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This document outlines collaborative lessons between a literacy coach, first grade teacher, and library media specialist to promote digital literacy in an elementary school. It describes characteristics of a literacy-rich classroom, including opportunities for speaking, reading, and writing with print and digital media. It provides examples of lessons where students used an online database, books, and apps to research nocturnal animals and illustrate their findings. The document advocates applying ISTE standards to have students collaborate, find information, and contribute to team projects using technology.
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A literacy-rich environment stimulates students to participate in language and literacy activities daily, giving them an understanding of the function of oral and written language. Such an environment contains abundant, high-quality literacy materials like books, dictionaries, labels and signs. It has a physically organized space that encourages reading and writing, along with daily literacy routines such as read-alouds, independent reading and writing, and sharing. The classroom culture is also culturally sensitive and integrated, helping students experience different cultures through bulletin boards and other means. Assessment and a variety of instructional methods, including technology, group work and projects on the walls, are also characteristics of literacy-rich classrooms.
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The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.
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The document describes how to set up a language-rich classroom environment to promote language development in young children. The author outlines their floor plan which includes group seating, a block area, and cozy seating to encourage student interaction and communication. A variety of activity centers are proposed to engage students in different subjects and allow them to work with different peers throughout the day. The teacher's role is to facilitate student collaboration and encourage language use through story time, discussion, and letting students share their own stories. Research supports that reenacting stories and peer interaction can boost narrative skills and literacy.
Creating a Literate Classroom Environment
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
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Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
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The document discusses the materials used to teach kindergarten lessons. It considers factors like responding to learning aims, relating to the lesson context, and being age-appropriate. Materials included songs to greet and engage students, puppets to present topics, pictures for books and activities, posters to review lessons, toys to present vocabulary, and stories which were dramatized to practice language. Videos, games and printed materials were also utilized to reinforce topics like families and farm animals in a hands-on manner.
Creating a literate environment for young children
The document outlines a 4-step framework for creating a literate environment for young children. Step 1 involves getting to know students through parent surveys and notes on students' abilities. Step 2 is selecting texts based on themes and student interests that include a variety of genres. Step 3 promotes an interactive perspective where students use strategies to read, take risks, and share misunderstandings. Step 4 encourages a critical response perspective where students evaluate texts, have meaningful discussions, and are transformed by what they learn.
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The document describes how to set up a language-rich classroom environment to promote language development in young children. The author outlines their floor plan which includes group seating, a block area, and cozy seating to encourage student interaction and communication. A variety of activity centers are proposed to engage students in different subjects and allow them to work with different peers throughout the day. The teacher's role is to facilitate student collaboration and encourage language use through story time, discussion, and letting students share their own stories. Research supports that reenacting stories and peer interaction can boost narrative skills and literacy.
Creating a Literate Classroom Environment
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
Creating a Literacy Rich Environment
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
Materials for kindergarten
The document discusses the materials used to teach kindergarten lessons. It considers factors like responding to learning aims, relating to the lesson context, and being age-appropriate. Materials included songs to greet and engage students, puppets to present topics, pictures for books and activities, posters to review lessons, toys to present vocabulary, and stories which were dramatized to practice language. Videos, games and printed materials were also utilized to reinforce topics like families and farm animals in a hands-on manner.
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The document outlines a 4-step framework for creating a literate environment for young children. Step 1 involves getting to know students through parent surveys and notes on students' abilities. Step 2 is selecting texts based on themes and student interests that include a variety of genres. Step 3 promotes an interactive perspective where students use strategies to read, take risks, and share misunderstandings. Step 4 encourages a critical response perspective where students evaluate texts, have meaningful discussions, and are transformed by what they learn.
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This document outlines a balanced literacy program for a 2nd grade classroom. It discusses the philosophy of reading instruction, what balanced literacy is, and the various literacy activities and assessments used in the classroom on a daily basis. These include reading and writing every day, literacy groups, focused instruction on specific reading skills, drop everything and read time, accelerated reader, draw and writes, journals, read alouds, and evaluations using rubrics, teacher observations, and state standards. Grouping strategies include cluster, ability, heterogeneous, and interest groups. The document provides suggestions for how parents can support literacy development at home.
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This presentation summarizes Jennifer Knox's balanced literacy program called "Literacy By Design" used in her classroom. The program follows a gradual release model from teacher-led instruction to independent student work. It includes the five elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students rotate through different literacy stations that are differentiated for various reading levels and skills. Assessment includes weekly spelling tests, comprehension and writing rubrics, biweekly practice tests and progress tests. The program emphasizes parent involvement through suggested at-home activities and literacy websites.
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Elementary classrooms provide an environment for language acquisition through physical arrangement and materials. Student desks should be grouped to encourage collaboration, with separate areas designated for different literacy activities. For kindergarten classrooms specifically, literacy play centers should be established to provide experiential learning opportunities that support children's literacy development with guidance from their teacher.
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This document outlines the components of a balanced literacy classroom. It includes reading components like read alouds, shared reading, guided reading and independent reading. Writing components include modeled writing, shared writing, guided writing and independent writing. A balanced literacy approach incorporates various literacy activities throughout the day, including time for individualized instruction. The goal is to help students become independently successful readers and writers.
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This presentation outlines an upcoming unit plan for 1st grade students focusing on comprehension and singular/plural nouns. Students will work in groups to discuss stories, fill out graphic organizers, and identify nouns. The teacher will introduce singular and plural nouns, monitor groups, and resolve conflicts. Parents are expected to encourage reading at home and help identify nouns. The goals are for students to discuss stories, use nouns correctly in sentences, and learn collaboration skills through group work.
Module 4 newsletter 1
This presentation outlines an upcoming unit plan for 1st grade students focused on comprehension and singular/plural nouns. Students will work in groups to discuss stories, fill out graphic organizers, and identify nouns. The teacher will introduce singular and plural nouns, monitor groups, and mediate conflicts. Parents are expected to encourage reading at home and work with students on identifying nouns. The goals are for students to discuss story elements, use nouns correctly in sentences, and learn collaboration skills through group work.
Como incrementar la lectura en los niños
A literacy-rich classroom provides students with a variety of texts and learning materials to enhance their language development. Elements of such a classroom include visual displays, labeled supplies and areas for reading, writing, listening and representing ideas through art. Daily read-alouds and guided reading sessions introduce students to new ideas and vocabulary. The classroom is designed as a comfortable environment to engage students in literacy.
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The document discusses the components of a balanced literacy program for 5th grade students. It explains that a balanced literacy program incorporates various reading and writing activities including whole group instruction, small group work, guided reading, literature circles, and independent work. It emphasizes teaching skills like word recognition, fluency, comprehension, and motivation. A variety of assessments are used to monitor students' progress, including standardized tests, portfolios, observations, and student work samples. The goal is to help students become independent, well-rounded readers.
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The document describes the learner's journey through 7 stops of an educational program, where they explored concepts and principles of teaching English to young learners. At each stop, the learner summarized what they learned and identified areas for further reading. The concepts covered include theories of learning, developing creativity in students, using narratives, and creating multimodal assessments.
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Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
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This document outlines the five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each element, it provides instructional strategies and resources for grades Pre-K to 4th grade. Some highlighted strategies include using small group instruction, flexible grouping based on skills, and incorporating activities like readers' theater to practice fluency. Assessments mentioned that can be used for various elements include DIBELS, PAST, and QRI. The document provides a concise overview of a balanced literacy approach across different grade levels.
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1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
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The document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich environment, getting to know individual students' interests and abilities through assessments, and selecting appropriate texts. Emergent learners are just learning concepts of print and letter naming, while beginning learners are beginning phonics and can use previously taught strategies. Lessons should incorporate the five pillars of reading instruction, engage students, and include writing. Both emergent and beginning readers need support from knowledgeable teachers to develop into proficient readers.
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This document discusses using technology to support collaboration and literacy instruction in libraries, classrooms, and computer labs. It provides goals and standards for technology integration and defines collaboration. Successful collaborations establish relationships, identify skills, discuss strengths and weaknesses, and take risks. Practical ways to incorporate technology into literacy include using apps for research, collaging, video editing, and communicating findings. Examples described a literacy project where students researched nocturnal animals using online databases, books, and apps to create final letters. The document lists favorite apps for observation, ebooks, QR codes, spelling, art, and curating resources.
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This document discusses using iPads to promote collaboration and literacy in libraries, classrooms, and computer labs. It provides examples of how a literacy coach, first grade teacher, and library media specialist collaborated using iPads for a student research project on nocturnal animals. Students used apps like PebbleGo, Pic Collage, and Chatterpix to research animals and create presentations. The document also lists standards for collaboration and technology integration and recommends apps to support literacy like Epic!, Rocket Speller, TJs Art Studio, and BrianPOP Jr.
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The document provides ideas for creating a literature-rich classroom based on the author's experience and research. It recommends exposing students to authentic literature from a variety of genres, including multicultural works and books with challenging ideas. Daily read-alouds are encouraged to develop students' vocabulary and exposure to new authors and stories. Opportunities for student discussion, writing, and sharing books at home can help foster engagement with literature. Integrating reading throughout the curriculum models its importance across subjects.
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This presentation summarizes Jennifer Knox's balanced literacy program called "Literacy By Design" used in her classroom. The program follows a gradual release model from teacher-led instruction to independent student work. It includes the five elements of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students rotate through different literacy stations that are differentiated for various reading levels and skills. Assessment includes weekly spelling tests, comprehension and writing rubrics, biweekly practice tests and progress tests. The program emphasizes parent involvement through suggested at-home activities and literacy websites.
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Elementary classrooms provide an environment for language acquisition through physical arrangement and materials. Student desks should be grouped to encourage collaboration, with separate areas designated for different literacy activities. For kindergarten classrooms specifically, literacy play centers should be established to provide experiential learning opportunities that support children's literacy development with guidance from their teacher.
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This document outlines the components of a balanced literacy classroom. It includes reading components like read alouds, shared reading, guided reading and independent reading. Writing components include modeled writing, shared writing, guided writing and independent writing. A balanced literacy approach incorporates various literacy activities throughout the day, including time for individualized instruction. The goal is to help students become independently successful readers and writers.
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This presentation outlines an upcoming unit plan for 1st grade students focusing on comprehension and singular/plural nouns. Students will work in groups to discuss stories, fill out graphic organizers, and identify nouns. The teacher will introduce singular and plural nouns, monitor groups, and resolve conflicts. Parents are expected to encourage reading at home and help identify nouns. The goals are for students to discuss stories, use nouns correctly in sentences, and learn collaboration skills through group work.
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This presentation outlines an upcoming unit plan for 1st grade students focused on comprehension and singular/plural nouns. Students will work in groups to discuss stories, fill out graphic organizers, and identify nouns. The teacher will introduce singular and plural nouns, monitor groups, and mediate conflicts. Parents are expected to encourage reading at home and work with students on identifying nouns. The goals are for students to discuss story elements, use nouns correctly in sentences, and learn collaboration skills through group work.
Como incrementar la lectura en los niños
A literacy-rich classroom provides students with a variety of texts and learning materials to enhance their language development. Elements of such a classroom include visual displays, labeled supplies and areas for reading, writing, listening and representing ideas through art. Daily read-alouds and guided reading sessions introduce students to new ideas and vocabulary. The classroom is designed as a comfortable environment to engage students in literacy.
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The document describes the learner's journey through 7 stops of an educational program, where they explored concepts and principles of teaching English to young learners. At each stop, the learner summarized what they learned and identified areas for further reading. The concepts covered include theories of learning, developing creativity in students, using narratives, and creating multimodal assessments.
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Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
Five elements of a balanced literacy program
This document outlines the five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each element, it provides instructional strategies and resources for grades Pre-K to 4th grade. Some highlighted strategies include using small group instruction, flexible grouping based on skills, and incorporating activities like readers' theater to practice fluency. Assessments mentioned that can be used for various elements include DIBELS, PAST, and QRI. The document provides a concise overview of a balanced literacy approach across different grade levels.
Balanced Literacy Overview
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for primary and intermediate classrooms, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing. It also includes various activities for language and word study like phonics, spelling, vocabulary, and handwriting instruction. The goal is to use students' time more efficiently and help all children succeed as readers and writers.
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Teaching literacy learners in the
The document discusses strategies for teaching emergent and beginning literacy learners. It emphasizes the importance of creating a print-rich environment, getting to know individual students' interests and abilities through assessments, and selecting appropriate texts. Emergent learners are just learning concepts of print and letter naming, while beginning learners are beginning phonics and can use previously taught strategies. Lessons should incorporate the five pillars of reading instruction, engage students, and include writing. Both emergent and beginning readers need support from knowledgeable teachers to develop into proficient readers.
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This document provides an analysis and feedback on observation folders completed by a trainee named Lucrecia Corral for her practicum. The feedback is positive, noting that Corral presented tidy and well-organized observation folders containing required components like an annual plan and accompanying journal. The feedback comments that Corral seemed to learn a lot from her mentor teacher, Joana Herràn, as demonstrated by her informed analysis of the teacher's methodology and reflection on her own "House project." The document grades Corral's work as "Excellent."
Homework overv term 2iew
This document provides an overview of the Term 2 curriculum for students in 1E. It outlines the key learning areas and topics to be covered in literacy, numeracy, science, and other subjects.
In literacy, students will participate in reading groups and work on comprehension, spelling, and writing skills. They will focus on creating informative texts related to the themes of 'All Mixed Up' and 'Local Places'. Numeracy topics include data, shapes, length, addition/subtraction, multiplication/division, fractions, and patterns.
Science will involve investigating sound through the unit 'All Mixed Up'. Other areas are COGS exploring local places, and homework includes talk topics, a mapping activity, and a mixture project
2010 ingleburn dazzle dj2010
This document provides tips and tools for engaging students in their learning through the use of information and communication technologies (ICT). It discusses using ICT to build lessons addressing higher-order thinking skills like problem-solving and critical thinking. Specific tools mentioned include Voicethread for student presentations, Etherpad for collaboration, and social bookmarking sites like Delicious for organizing online resources. The document emphasizes promoting a culture of collaboration, implementing rich learning tasks, and enhancing students' connected learning and information literacy.
Team+A+Powerpoint+Piagets+Cognitive+Developmental+Theory+Activity
This document describes a kindergarten learning activity based on the book "The Very Hungry Caterpillar" that is designed to align with Jean Piaget's cognitive development theory. The activity incorporates lessons in language arts, math, and science and is meant to help students build schemas in these areas through meaningful social interaction and experiences with materials. It provides opportunities for students to actively construct their own understanding of concepts like the life cycle, counting, days of the week, and conservation.
Erasmus+ Project Based Learning activities for Inclusion
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
Similar to Digi uri 1 (20)
FINAL Student Engagement - ALL 3 - Been through BDA, QA, Lizzie, Ossa, and Li...
FINAL Student Engagement - ALL 3 - Been through BDA, QA, Lizzie, Ossa, and Li...
Team+A+Powerpoint+Piagets+Cognitive+Developmental+Theory+Activity
Team+A+Powerpoint+Piagets+Cognitive+Developmental+Theory+Activity
Erasmus+ Project Based Learning activities for Inclusion
Erasmus+ Project Based Learning activities for Inclusion
Digi uri 1
- 1. Collaborative Lessons to Promote Digital Literacy in a K-3 Elementary School Promising Practices Summer Institute in Digital Literacy URI 2015 Kim Keith
- 2. 4 Principles of Digital Literacy
- 3. Characteristics of a Literacy Rich Classroom 1. A setting that encourages speaking, listening, reading and writing through print and digital media. 2. An organized book collection and reading materials in a variety of genres, text types and reading levels. 3. A comfy area for browsing books, reading, writing, talking and listening to books. 4. Co-created anchor charts to reinforce learning. 5. Display student work in a variety of ways. 6. Label classroom objects for early literacy learning and to help English Language Learners. 7. Increased time for independent reading with time to talk and share.
- 4. Practical ways to incorporate technology into our literacy instruction ISTE Standards Collaborate to produce original works or solve problems. Locate Information and communicate ideas. Apply existing knowledge to generate new ideas, products, or processes. Interact, collaborate, and publish with peers. Contribute to project teams to produce original works or solve problems.
- 5. Literacy Coach, First Grade Teacher and Library Media Specialist Wonder center-inquiry based research on nocturnal animals. First grade class took books from the library to put in the wonder center and decide what animal they would research.
- 6. The class came into the computer lab and used the database PebbleGo to gather information. The next class period they came into the library and used non-fiction books to gather more facts and to illustrate their animal.
- 8. Collaboration with the Art Teacher Big Books
- 9. Fish Sketched with pencil, colored with water color crayons, applied clear water with a brush over the crayons and the crayons turn to paint.
- 10. DY Educational Foundation Grant Perfect Pairs-Pairing Fiction and Non-Fiction books.
- 11. How Animals Can Change an Environment
- 13. Final Product Wrote a letter to an animal telling them about how either the gopher tortoise or the mole changed their environment.