. It discusses the shift from a product-focused approach to a process-focused one. A process approach focuses on the stages of writing like prewriting, drafting, and revising rather than just the final product. It also emphasizes giving students time to write and rewrite. Additionally, the document outlines different writing genres and discusses the writing process as iterative involving planning, drafting, reviewing, and editing in various orders. Finally, it notes the importance of building a writing habit in students.
Teaching Writing and Vocabulary
The document discusses various strategies and techniques for teaching writing to young English language learners, including the writing process (pre-writing, drafting, revising, editing, and publishing). It emphasizes the importance of exposing students to good writing models, allowing time for collaboration, and providing a comfortable writing environment through activities like writing centers and conferences. Invented spelling, word walls, and course books are also presented as supportive tools to help develop students' English writing skills.
Similar to Chapter9 (20)
TICE - Building Academic Language in the Classroom
TICE - Building Academic Language in the Classroom
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...
Chapter9
- 1. Chapter 9 Writing Across the Curriculum Integrating Reading and Writing Writing in Disciplines Writing to Learn Academic Journals By: Brandi Trompler and Krista Toney
- 3. Academic Journals Help students generate ideas Students create a record of thoughts and feeling in response to what they are reading Students explore their own lives and concern in relation to what they are reading and learning.
- 4. Why should teachers use academic journals? Because they encourage students to use everyday, expressive language to write about what they are studying, in the same way that they encourage students to use talk to explore ideas during discussion.
- 5. Response Journals Create permanent records of what readers are feeling and thinking as they interact with texts. Allows students to record their thoughts and emotional reactions to the text. Teachers do not count of for grammar. Teachers may use prompts to stimulate students thinking.
- 6. Learning Logs Learning logs are similar to online threaded discussions. They must be used regularly to be effective. Students keep an ongoing record of learning as it happens in a notebook.
- 7. Learning Logs in Action http://www.youtube.com/watch?v=gXU1nyMPozA
- 8. Example of a Learning Log
- 9. Double-Entry Journals Students record dual entries that are conceptually related. In the left column, students write a word or passage that was interesting to them. In the right column, students react to the passage by writing their reactions and interpretations.