Eex 4066 instructional strategies
•Download as PPT, PDF•
0 likes•166 views
Guided reading is a strategy used in primary grades where teachers provide support to small groups of students as they work to improve their reading abilities. The purpose of guided reading is to allow students to read books at their level so they feel confident and not overwhelmed, while practicing strategies to become independent readers. Effective guided reading involves dividing students into small groups based on level, selecting appropriate material, observing students as they read, and asking post-reading questions to check comprehension.
Report
Share
Report
Share
Recommended
Guided reading ppt
The document discusses guided reading, which involves a teacher supporting students' development of reading strategies to process increasingly challenging texts. Key aspects of guided reading include selecting appropriate texts, introducing texts to activate background knowledge, observing students as they read independently, and following up with comprehension conversations and teaching points. The goal is for students to build independence in reading for meaning.
Guided reading
Guided reading is a small group reading instruction approach where the teacher works with students who read similar levels. It helps students develop reading strategies, enjoyment of reading, and critical thinking. During guided reading, the teacher introduces a text, students read silently, and the group discusses what they read. The teacher monitors students and the session ends with a review. Guided reading sessions are short, usually 10-20 minutes, a few times per week depending on reading level. Students are grouped based on their reading competencies and needs. The teacher assesses students through observations, discussions, and running records to determine reading levels.
Guided Reading
This document outlines an action research project investigating whether daily 20-minute guided reading lessons can increase fifth grade students' reading performance, confidence, and interest. The teacher implemented guided reading groups with texts at students' reading levels. Initial results from reading surveys and assessments were inconclusive. The teacher plans to continue guided reading for the full school year and reassess students to see if their reading skills, confidence, and interest improve over time.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
SRE Handouts Osseo
The document discusses supporting adolescent readers through scaffolded reading experiences. It outlines objectives to determine how to use texts for content learning, consider effective lesson planning to engage readers, and implement lessons through gradual release of responsibility. It describes how readers go beyond textbooks to consult various sources and genres, and read to apply knowledge rather than for tests. Lessons should provide support before, during, and after reading, and consider what motivates students like meaning, choice, social aspects, self-efficacy, and interest.
Using data to drive guided reading instruction @ CKEC 2015
This document discusses how to use data to drive instruction in guided reading. It will teach educators how to use various assessment tools to collect data on students and analyze that data to make instructional decisions. Educators will learn how to group students, select appropriate texts, and plan focused lessons based on what the data shows about students' reading levels and needs. The document emphasizes using formative assessment on an ongoing basis to inform responsive teaching in guided reading.
Big ticket items for Guided Reading
The document discusses key aspects of guided reading implementation including assessment, data analysis, and strategic teaching. It emphasizes using assessment data to determine student needs and groupings. Lessons should focus on developing students' strategic processing and use of reading cues while providing an appropriate challenge. Teacher language and prompts are meant to support students in taking strategic action when reading.
Guided reading day 1
This document provides information about guided reading including definitions, characteristics of different types of readers, components of guided reading lessons, and resources for teachers. It defines guided reading as instruction designed to help students learn how to process texts with understanding and fluency. It outlines the essential elements of guided reading lessons including selecting appropriate texts and providing introductions, support during reading, and activities after reading to support comprehension. It also describes characteristics of emergent, early, transitional, self-extending, and advanced readers.
Recommended
Guided reading ppt
The document discusses guided reading, which involves a teacher supporting students' development of reading strategies to process increasingly challenging texts. Key aspects of guided reading include selecting appropriate texts, introducing texts to activate background knowledge, observing students as they read independently, and following up with comprehension conversations and teaching points. The goal is for students to build independence in reading for meaning.
Guided reading
Guided reading is a small group reading instruction approach where the teacher works with students who read similar levels. It helps students develop reading strategies, enjoyment of reading, and critical thinking. During guided reading, the teacher introduces a text, students read silently, and the group discusses what they read. The teacher monitors students and the session ends with a review. Guided reading sessions are short, usually 10-20 minutes, a few times per week depending on reading level. Students are grouped based on their reading competencies and needs. The teacher assesses students through observations, discussions, and running records to determine reading levels.
Guided Reading
This document outlines an action research project investigating whether daily 20-minute guided reading lessons can increase fifth grade students' reading performance, confidence, and interest. The teacher implemented guided reading groups with texts at students' reading levels. Initial results from reading surveys and assessments were inconclusive. The teacher plans to continue guided reading for the full school year and reassess students to see if their reading skills, confidence, and interest improve over time.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
SRE Handouts Osseo
The document discusses supporting adolescent readers through scaffolded reading experiences. It outlines objectives to determine how to use texts for content learning, consider effective lesson planning to engage readers, and implement lessons through gradual release of responsibility. It describes how readers go beyond textbooks to consult various sources and genres, and read to apply knowledge rather than for tests. Lessons should provide support before, during, and after reading, and consider what motivates students like meaning, choice, social aspects, self-efficacy, and interest.
Using data to drive guided reading instruction @ CKEC 2015
This document discusses how to use data to drive instruction in guided reading. It will teach educators how to use various assessment tools to collect data on students and analyze that data to make instructional decisions. Educators will learn how to group students, select appropriate texts, and plan focused lessons based on what the data shows about students' reading levels and needs. The document emphasizes using formative assessment on an ongoing basis to inform responsive teaching in guided reading.
Big ticket items for Guided Reading
The document discusses key aspects of guided reading implementation including assessment, data analysis, and strategic teaching. It emphasizes using assessment data to determine student needs and groupings. Lessons should focus on developing students' strategic processing and use of reading cues while providing an appropriate challenge. Teacher language and prompts are meant to support students in taking strategic action when reading.
Guided reading day 1
This document provides information about guided reading including definitions, characteristics of different types of readers, components of guided reading lessons, and resources for teachers. It defines guided reading as instruction designed to help students learn how to process texts with understanding and fluency. It outlines the essential elements of guided reading lessons including selecting appropriate texts and providing introductions, support during reading, and activities after reading to support comprehension. It also describes characteristics of emergent, early, transitional, self-extending, and advanced readers.
2012 2013 reading guidelines
The document provides guidance for teachers at Walker Elementary School on literacy instruction. It recommends that the Treasures reading program be supplemented with additional books. It emphasizes spending at least 45 minutes daily on independent reading with high accuracy, fluency, and comprehension. When planning reading lessons, teachers should refer to the curriculum guide, standards, and other texts at various levels. Daily activities should include discussion and writing about texts. Reading aloud and writing instruction should also occur daily across subjects. Progress should be assessed quarterly using appropriate benchmarks or tests.
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.
During Reading Strategies History
The document discusses various reading strategies that teachers can use to help students actively engage with texts, including double entry journals, comprehension strategies, discussion webs, GRP, key sentences, marking texts, reading guides, text structure organizers, think alouds, and three leveled guides. These strategies encourage students to connect to texts, determine importance, question, visualize, infer, synthesize, and repair comprehension. Teachers can adapt the strategies to fit different texts and student needs.
The Comprehension Toolkit
The Comprehension Toolkit is a reading comprehension program for grades 3-6 with extensions to grade 8. It is based on 10 principles including fostering curiosity, collaborative learning, building instruction around real-world reading, and making thinking visible. The program includes 6 clusters focused on monitoring comprehension, activating prior knowledge, asking questions, inferring meaning, determining importance, and summarizing. It supports various instructional approaches including reading groups and content area instruction based on student needs.
Think alouds
The think-aloud strategy involves teachers modeling their thinking process aloud while reading to demonstrate how skilled readers comprehend text. When using think-alouds, teachers verbalize their thoughts, questions, predictions, mental images, connections to prior knowledge, and strategies for overcoming obstacles. This allows students to learn how to monitor their own comprehension. Think-alouds are an effective way for teachers to diagnose students' strengths and weaknesses and for students to gradually internalize self-monitoring of their thinking.
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.
Imelda casagda
The document discusses several reading strategies:
1) Shared reading involves a teacher reading aloud to students to model fluency and engage learners. It can be used from primary to secondary levels.
2) Guided reading allows teachers to develop questions at different levels to challenge students of varying abilities in small groups.
3) Independent reading gives students choice over books to read individually, which is important for growth. Literature circles create opportunities for dialogue to deepen understanding of new information.
Brooke before and after comp presentor notes
The document provides guidance on strategies to improve adolescent literacy, including using sticky notes to engage with text by making connections, visualizing, predicting, drawing inferences, and learning vocabulary; it also recommends partner reading aloud to improve fluency and monitoring comprehension. Teachers are encouraged to model the strategies and have students gradually take more responsibility for their own reading comprehension.
I read it, but i don't get it book study
This document provides an overview and discussion questions for a book study on Cris Tovani's book "I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers".
The book advocates for teaching students strategic reading skills to improve comprehension. It introduces strategies like setting a purpose before reading, marking up the text, monitoring comprehension, and addressing confusion.
The document outlines chapters that introduce different reading strategies and comprehension tools. It provides helpful hints and reflection questions to facilitate discussion within a book study group. The goal is to help educators apply the strategies in their own classrooms to benefit struggling readers.
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.
Reading Strategies CA#1
This document discusses various reading strategies that can be used before, during, and after reading non-fiction texts. Some strategies mentioned include using word splashes, KWL charts, graphic organizers, think alouds, summarizing, and exit slips. The strategies are meant to help build vocabulary, engage students, improve comprehension, and assess understanding of what was read.
Reading Across The Curriculum
1. The document discusses strategies for improving reading proficiency in career and technical education (CTE) classrooms. It outlines three phases of the reading process: pre-reading strategies to activate prior knowledge, active reading strategies to aid comprehension, and post-reading strategies for reflection and application.
2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
3. The goal is to help CTE students become more proficient readers by teaching reading strategies and incorporating reading activities into technical coursework. This will improve comprehension of content
Screens For Lsi Session
This document discusses learning styles and introduces the Learning Style Inventory (LSI) assessment. It notes that each person has a preferred pattern of learning style and that knowing one's learning style can help maximize learning. It encourages the reader to take the LSI assessment to determine their own learning style and provides examples of different learning styles like visual-spatial, linguistic, logical-mathematical, musical, kinesthetic, intrapersonal, and interpersonal. The document concludes by wishing the reader a great day and thanking them for participating in the learning styles session.
Reading Strategies
This will give you key strategies you could use for before, during, and after your reading in the classroom!
Reciprocal Teaching
Reciprocal teaching is a strategy used to help students better understand texts through interactive dialogue between the teacher and students. It involves students taking turns in designated roles such as leader, questioner, clarifier, predictor, and summarizer to guide discussion of what was read. The roles encourage students to ask and answer questions, clarify confusing parts, make and discuss predictions, and summarize the key ideas in their own words.
Red4348 critical assignment 1
This document outlines various reading strategies that can be used before, during, and after reading to improve comprehension. Some strategies discussed include frontloading vocabulary, setting a purpose, activating background knowledge, think-alouds, close reading, guided notes, monitoring understanding, text coding, exit slips, response journals, retelling, think-pair-share, and summarization. The strategies are meant to engage students with the text, help them process what they are reading, and reflect on and demonstrate their comprehension.
Things To Need To Know To Help A Struggling Reader
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
Critical assignment 1
This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
Reading strategies flip book teacher's meeting10 30-14 (2)
This document provides information and resources for teachers to support reading instruction, including:
- Descriptions of different reading stages from emergent to advanced to help teachers determine students' reading levels based on observations.
- Suggested next steps include practicing observing students' reading behaviors, discussing observations and instructional decisions with teaching teams, and reflecting on one's own practice through a self-assessment.
- Additional resources are provided, such as videos of children reading at different levels to analyze, guides for reading workshops and self-reflection, and references for further reading. The goal is to help teachers make data-driven decisions to meet students' individual reading needs.
Defining Comprehension Strategies and Instructional Strategies
Comprehension strategies are behaviors used by students to aid understanding of texts at different thinking levels, from literal to critical. Instructional strategies are methods teachers use to support comprehension, including collaborative grouping and offering text choices. The lesson plan example used the synthesize strategy and collaborative grouping to develop critical thinking about character development. Both comprehension and instructional strategies are necessary to help all students become successful readers.
reading instruction and learning disabilities
This document discusses reading instruction for students with learning disabilities. It notes that many students struggle with reading and fall further behind each year. The ability to read is important for academic and life success. Several instructional strategies are presented that have been shown to improve reading for students with learning disabilities, including mnemonic approaches, story mapping, peer-assisted learning strategies, and word study. When implemented effectively, these strategies can lead to increased reading ability, comprehension, spelling, and confidence for struggling students.
More Related Content
What's hot
2012 2013 reading guidelines
The document provides guidance for teachers at Walker Elementary School on literacy instruction. It recommends that the Treasures reading program be supplemented with additional books. It emphasizes spending at least 45 minutes daily on independent reading with high accuracy, fluency, and comprehension. When planning reading lessons, teachers should refer to the curriculum guide, standards, and other texts at various levels. Daily activities should include discussion and writing about texts. Reading aloud and writing instruction should also occur daily across subjects. Progress should be assessed quarterly using appropriate benchmarks or tests.
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.
During Reading Strategies History
The document discusses various reading strategies that teachers can use to help students actively engage with texts, including double entry journals, comprehension strategies, discussion webs, GRP, key sentences, marking texts, reading guides, text structure organizers, think alouds, and three leveled guides. These strategies encourage students to connect to texts, determine importance, question, visualize, infer, synthesize, and repair comprehension. Teachers can adapt the strategies to fit different texts and student needs.
The Comprehension Toolkit
The Comprehension Toolkit is a reading comprehension program for grades 3-6 with extensions to grade 8. It is based on 10 principles including fostering curiosity, collaborative learning, building instruction around real-world reading, and making thinking visible. The program includes 6 clusters focused on monitoring comprehension, activating prior knowledge, asking questions, inferring meaning, determining importance, and summarizing. It supports various instructional approaches including reading groups and content area instruction based on student needs.
Think alouds
The think-aloud strategy involves teachers modeling their thinking process aloud while reading to demonstrate how skilled readers comprehend text. When using think-alouds, teachers verbalize their thoughts, questions, predictions, mental images, connections to prior knowledge, and strategies for overcoming obstacles. This allows students to learn how to monitor their own comprehension. Think-alouds are an effective way for teachers to diagnose students' strengths and weaknesses and for students to gradually internalize self-monitoring of their thinking.
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.
Imelda casagda
The document discusses several reading strategies:
1) Shared reading involves a teacher reading aloud to students to model fluency and engage learners. It can be used from primary to secondary levels.
2) Guided reading allows teachers to develop questions at different levels to challenge students of varying abilities in small groups.
3) Independent reading gives students choice over books to read individually, which is important for growth. Literature circles create opportunities for dialogue to deepen understanding of new information.
Brooke before and after comp presentor notes
The document provides guidance on strategies to improve adolescent literacy, including using sticky notes to engage with text by making connections, visualizing, predicting, drawing inferences, and learning vocabulary; it also recommends partner reading aloud to improve fluency and monitoring comprehension. Teachers are encouraged to model the strategies and have students gradually take more responsibility for their own reading comprehension.
I read it, but i don't get it book study
This document provides an overview and discussion questions for a book study on Cris Tovani's book "I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers".
The book advocates for teaching students strategic reading skills to improve comprehension. It introduces strategies like setting a purpose before reading, marking up the text, monitoring comprehension, and addressing confusion.
The document outlines chapters that introduce different reading strategies and comprehension tools. It provides helpful hints and reflection questions to facilitate discussion within a book study group. The goal is to help educators apply the strategies in their own classrooms to benefit struggling readers.
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.
Reading Strategies CA#1
This document discusses various reading strategies that can be used before, during, and after reading non-fiction texts. Some strategies mentioned include using word splashes, KWL charts, graphic organizers, think alouds, summarizing, and exit slips. The strategies are meant to help build vocabulary, engage students, improve comprehension, and assess understanding of what was read.
Reading Across The Curriculum
1. The document discusses strategies for improving reading proficiency in career and technical education (CTE) classrooms. It outlines three phases of the reading process: pre-reading strategies to activate prior knowledge, active reading strategies to aid comprehension, and post-reading strategies for reflection and application.
2. Various reading tools are presented for each phase, such as K-W-L charts, vocabulary logs, and semantic maps. Suggestions are provided for promoting independent reading in CTE courses through reading centers, book clubs, and journals.
3. The goal is to help CTE students become more proficient readers by teaching reading strategies and incorporating reading activities into technical coursework. This will improve comprehension of content
Screens For Lsi Session
This document discusses learning styles and introduces the Learning Style Inventory (LSI) assessment. It notes that each person has a preferred pattern of learning style and that knowing one's learning style can help maximize learning. It encourages the reader to take the LSI assessment to determine their own learning style and provides examples of different learning styles like visual-spatial, linguistic, logical-mathematical, musical, kinesthetic, intrapersonal, and interpersonal. The document concludes by wishing the reader a great day and thanking them for participating in the learning styles session.
Reading Strategies
This will give you key strategies you could use for before, during, and after your reading in the classroom!
Reciprocal Teaching
Reciprocal teaching is a strategy used to help students better understand texts through interactive dialogue between the teacher and students. It involves students taking turns in designated roles such as leader, questioner, clarifier, predictor, and summarizer to guide discussion of what was read. The roles encourage students to ask and answer questions, clarify confusing parts, make and discuss predictions, and summarize the key ideas in their own words.
Red4348 critical assignment 1
This document outlines various reading strategies that can be used before, during, and after reading to improve comprehension. Some strategies discussed include frontloading vocabulary, setting a purpose, activating background knowledge, think-alouds, close reading, guided notes, monitoring understanding, text coding, exit slips, response journals, retelling, think-pair-share, and summarization. The strategies are meant to engage students with the text, help them process what they are reading, and reflect on and demonstrate their comprehension.
Things To Need To Know To Help A Struggling Reader
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
Critical assignment 1
This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
Reading strategies flip book teacher's meeting10 30-14 (2)
This document provides information and resources for teachers to support reading instruction, including:
- Descriptions of different reading stages from emergent to advanced to help teachers determine students' reading levels based on observations.
- Suggested next steps include practicing observing students' reading behaviors, discussing observations and instructional decisions with teaching teams, and reflecting on one's own practice through a self-assessment.
- Additional resources are provided, such as videos of children reading at different levels to analyze, guides for reading workshops and self-reflection, and references for further reading. The goal is to help teachers make data-driven decisions to meet students' individual reading needs.
What's hot (20)
Things To Need To Know To Help A Struggling Reader
Things To Need To Know To Help A Struggling Reader
Reading strategies flip book teacher's meeting10 30-14 (2)
Reading strategies flip book teacher's meeting10 30-14 (2)
Viewers also liked
Defining Comprehension Strategies and Instructional Strategies
Comprehension strategies are behaviors used by students to aid understanding of texts at different thinking levels, from literal to critical. Instructional strategies are methods teachers use to support comprehension, including collaborative grouping and offering text choices. The lesson plan example used the synthesize strategy and collaborative grouping to develop critical thinking about character development. Both comprehension and instructional strategies are necessary to help all students become successful readers.
reading instruction and learning disabilities
This document discusses reading instruction for students with learning disabilities. It notes that many students struggle with reading and fall further behind each year. The ability to read is important for academic and life success. Several instructional strategies are presented that have been shown to improve reading for students with learning disabilities, including mnemonic approaches, story mapping, peer-assisted learning strategies, and word study. When implemented effectively, these strategies can lead to increased reading ability, comprehension, spelling, and confidence for struggling students.
Week 7 ruth - 2014-15
This document provides information for an education course. It outlines several assignments for teacher candidates, including creating an infographic about curriculum strands and presenting a novel promotion. It also discusses instructional strategies like comprehension, using text structures in guided reading, and the gradual release of responsibility model. Key messages and implications for literacy instruction are to be included in the infographic. Novel promotions should last 5-10 minutes and use a multi-modal approach to provide genre and plot information for recommended grade levels.
Welcome To Act Reading!
The document provides an overview of the ACT Reading test, including the abilities tested, common question types, and general test-taking approaches. The Reading Test assesses understanding of prose passages from various subjects including fiction, humanities, social studies, and natural sciences. Questions focus on main ideas, details, word meanings, inferences, point of view, comparisons, and cause-effect relationships. It is suggested to spend around 9 minutes per passage and set of questions, work quickly without getting stuck, guess if unsure but fill in an answer, skim questions before reading, and choose the best answer.
Informal letters
Informal letters follow a basic structure including a return address, date, greeting, body paragraphs updating the recipient, a closing, and optional signature. They should provide personal updates on the writer's life, mention the reason for writing, and develop information in a logical order using transition words. Closings invite response and thank the recipient for staying in touch using phrases like "write soon" or "best wishes".
Strategies for reading instruction
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
NTLT 2013 - Jane Dillon - Collaborative Inquiry in Blended Learning
This document discusses collaborative inquiry in blended learning environments. Collaborative inquiry involves two or more students working together to develop an understanding of course material. Blended learning combines online, technology-supported, and classroom activities. The author explores using collaborative inquiry approaches in blended and online courses at NMIT to develop students' entrepreneurial and graduate attributes. Three case studies of collaborative inquiry activities in different courses are described, along with lessons learned about structuring effective collaborative activities. Future work to further explore and support collaborative inquiry is outlined.
A study on covection heat transfer
Energy can exist in numerical forms such as thermal, mechanical, kinetic, potential, electrical, magnetic, chemical, and nuclear their sum constitutes the total energy E (or e on a unit mass basis) of a system. The forms of energy related to the molecular structure of a system and the degree of the molecular activity are referred to as the microscopic energy. The sum of all microscopic form of energy is called the internal energy of a system, and is denoted by U.
Fractions In Real Life
The document discusses fractions and provides examples of how fractions are used in real life situations. It defines different types of fractions such as proper fractions, improper fractions, and mixed numbers. It then gives examples of how fractions are used when sharing food among friends, in recipes, and when wrapping gifts. Fractions are an important part of everyday life.
Defining comprehension strategies and instructional strategies
This document discusses comprehension strategies and instructional strategies that are effective for grades 4-6 literacy learners. It defines comprehension as the process of constructing meaning through interactions between text and reader. Seven comprehension strategies are discussed: monitoring comprehension, asking questions, metacognition, graphic and semantic organizers, recognizing story structure, summarizing, and answering questions. Several instructional strategies are also outlined, including think-pair-share, picture walks, and scaffolding. The document concludes by explaining the differences between comprehension strategies, which are for students, and instructional strategies, which are for teachers.
Instructional_software
This document discusses five types of instructional software used in elementary schools: drill and practice, tutorials, simulations, instructional games, and problem solving. It provides examples and advantages of each type. Drill and practice software provides immediate feedback to help students gain automaticity in skills. Tutorials can provide complete self-paced lessons comparable to teacher-created ones. Simulations allow students to learn through experience and observe processes at different speeds. Instructional games motivate students through fun activities while reinforcing skills. Problem solving software challenges students to hone problem solving abilities.
Defining Comprehension Strategies and Instructional Strategies
The document discusses comprehension strategies and instructional strategies to support intermediate literacy learners. It defines comprehension strategies as sets of steps good readers use to understand text, such as monitoring comprehension, metacognition, using graphic organizers, answering questions, and summarizing. Instructional strategies are teaching methods that engage students, such as think-aloud and think-pair-share strategies. The document also summarizes a ReadWriteThink lesson that uses metacognition and character trading cards to teach the book Bridge to Terabithia.
Guided Reading Early Literacy Inservice
This document outlines several instructional reading techniques including shared reading, guided reading, and running records. It discusses developing children's understanding of reading strategies like predicting, self-monitoring, and using visual cues. It also emphasizes the importance of comprehension strategies like making connections, visualizing, asking questions, and inferring. Teachers are encouraged to ask literal, inferential, and evaluative questions to assess comprehension.
Instructional Materials
Instructional materials are tools used by teachers to help students learn, including resources for active learning and assessment. There are many types of instructional materials classified as visual, audio, audiovisual, printed, software, equipment, electronic, non-projected, two-dimensional, and three-dimensional materials. Instructional materials make teaching easier by gaining student attention, highlighting key points, stimulating understanding, and providing shared learning experiences.
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
Defining Comprehension Strategies and Instructional Strategies
This document discusses comprehension strategies and instructional strategies. It defines comprehension strategies as mental acts students engage in to facilitate meaning making while reading. Instructional strategies are methods teachers use to support student learning and awareness of comprehension. The document provides examples of common comprehension strategies like monitoring, clarifying, and regulating. It also provides examples of instructional strategies like using collaborative groups and conferencing. Overall, the document emphasizes that both comprehension strategies and instructional strategies are important for developing student comprehension, along with other cognitive and affective factors.
Examples for convection, conduction, and radiation
This document provides examples of convection, conduction, and radiation. It lists scenarios such as a pot sitting on a hot burner demonstrating conduction, the inside of a greenhouse working through convection, and placing a hand over a hot burner showing radiation. The examples aid understanding of the three processes of heat transfer through everyday situations involving touching hot surfaces, lying in the sun, drying shoes by a vent, and boiling macaroni in water.
Comprehension strategies and instructional strategies
This document discusses various comprehension strategies and instructional strategies to support students' reading comprehension. It describes strategies like graphic organizers, fix-up strategies, and elaborate interrogation that students can use to understand texts. Instructional strategies discussed for teachers include think-pair-share, START, and scaffolding approaches. The document also distinguishes between comprehension strategies, which are tools for students, and instructional strategies, which teachers use to support comprehension.
Motivation Theories
This document summarizes several theories of motivation:
- Maslow's Hierarchy of Needs which contends that humans seek to meet basic needs and progress to higher needs.
- Herzberg's Two-Factor Theory which identifies hygiene factors that prevent dissatisfaction and motivators that provide true motivation.
- Alderfer's ERG Theory which presents a needs hierarchy of existence, relatedness, and growth needs.
- McClelland's Theory of Needs which identifies three motivators - achievement, affiliation, and power - that are learned and influence behavior.
- Expectancy Theory which proposes motivation is influenced by expectancy, instrumentality, and valence (perceptions of effort-performance and performance-reward relationships
Reading Comprehension Treatment Ghada Awada- Mar Gutierrezcolon
A Study Titled " Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance" conducted by Ghada Awada and Mar Gutierrezcolon
Viewers also liked (20)
Defining Comprehension Strategies and Instructional Strategies
Defining Comprehension Strategies and Instructional Strategies
NTLT 2013 - Jane Dillon - Collaborative Inquiry in Blended Learning
NTLT 2013 - Jane Dillon - Collaborative Inquiry in Blended Learning
Defining comprehension strategies and instructional strategies
Defining comprehension strategies and instructional strategies
Defining Comprehension Strategies and Instructional Strategies
Defining Comprehension Strategies and Instructional Strategies
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
Defining Comprehension Strategies and Instructional Strategies
Defining Comprehension Strategies and Instructional Strategies
Examples for convection, conduction, and radiation
Examples for convection, conduction, and radiation
Comprehension strategies and instructional strategies
Comprehension strategies and instructional strategies
Reading Comprehension Treatment Ghada Awada- Mar Gutierrezcolon
Reading Comprehension Treatment Ghada Awada- Mar Gutierrezcolon
Similar to Eex 4066 instructional strategies
Reading strategies booklet
The document provides information on several reading strategies that can be taught to students, including reciprocal teaching, K-W-L charts, and seed discussions. Reciprocal teaching involves students taking turns leading a discussion about a text using strategies like predicting, question generating, clarifying, and summarizing. The K-W-L chart is used before, during, and after reading to track what students already know, what they want to learn, and what they learned. Seed discussions involve students identifying key concepts or "seeds" in a text and then discussing them in small groups.
Creating an Effective Independent Reading Program
This document provides guidance on creating an effective independent reading program. It defines independent reading as time for students to self-select books and read independently with teacher observation. The advantages include improved test scores, taking ownership of reading, and encouraging lifelong reading. The key components of a program are giving students choice of books, teaching reading strategies, dedicating class time daily, and setting individual reading goals with teacher conferences. Teachers should create an organized classroom library and guide students to select appropriately challenging "just right" books.
Approaches for reading fluency
Fluency means reading faster, smoother, more expressively, or more quietly with goal of reading silently.
Fluent reading is reading in which words are recognized automatically. With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading.
RED 4348 Critical Assignment 1
1. The document outlines reading strategies that students can use before, during, and after reading.
2. Some strategies used before reading include brainstorming, pre-loading vocabulary, and using anticipation guides to make predictions.
3. During reading strategies involve highlighting unknown words, using pointers to follow the text, and taking notes using sticky notes.
Lauren Shepherd 2015 Guided Reading PDH
This document provides a framework and tips for teachers to effectively manage guided reading in their classrooms. It discusses key aspects teachers should consider like grouping students and choosing appropriate books. The document emphasizes the importance of assessment to guide instruction and keeping accurate student data. It also provides suggestions for teaching comprehension strategies, motivating students, and incorporating writing about reading. The overall aim is to create a well-planned guided reading program that meets individual student needs and improves their reading abilities.
Read
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx
Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
Reading motivation strategies
The document provides several reading strategies and motivation techniques for teachers to use to engage students and improve reading skills, such as using graphic organizers, building on prior knowledge, focusing on student abilities rather than disabilities, incorporating mastery experiences, and strategies like read alouds, vocabulary instruction, prediction activities, and review games. The strategies are meant to build student self-efficacy and intrinsic motivation for reading.
Reading skill
This document discusses reading skills and strategies. It defines reading as the receptive skill of processing written language. Some key reading strategies discussed include prediction, guessing from context, skimming, and scanning. The document recommends teaching students these strategies to improve reading speed and comprehension. It also notes that silent reading is generally better than reading aloud for comprehension, as it allows students to focus and think more deeply about the content.
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.
Reading workshop series day 1
Jennifer Evans, the Assistant Director of ELA at St. Clair County RESA, presented information on establishing a reading workshop. The presentation included research supporting individualized and differentiated reading instruction. It outlined the essential components of a reading workshop, including mini-lessons, independent reading, small groups, conferences, and shared learning. Formative and summative assessments were discussed as a way to group students for guided reading and skill-based instruction. The importance of establishing structure through clear routines and meaningful literacy activities was also emphasized.
During Reading Strategies History
This document discusses various reading strategies that teachers can use to help students comprehend texts. It describes strategies like double entry journals, comprehension strategies, discussion webs, GRP, key sentences, marking in text, reading guides, text structure organizers, think alouds, and three leveled guides. Many of the strategies encourage active engagement with the text by having students ask questions, make connections, visualize, infer, synthesize, and determine what is important during reading.
Why Workshop
The document discusses the workshop model for teaching reading and writing. Teachers who have used the workshop model find that it allows them to better meet individual student needs through small group instruction and one-on-one conferences. It also engages students more in their reading and writing when they have choice and ownership over their work. The workshop model includes mini-lessons, small group work, conferences, and sharing as its main components.
studying skill
The document discusses reading skills and strategies for students learning English. It defines reading and outlines the objectives and importance of teaching reading. It describes different types of reading skills like oral reading, silent reading, intensive reading and extensive reading. It also explains strategies for gathering information like skimming, scanning and SQ3R (survey, question, read, recall, review) technique. The overall document provides guidance on developing effective reading abilities in students.
Balanced literacy evans crull 2013
A balanced literacy program incorporates various components of literacy instruction including reading workshop, writing workshop, mini-lessons, shared reading/writing, read alouds, small group instruction, and independent reading/writing. It combines explicit instruction, guided practice, collaborative learning, and independent work. Teachers differentiate instruction based on student needs using various grouping strategies such as small groups, whole group, and individual conferences. Assessments are ongoing to inform instruction.
Fountas and pinnell after the testing
1. Benchmark assessments provide teachers with useful information to guide individualized and small group instruction, as well as book selection for guided reading and independent reading.
2. Teachers can use assessment results to group students and identify instructional targets, select appropriate books, and develop goals to improve areas like fluency, comprehension, and oral discussion of texts.
3. The continuum of literacy learning and assessment results should inform lesson planning and interactive read alouds to engage students in higher-level thinking about what they read.
Small group instruction
Small group instruction has several benefits according to research. It allows teachers to better meet the individual needs of students and provides more opportunities for feedback and scaffolding of lessons. Effective small group instruction involves flexibly grouping students based on formative assessment data into homogeneous groups focused on specific skills. Lessons incorporate direct instruction, practice, and assessment of reading strategies and processes. Scheduling regular meetings with rotating groups is important for addressing diverse student needs through small group instruction.
Small group instruction 2
Small group instruction has several benefits according to research. It allows teachers to better meet the individual needs of students and provides more opportunities for feedback and scaffolding of lessons. Research shows it can improve self-esteem and academic achievement. Effective small group instruction consists of grouping students flexibly according to their skills and needs, focusing instruction on areas like decoding, comprehension and vocabulary. Lessons involve strategy instruction, reading practice, discussion and assessment to evaluate progress. Teachers use data from assessments to form initial groups and determine instructional focus.
310205052-L1-Nature-of-Reading-ssppt.ppt
The document discusses various aspects of the reading process. It describes reading as a complex cognitive process that involves more than just decoding words. It notes that reading ability is not fully developed in early grades and requires ongoing practice and strategy use. The document outlines several reading strategies and methods, including pre-reading, during reading, and post reading techniques. It also discusses different types of reading like extensive, intensive, scanning, skimming, and critical reading.
310205052-L1-Nature-of-Reading-ssppt.ppt
The document discusses various aspects of the reading process. It describes reading as a complex cognitive process that involves more than just decoding words. It notes that reading ability is not fully developed in early grades and requires ongoing practice and strategy use. The document outlines several reading strategies and methods, including pre-reading, during reading, and post reading techniques. It also discusses different types of reading like extensive, intensive, scanning, skimming, and critical reading.
Similar to Eex 4066 instructional strategies (20)
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx
Recently uploaded
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdReimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Recently uploaded (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Eex 4066 instructional strategies
- 1. Elementary Level Instructional Strategy for Reading By: Shana Albers EEX 4066 Summer B 2013 "In primary grades children are learning to read and in upper grades they are reading to learn." Anonymous
- 2. Guided Reading What is Guided Reading? Guided reading is a strategy that helps students become better readers. Guided reading is where the teacher provides support for the students within small groups of reading as they learn different reading strategies such as context clues, letter and sound relationship, and word structure. Guided reading is typically used in primary levels.
- 3. Guided Reading What is the purpose? The purpose of guided reading is to allow the student to read 90% of the book selected and enjoy reading the book.That happens when the proper book is selected for the students reading level.This allows the student to not feel overwhelmed by the book having too many “hard words” or new words for the student. The book level selected can vary from group to group. While working in small groups the students are able to practice or learn new strategies to give them the confidence to read harder level books and not be scared or overwhelmed. The goal of guided reading groups is to provide framework for students to become strong independent readers.
- 4. Guided Reading How to apply guided reading. Guided reading can vary from grade to grade but overview application: Divide students into small (4 students per group) groups based on reading level. Small groups do not have to be even number, the group could be 2 students. Small groups should only last about 15 minutes. Appropriate material is selected for each small group.
- 5. ... Guided Reading Pre-Reading Establish a purpose for reading by making predictions. Establish a purpose for reading by discussing ideas about the book Establish a purpose for reading by going over vocabulary. Reading The teachers observes the students while reading and listens to help out the students if needed while taking notes of the student reading. Post-Reading Ask questions after the text has been read to ensure the students understand what has been read and they comprehend the text.