Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Digital Story Literacy Development 6706LSchloesser
Story Content:
1. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Digital Story Literacy Development 6706LSchloesser
Story Content:
1. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Top Ten Principles for Teaching Extensive ReadingPhung Huy
This slide deck is based on the article by Richard Day/University of Hawai`i at Manoa and Julian Bamford/Bunkyo University at http://nflrc.hawaii.edu/rfl/October2002/day/day.html
To learn more about extensive reading, you can also watch Dr. Day's the presentation
" Bringing Extensive Reading into the Classroom"
Part 1/3 https://www.youtube.com/watch?v=ydj-UaRjhXQ
Part 2/3 https://www.youtube.com/watch?v=pMKS4I7BHuE
Part 3/3 https://www.youtube.com/watch?v=gZMUMjBh_FQ
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Top Ten Principles for Teaching Extensive ReadingPhung Huy
This slide deck is based on the article by Richard Day/University of Hawai`i at Manoa and Julian Bamford/Bunkyo University at http://nflrc.hawaii.edu/rfl/October2002/day/day.html
To learn more about extensive reading, you can also watch Dr. Day's the presentation
" Bringing Extensive Reading into the Classroom"
Part 1/3 https://www.youtube.com/watch?v=ydj-UaRjhXQ
Part 2/3 https://www.youtube.com/watch?v=pMKS4I7BHuE
Part 3/3 https://www.youtube.com/watch?v=gZMUMjBh_FQ
Student Skills Improvement Training powerpoint discussing: how to assess students’ prior knowledge in the English language arts classroom,
current research theories and techniques on skills that students need for a better understanding of literature and informational texts, and recommendations of skills students must improve in order to better understand literature and informational texts, and tools that can help nurture these skills.
Evidence-Based Teaching Strategies
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Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains
In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address
Explanation of how each teaching strategy creates effective learning to foster the development of learners
Explanation of how each teaching strategy aligns to learning styles
An explanation of how each teaching strategy can be used to implement generational lessons
An explanation of how each teaching strategy can be used to implement culturally diverse lessons
A nurse educator may to foster learners’ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learners’ ability to recall information, assess learners’ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner's ability to perceive vital concepts.
Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.
Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learners’ question hence foster their learning.
For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).
The lecture strategy may be implemented by clearly stating the instructor’s expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.
Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).
The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a lea ...
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Similar to Defining comprehension strategies and instructional strategies WK3ASSGN HardenA (20)
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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?
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.
2. Comprehension is important because students need to be
able to not only to call words while reading but actually be
able to understand what is being read. As educators, we
need to have our students reading with a purpose (Reutzel
& Cooter, 2016). In order to have an opportunity to build
comprehension skills, students need instruction and a
variety of strategies to choose from. There are various
comprehension strategies that are used by the teacher to
help students build on their learning and engagement within
the classroom.
3. This is a metacognitive strategy that is used by the learner to
help recognize his/her own thinking ability. It also brings out
the strategies that enhances comprehension, as well as the
control one has over their own thinking (Reutzel & Cooter,
2016). This strategy can be used to enhance comprehension
while reading various texts.
4. The metacomprehension strategy index is used by the learner to
assess their awareness of many comprehension strategies used
before, during, and after reading the text (Reutzel & Cooter,
2016). This strategy is used to measure a student’s
metacomprehension for intervention purposes. The questions
that go with it allows the students and teacher to see where they
are more comfortable as far as the use of comprehension
strategies are concerned.
5. This is a strategy that teachers use to assess students’
comprehension and the knowledge of text structure in holistic
sequences and organized ways (Reutzel and Cooter, 2016). The
teacher will inculcate the use of an oral story retelling coding
form and maybe give points for all the elements included.
Setting
Objective
Events
Sequence
Problem
Solution
6. Scrambled Schema Story Task is a strategy used by teachers to
assess how well a student can reconstruct the order of a story
(Reutzel & Cooter, 2016). During this the story is divided into
various components then scrambled. The students must then re-
organize the elements of the story in the correct order. This will
help the teacher see if he/she need to change the instruction or
alter it to fit the needs of each of the students.
7. The comprehension and instructional strategies that were
mentioned are effective for transitional, intermediate, and
advanced learners because they help students become more
engaged in the lesson as well as addressing the Common Core
State Standards for comprehension. Students at each of these
levels are to be able to read at or above grade level and with
a purpose and understanding as well as recognize when they
should self-correct (Common Core State Standards Initiative,
2012). These strategies are reliable to both the students and
Teacher.
8. Reading Comprehension also depends upon decoding and
language comprehension. These fundamental skills are important
to the enhancement of comprehending what is read. While it
varies from student to student, teachers need to recognize the
value of each element of reading (SEDL, 2013). As it was
brought out, decoding and language comprehension depends on
each other in order to be successful.
9. This lesson is for grades 3rd -5th and can be used with any
story or text. It used Character Perspective Charting which
helped students better understand, interpret, and appreciate
the stories they read. (IRA and National Council of Teachers
of English, 2014). To help my students I could use a text that
is grade-level appropriate and engaging to the students.
10. There are many differences between comprehension strategies
and instructional strategies. The main one that students use is
the one that shows how they are more motivated by each
other while teachers are using strategies that are specific to a
student’s needs. Both are important to the success of students
learning how to comprehend what he/she reads.
11. Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and
instruction in an era of common core standards: Helping every child succeed (5th
ed.). Boston, MA: Pearson.
International Reading Association (IRA) and National Council of Teachers of
English. (2014a). ReadWriteThink. Retrieved from
http://www.readwritethink.org/search/?grade=13&resource_type=6&learning
_objective=8
Common Core State Standards Initiative. (2012b). English language arts
standards: Reading: Foundational skills: Kindergarten. Retrieved from
http://www.corestandards.org/ELA-Literacy/RF/K
SEDL. (2013). Cognitive elements of reading. Retrieved from
http://www.sedl.org/reading/framework/elements.html