The document discusses beliefs and best practices for planning minilessons around reading. Some of the key points made include:
1. Minilessons should help students become independent readers by teaching necessary skills and strategies.
2. Lessons should be scaffolded over time to deepen understanding of concepts and be part of larger conversations about reading.
3. Assessment should match the goals of helping students think independently about what they read rather than directing their thinking.
Creating the link between reading and writingKeith Pruitt
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
If Rosa Parks Could Text: Content Area Writing in the Literacy BlockJennifer Jones
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about the necessary Intermediate Literacy writing skills necessary as students are "learning to write" and learning the content at the same time. Disciplinary literacy may be a bit of stretch for elementary but we can begin teaching students how to read and write like a historian, how to read and write like a scientist, and how to read and write like a mathematician. #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #contentareawriting #writingaboutreading #disciplinaryliteracy #writingtolearn I am happy to come and deliver this enthusiastic and energetic professional development session to your school or district. Gmail me for rates and other PD offerings at helloliteracy.
The author's purpose is the main reason that he/she has for writing the selection.
Point of view is the author's opinion about the subject. The author's purpose and point of view go together. The author wants you to see the topic from his/her point of view.
When you are able to recognize the author's purpose, you will have a better understanding of the selection.
Kinds of Author's Purpose
If the author's purpose is to inform, you will learn something from the selection (facts, details/instructions, places, events and people.
If the author's purpose is to persuade, that means they want you to believe their position. Persuasive pieces are usually non-fiction.
If the author's purpose is to entertain, one goal may be to tell a story or to describe characters, places or events.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
Creating the link between reading and writingKeith Pruitt
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
If Rosa Parks Could Text: Content Area Writing in the Literacy BlockJennifer Jones
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about the necessary Intermediate Literacy writing skills necessary as students are "learning to write" and learning the content at the same time. Disciplinary literacy may be a bit of stretch for elementary but we can begin teaching students how to read and write like a historian, how to read and write like a scientist, and how to read and write like a mathematician. #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #contentareawriting #writingaboutreading #disciplinaryliteracy #writingtolearn I am happy to come and deliver this enthusiastic and energetic professional development session to your school or district. Gmail me for rates and other PD offerings at helloliteracy.
The author's purpose is the main reason that he/she has for writing the selection.
Point of view is the author's opinion about the subject. The author's purpose and point of view go together. The author wants you to see the topic from his/her point of view.
When you are able to recognize the author's purpose, you will have a better understanding of the selection.
Kinds of Author's Purpose
If the author's purpose is to inform, you will learn something from the selection (facts, details/instructions, places, events and people.
If the author's purpose is to persuade, that means they want you to believe their position. Persuasive pieces are usually non-fiction.
If the author's purpose is to entertain, one goal may be to tell a story or to describe characters, places or events.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
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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!
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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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
5. #1 Designed with a vision of helping students gain the necessary
skills, strategies, and behaviors to become independent readers.
#2 Scaffolded across time to deepen and enrich understanding of concepts.
They are not activities delivered in isolation.
#3 Part of larger conversations that we as a community have about our reading
lives and that these conversations build over time.
#4 Interactive. Students should be the ones doing the thinking, not the teacher.
#5 Planned with the needs of current students in mind. They can't be
canned, scripted or duplicated year after year.
6. #6 The right length to match your teaching point. There is no magic number of
minutes for an effective minilesson.
#7 Organized in a way that makes the most sense to the teacher, school, or
district. There is no one right way to organize lessons.
#8 Based on what we know about teaching and learning. No matter the
mandates and pressures of state testing, there is no reason to compromise best
teaching practice.
#9 Designed to teach the reader not the book.
#10 Designed by the teachers who is doing the teaching, not corporations.
7. Big Questions for Minilesson
Planning
Why do we teach this? How does it fit into the bigger
picture?
What are the big goals I have?
Which books might I use?
How will I provide for students to enter at own level?
What will I be assessing? Does assessment match the
big picture goals?
8.
9. Minilesson Cycles Can Be
Lots of Ways to Plan
Strategies—comprehension, word work
Behaviors and Habits—book choice, stamina
Literary Elements—character, theme
Genre—nonfiction, mystery, historical fiction
10. What Are We Assessing?
What we don’t do, however, is
use our experience to direct
or guide towards our own
understanding of any given
text…..we need to teach each
student the way readers think
as they read, not what to
think, helping them to
experience texts as
readers, rather that putting
specific thoughts about texts
into their heads.
12. Unpacking Standards: Plot
K-Retell or re-enact a story that has been heard.
1-Retell the beginning, middle and ending of a story
including its important events.
2-Retell the plot of a story.
3-Retell the plot sequence.
4-Identify the main incidents of a plot
sequence, identifying the major conflict and its
resolution.
5-Identify the main incidents of a plot sequence and
how they influence future action.
13. 6th+
Distinguish between main and minor plot incidents.
Pace, subplots, parallel episodes, and climax
Compare and contrast stories/characters with similar
conflicts
How do voice and narrator affect plot
18. Character Cycle
Big Goals/Learning
-Authors let us get to know characters in a variety of ways.
-The more we know about a character, the better we can
predict and understand his/her actions.
-Important characters often change over time.
-Understanding how a character sees the world is critical to
understanding their thoughts, relationships, and actions.
-There are words that readers use when they think and talk
about characters in fiction. These words give us ways to
think and talk at a deeper level.
19. Scaffolding with a
Menu of Books
A book that is more character-based than plot based and
might be a good one for this cycle.
Several books that focus on the same character/characters
Books with 2 characters who are great friends or who are
siblings. These often make for the best conversations about
relationships.
Books that include several short stories about the same
character(s)
Characters that the students love and talk about on their
own.
20. Characters
We learn about
characters through
their relationships
with others.
21. Character
We learn about a
character from the
way he/she
behaves and
reacts in a story.
24. Character
The more we know
about a
character, the better
we can predict and
understand his/her
actions and
behaviors.
25. Character
Important
characters in a
book often change
over the course of
the story.
26. Big Picture of Theme Cycle: What
Am I Setting Up?
Understandings I Want My Students to Come Away With
in this Cycle
*Readers have the power to determine the theme in a text.
Authors often write a story with a bigger message about life
to the reader.
There is often more than one theme in a book.
There are universal themes that appear often in books.
A theme works across an entire piece.
27. How do they get there from
where they are now?
Plot vs. Theme
Stated vs. Implied Theme
When Two Storylines Come Together
Repeated Language
Symbolism/Metaphors
General vs. Specific Theme
Universal Themes
30. A Circle of Friends
Wordless Book
A Good First Look at Title
Significance of word “circle”
31. The Enormous Turnip
Traditional Tales with
obvious and
accessible themes
are a great way to
introduce the
concept of theme as
well as universal
themes to students.
35. A Menu of Options
Titles are often a
metaphor and a
clue into the theme
of the story.
36. Walk On!
A Guide for Babies of All
Ages
By Marla Frazee
Dedication
“to my son, Graham, off to
college”
37.
38.
39. “Any of these details….are, in
effect, entryways into deeper meanings
of the text. None is inherently more
important than the other and no one
inference about them is necessarily
“right”…What’s important is not which
detail readers notice but what they do
with them…..what they can make of
what they notice.”
What Readers Really Do
46. Readicide by Kelly Gallagher
If we are to find our way again--if students are to become
avid readers again--we, as language arts teachers, must
find our courage to recognize the difference between the
political worlds and the authentic worlds in which we
teach, to swim against those current educational practices
that are killing young readers, and to step up and do what
is right for our students.
We need to find this courage. Today. Nothing less than a
generation of readers hangs in the balance.