The document discusses creating a framework for literacy instruction that incorporates interactive, critical, and response perspectives. It involves first assessing learners cognitively and non-cognitively to understand their interests, abilities, and needs. Appropriate texts are then selected to engage learners. Instructional practices address learners' cognitive and affective development through strategies like K-W-L charts and word building activities. Lessons also aim to develop critical thinking and personal connections to texts. The framework is demonstrated through a unit on dinosaurs that assesses learners, selects relevant texts, and incorporates interactive, critical, and response activities and perspectives.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
Leanne Wells, Chief Executive Officer, Consumers Health Forum of Australia, gave the Ian Webster Health for All Oration to the annual forum of the Centre for Primary Health Care and Equity on 13 August 2015.
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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.
Model Attribute Check Company Auto PropertyCeline George
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. Creating a Literate Environment
Marilyn Velez
Walden University
EDUC-6706R-2
The Beginning Reader, PreK-3
Dr. Cohen
2. Framework for Literacy Instruction
Learners
Affective and cognitive
aspects of literacy
learning
Texts
Text structures, types, genres,
and difficulty levels matched
to literacy learners and
literacy goals and objectives
Instructional Practices
Developmentally
appropriate research-
based practices used with
appropriate texts to
facilitate affective and
cognitive aspects of
literacy development in all
learners
Interactive
Perspective
Reading and writing
accurately, fluently, and
with comprehension
Being strategic and
metacognitive readers
and writers
Use a variety of informal
and formal assessments
to determine areas of
strength and need in
literacy development.
Determine texts of the
appropriate types and levels
of difficulty to meet literacy
goals and objectives for
students.
Use instructional methods
that address the cognitive
and affective needs of
students and the demands
of the particular text.
Promote students'
independent use of reading
strategies and skills.
Critical Perspective
Judging, evaluating,
and thinking critically
about text
Find out about ideas,
issues, and problems
that matter to students.
Understand the learner
as a unique individual.
Select texts that provide
opportunities for students to
judge, evaluate, and think
critically.
Foster a critical stance by
teaching students how to
judge, evaluate, and think
critically about texts.
Response
Perspective
Reading, reacting, and
responding to text in a
variety of meaningful
ways
Find out about students'
interests and identities.
Understand what matters
to students and who they
are as individuals.
Select texts that connect to
students' identities and/or
interests and that have the
potential to evoke an
emotional or personal
response.
Provide opportunities for
students to read, react, and
formulate a personal
response to text.
3. Framework for Literacy Instruction
● Used to design literacy lessons
● Incorporates all aspects of literacy learning
● Includes Interactive, Critical and Response
perspectives
● Lessons are designed by first getting to know the
learner
● Text selection is determined next
● Instructional practices are then chosen
4. Getting to Know Literacy Learners
● Use cognitive and noncognitive assessments
● Determine issues, problems and ideas that matter to
the student
● Determine student interests
“Motivation is an integral component of reading
instruction. In addition, a number of studies suggest
a connection between motivation and achievement.”
(Gambrell, Palmer, Codling, & Mazzoni, 1996, p.
518-533).
5. Getting to Know Literacy Learners
● For a cognitive assessment, I used a running record
(Tompkins, 2010, p. 463).
● With this assessment tool, I was able to determine
the students' instructional level for texts
● I also was able to determine the students' fluency,
accuracy, and comprehension at that instructional
level
● This information helped me to determine the
appropriate text for the student
6. Getting to Know Literacy Learners
● The noncognitive assessment I chose was the
Elementary Reading Attitude Survey (McKenna &
Kear, 1990)
● This survey helped
with text selection
7. Selecting Texts
● Selecting the appropriate texts is an important
componant of a literacy lesson
● The texts are selected based on the results of the
cognitive and noncognitive assessments
● Factors such as narrative versus informational text,
and semiotic versus linguistic text need to be
considered (Laureate Education, n.d).
● This ensures that the text is a high-interest,
instructional-level text.
8. Selecting Texts
● Using these considerations helped me to choose
appropriate texts for my literacy lesson
● I chose instructional-level texts for a unit on
Dinosaurs.
● I chose a mix of informational and narrative texts
“We are surrounded by text whose primary purpose
is to convey information about the natural or social
world. Success in schooling...depends on our ability
to comprehend this material.” (Duke, 2004, p. 1).
9. Interactive Perspective
● This perspective concentrates on teaching students
how to read
● Students are assessed using cognitive and
noncognitive assessments
● Appropriate texts are selected
● Instructional practices are determined based on
student need
10. Interactive Perspective
● The lesson concentrated on improving reading
comprehension and word recognition
● An instructional practice I chose for improving
reading comprehension was a K-W-L chart
● The K-W-L chart helped the students organize and
understand their knowledge
● Through the chart they were able to visualize how
much knowledge they gained from this lesson
11. Interactive Perspective
“This procedure helps students activate background
knowledge, combine new information with prior
knowledge, and learn technical vocabulary related to
a thematic unit. Students become curious and more
engaged in the learning process, and teachers can
introduce complex ideas and technical vocabulary in
a nonthreatening way.” (Tompkins, 2010, p. 441).
12. Interactive Perspective
● An instructional practice I used for word recognition
was Making Words.
● With this lesson, we practiced CVC word
combinations
● This practice helped the students become fluent in
reading CVC words
“As students make words, they're practicing what
they know about sound-symbol correspondences...”
(Tompkins, 2010, p. 447).
13. Critical and Response Perspective
● The critical perspective helps students analyze and
judge text
“Critical literacy focuses on issues of power and
promotes reflection, transformation, and action.”
(Molden, 2007, p. 50).
● The response perspective allows the students to
connect with the text on a personal level
“For students to become engaged life-long readers
they must discover the transformative power of
text.” (Laureate Education, n.d.).
14. Critical and Response Perspectives
● For the critical perspective, I chose to have my
students analyze the text-to-illustration
interconnection as it relates to character
development and discuss the concept of family
traditions
● For the response perspective, they wrote about a
personal connection they felt with one of the
characters, using the text and illustrations to explain
that connection
15. Critical and Response Perspectives
● Adding lessons with these perspectives included has
helped to make the unit on Dinosaurs a more
meaningful journey for my students
● I feel that the skills, strategies, and other knowledge
they learned with this unit will help them become
life-long literacy learners
16. Feedback from Colleagues and Family
Members of Students
● What insights did you gain about literacy and
literacy instruction from viewing this presentation?
● How might the information presented change your
literacy practices and/or your literacy interactions
with students?
● In what ways can I support you in the literacy
development of your students or children? How
might you support me in my work with students or
your children?
● What questions do you have?
17. References
Duke, N. (2004). The case for informational text. Educational Leadership, 61(6), 40–44.
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518--533.
Laureate Education (Producer). (n.d.). Analyzing and selecting text [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.). Response perspective. [Video file]. Retrieved from https://class.waldenu.edu
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626--639.
Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading
Improvement, 44(1), 50–56.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.
