The document provides information on engaging students' brains through multisensory activities to promote reading success. It discusses how the brain is plastic and can be shaped by experience, as well as tips for improving reading abilities such as using manipulatives, incorporating movement, practicing word families, blending sounds, and exposing students to vocabulary in fun ways. The document emphasizes incorporating visual, auditory, tactile, and kinesthetic pathways to accommodate different learning styles.
Reducing Chronic Absenteeism through Neighborhood Engagement LiteracyCenter
This document discusses barriers to academic success such as absenteeism and proposes solutions implemented through LINC. It addresses challenges related to place, people, and partnerships. LINC takes a holistic approach to connect communities to opportunities through programs in economic development, education, housing, and resident services. This involves partnerships across organizations to produce real impact such as increased parent involvement in schools and measurable gains in student attendance.
Using Digital Storytelling to Improve Literacy SkillsLiteracyCenter
The document discusses using the online platform Storybird to improve literacy skills through digital storytelling. Storybird allows students to write stories by dragging and dropping pictures onto pages and adding text. Teachers had students in different classes and schools collaborate on stories using Storybird. This encouraged writing, reading, and literacy skills. Storybird also helped reluctant writers and engaged young students. It promoted creativity, imagination, and literacy.
This document provides information and instructions for using storytelling techniques to engage children. It discusses how storytelling can help children develop language skills and feel in control of their environment. Various storytelling activities are described that use common materials like paper, scissors, string and origami. Step-by-step instructions for telling a string story are provided. Additional storytelling resources and questions contacts are also listed.
This document provides a list of websites and tools that can support reading, as well as a section for recording bright ideas. Some of the highlighted websites include Ted Talks for listening to lectures, Librivox for audio books in the public domain, and VoiceThread for creating multimedia slide presentations. The Livescribe Pulse Smartpen allows users to take notes that are synchronized with audio recordings. The document encourages noting any ideas for using assistive technology to help with reading and lists the contact information for Kindy Segovia at Kent ISD to discuss assistive technology options.
The document provides an overview of the Community Profiles and MAPAS tools created by the Johnson Center for Philanthropy. The Community Profiles provide data reports for locations in West Michigan across categories like demographics, education, and crime. MAPAS is an interactive mapping system that allows users to visualize spatial data patterns and map locations of non-profits and services. Both tools source data from recent censuses and surveys, make comparisons across geographies and time possible, and allow customizing, exporting, and saving data reports. The document outlines how each tool can be accessed on the Johnson Center website and used to inform decision making.
Good conversation questions to use when talking with childrenLiteracyCenter
This document provides a list of questions that can be used to have good conversations with children. The questions are divided into categories such as personal, school, food, entertainment, and miscellaneous. Some example questions are "What is your favorite subject at school?", "What did you have for lunch?", "What is your favorite movie?", "What do you want to be when you grow up?", and "If you could have a super power, what would it be? Why?". The questions aim to learn more about children's lives, interests, and dreams.
Traditional Tales and Contemporary Art to Promote Multiple LiteraciesLiteracyCenter
1. The document discusses storytelling-based art projects conducted by Morgan Schatz Blackrose and Roman W. Schatz to promote multiple literacies in children.
2. The projects use traditional tales and storytelling combined with visual art activities to challenge prejudices, celebrate diversity, and promote resilience. They also help develop language and cultural understanding.
3. Examples are given of projects conducted in international schools around the world involving weaving, book making, instrument making, and more. The projects use folktales from various cultures to both affirm diversity and find common humanity.
Reducing Chronic Absenteeism through Neighborhood Engagement LiteracyCenter
This document discusses barriers to academic success such as absenteeism and proposes solutions implemented through LINC. It addresses challenges related to place, people, and partnerships. LINC takes a holistic approach to connect communities to opportunities through programs in economic development, education, housing, and resident services. This involves partnerships across organizations to produce real impact such as increased parent involvement in schools and measurable gains in student attendance.
Using Digital Storytelling to Improve Literacy SkillsLiteracyCenter
The document discusses using the online platform Storybird to improve literacy skills through digital storytelling. Storybird allows students to write stories by dragging and dropping pictures onto pages and adding text. Teachers had students in different classes and schools collaborate on stories using Storybird. This encouraged writing, reading, and literacy skills. Storybird also helped reluctant writers and engaged young students. It promoted creativity, imagination, and literacy.
This document provides information and instructions for using storytelling techniques to engage children. It discusses how storytelling can help children develop language skills and feel in control of their environment. Various storytelling activities are described that use common materials like paper, scissors, string and origami. Step-by-step instructions for telling a string story are provided. Additional storytelling resources and questions contacts are also listed.
This document provides a list of websites and tools that can support reading, as well as a section for recording bright ideas. Some of the highlighted websites include Ted Talks for listening to lectures, Librivox for audio books in the public domain, and VoiceThread for creating multimedia slide presentations. The Livescribe Pulse Smartpen allows users to take notes that are synchronized with audio recordings. The document encourages noting any ideas for using assistive technology to help with reading and lists the contact information for Kindy Segovia at Kent ISD to discuss assistive technology options.
The document provides an overview of the Community Profiles and MAPAS tools created by the Johnson Center for Philanthropy. The Community Profiles provide data reports for locations in West Michigan across categories like demographics, education, and crime. MAPAS is an interactive mapping system that allows users to visualize spatial data patterns and map locations of non-profits and services. Both tools source data from recent censuses and surveys, make comparisons across geographies and time possible, and allow customizing, exporting, and saving data reports. The document outlines how each tool can be accessed on the Johnson Center website and used to inform decision making.
Good conversation questions to use when talking with childrenLiteracyCenter
This document provides a list of questions that can be used to have good conversations with children. The questions are divided into categories such as personal, school, food, entertainment, and miscellaneous. Some example questions are "What is your favorite subject at school?", "What did you have for lunch?", "What is your favorite movie?", "What do you want to be when you grow up?", and "If you could have a super power, what would it be? Why?". The questions aim to learn more about children's lives, interests, and dreams.
Traditional Tales and Contemporary Art to Promote Multiple LiteraciesLiteracyCenter
1. The document discusses storytelling-based art projects conducted by Morgan Schatz Blackrose and Roman W. Schatz to promote multiple literacies in children.
2. The projects use traditional tales and storytelling combined with visual art activities to challenge prejudices, celebrate diversity, and promote resilience. They also help develop language and cultural understanding.
3. Examples are given of projects conducted in international schools around the world involving weaving, book making, instrument making, and more. The projects use folktales from various cultures to both affirm diversity and find common humanity.
This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
Renee Matlock, Executive Director of Speech Plus and speech-language pathologist is a Dyslexia Specialist. In the following presentation, Renee separates fact from fiction, helping parents navigate the "Dyslexia maze" and discussing what Dyslexia really is, how Dyslexia is diagnosed and more!
The document discusses several topics related to language acquisition:
1. Caretaker speech helps infants learn language through simplified structures, repetition and interaction.
2. The brain is lateralized, with the left hemisphere specialized for language abilities. Broca's and Wernicke's areas are involved in speech production and comprehension.
3. There is a critical period in childhood for optimal language learning. Failure to acquire language during this time makes later acquisition very difficult.
The document discusses several topics related to language acquisition:
1. Caretaker speech helps infants learn language through simplified structures, repetition and interaction.
2. The brain is lateralized, with the left hemisphere specialized for language abilities. Broca's and Wernicke's areas are involved in speech production and comprehension.
3. There is a critical period in childhood for optimal language learning. Failure to acquire language during this time makes later acquisition very difficult.
Children acquire language through a complex, innate process that unfolds over time. Babies are not born speaking but have the innate ability to learn language by being exposed to rich linguistic input from caretakers. Key aspects of first language acquisition include babbling, following milestones in phonological and grammatical development, and learning an increasingly large vocabulary through everyday interactions. The ability to acquire language appears to be biologically determined, as evidenced by characteristics of innate behaviors.
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
This document provides an overview of language development in children from birth through early childhood. It discusses several key points:
1. Infants begin making sounds like cooing and babbling in their first year but do not speak actual words. Around their first birthday, infants say their first words which are usually names for people or objects.
2. The four main elements of language are phonology, semantics, grammar, and pragmatics. Children must learn the sounds, meanings, rules, and social uses of language.
3. Infant-directed speech from parents uses exaggerated tones and slower pacing to help infants learn the sounds of their native language. By around 18 months, children experience a vocabulary sp
The document provides information about Angela Searcy and her background and qualifications working in early childhood education and language development. It discusses typical early language development milestones in infants and toddlers. It outlines some potential red flags in language development. It emphasizes that children learn through relationships and sensory experiences.
The document provides information on Angela Searcy's background and expertise in early childhood education and language development. It discusses typical early language development milestones in infants and toddlers. It also outlines strategies for developing phonological awareness in young children, including discriminating, sequencing, and manipulating sounds.
The document provides information on Angela Searcy's background and expertise in early childhood education and language development. It discusses typical early language development milestones in infants and toddlers. It also outlines strategies for developing phonological awareness in young children, including discriminating, sequencing, and manipulating sounds.
Equitable Access: Discover the True Power of LanguageKelsey Skaggs
Presented by Kathleen Leos and Nigel Nisbet.
What does it feel like in today’s math classrooms for English language learners? Take a deep dive with leading ELL education advocate and expert, Kathleen Leos, into the importance of teaching mathematical language and concepts simultaneously and how to make this a reality in your schools, classrooms and communities. Discover why good teaching methods for English language learners are good teaching methods for all.
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Children with unilateral hearing loss face challenges in language learning and behavior due to their inability to use both ears. They have a smaller "listening bubble" and more difficulty understanding speech in noisy environments or at a distance. Missing language opportunities can negatively impact vocabulary development and social skills. Parents must provide extra support by ensuring their child can hear warnings and explanations clearly and by role playing social situations.
The document provides answers to frequently asked questions about Community Profiles and MAPAS, which are data reporting and mapping tools created by the Community Research Institute. The Community Profiles provide demographic, economic, and other data for different geographic areas, and can be accessed on their website. MAPAS is an interactive mapping system that allows users to map various indicators and view location data for points of interest. It provides data from the Community Profiles and other sources. Scenarios are provided as examples of how non-profits, foundations and others can use the tools to inform decision making and target community efforts.
Why What and How of Attendance Work in Elementary SchoolsLiteracyCenter
This document discusses attendance work in elementary schools. It provides information on attendance programs at four different elementary schools. It describes the role of the Department of Human Services worker in supporting attendance and assisting families. It discusses the evolution of attendance teams, use of incentives and interventions to promote attendance, and engaging community partners and parents in attendance efforts. Contact information is provided for individuals involved in the school attendance programs.
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This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
Renee Matlock, Executive Director of Speech Plus and speech-language pathologist is a Dyslexia Specialist. In the following presentation, Renee separates fact from fiction, helping parents navigate the "Dyslexia maze" and discussing what Dyslexia really is, how Dyslexia is diagnosed and more!
The document discusses several topics related to language acquisition:
1. Caretaker speech helps infants learn language through simplified structures, repetition and interaction.
2. The brain is lateralized, with the left hemisphere specialized for language abilities. Broca's and Wernicke's areas are involved in speech production and comprehension.
3. There is a critical period in childhood for optimal language learning. Failure to acquire language during this time makes later acquisition very difficult.
The document discusses several topics related to language acquisition:
1. Caretaker speech helps infants learn language through simplified structures, repetition and interaction.
2. The brain is lateralized, with the left hemisphere specialized for language abilities. Broca's and Wernicke's areas are involved in speech production and comprehension.
3. There is a critical period in childhood for optimal language learning. Failure to acquire language during this time makes later acquisition very difficult.
Children acquire language through a complex, innate process that unfolds over time. Babies are not born speaking but have the innate ability to learn language by being exposed to rich linguistic input from caretakers. Key aspects of first language acquisition include babbling, following milestones in phonological and grammatical development, and learning an increasingly large vocabulary through everyday interactions. The ability to acquire language appears to be biologically determined, as evidenced by characteristics of innate behaviors.
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
This document provides an overview of language development in children from birth through early childhood. It discusses several key points:
1. Infants begin making sounds like cooing and babbling in their first year but do not speak actual words. Around their first birthday, infants say their first words which are usually names for people or objects.
2. The four main elements of language are phonology, semantics, grammar, and pragmatics. Children must learn the sounds, meanings, rules, and social uses of language.
3. Infant-directed speech from parents uses exaggerated tones and slower pacing to help infants learn the sounds of their native language. By around 18 months, children experience a vocabulary sp
The document provides information about Angela Searcy and her background and qualifications working in early childhood education and language development. It discusses typical early language development milestones in infants and toddlers. It outlines some potential red flags in language development. It emphasizes that children learn through relationships and sensory experiences.
The document provides information on Angela Searcy's background and expertise in early childhood education and language development. It discusses typical early language development milestones in infants and toddlers. It also outlines strategies for developing phonological awareness in young children, including discriminating, sequencing, and manipulating sounds.
The document provides information on Angela Searcy's background and expertise in early childhood education and language development. It discusses typical early language development milestones in infants and toddlers. It also outlines strategies for developing phonological awareness in young children, including discriminating, sequencing, and manipulating sounds.
Equitable Access: Discover the True Power of LanguageKelsey Skaggs
Presented by Kathleen Leos and Nigel Nisbet.
What does it feel like in today’s math classrooms for English language learners? Take a deep dive with leading ELL education advocate and expert, Kathleen Leos, into the importance of teaching mathematical language and concepts simultaneously and how to make this a reality in your schools, classrooms and communities. Discover why good teaching methods for English language learners are good teaching methods for all.
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Children with unilateral hearing loss face challenges in language learning and behavior due to their inability to use both ears. They have a smaller "listening bubble" and more difficulty understanding speech in noisy environments or at a distance. Missing language opportunities can negatively impact vocabulary development and social skills. Parents must provide extra support by ensuring their child can hear warnings and explanations clearly and by role playing social situations.
The document provides answers to frequently asked questions about Community Profiles and MAPAS, which are data reporting and mapping tools created by the Community Research Institute. The Community Profiles provide demographic, economic, and other data for different geographic areas, and can be accessed on their website. MAPAS is an interactive mapping system that allows users to map various indicators and view location data for points of interest. It provides data from the Community Profiles and other sources. Scenarios are provided as examples of how non-profits, foundations and others can use the tools to inform decision making and target community efforts.
Why What and How of Attendance Work in Elementary SchoolsLiteracyCenter
This document discusses attendance work in elementary schools. It provides information on attendance programs at four different elementary schools. It describes the role of the Department of Human Services worker in supporting attendance and assisting families. It discusses the evolution of attendance teams, use of incentives and interventions to promote attendance, and engaging community partners and parents in attendance efforts. Contact information is provided for individuals involved in the school attendance programs.
Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
The Unconscious Learning Lies and the Unconscious Teaching LiesLiteracyCenter
This document discusses cognitive dissonance theory and how unconscious beliefs from childhood can influence behaviors and choices. It notes that childhood experiences form the foundations of our self-concept and are stored unconsciously. These unconscious beliefs can motivate people to seek out familiar yet unhealthy relationships and environments that recreate past negative experiences. The document provides examples of how unconscious scripts and agendas from childhood can influence relationship choices and perceptions as adults.
The document discusses three common myths about learning: 1) that students learn best in their preferred learning style, 2) that increasing student interest results in more learning, and 3) that re-reading is an effective study strategy. For each myth, the document reviews relevant research studies that show these beliefs are not supported. The research finds that learning is improved through presenting information in multiple modes, interest does not necessarily cause learning, and self-testing is more effective for long-term retention than re-reading. The intuitions about effective learning do not align with evidence from scientific studies.
Effective Reading Intervention: Incorporating Community VolunteersLiteracyCenter
This document outlines a community partnership program called the Wildcat Learning Lab that provided specialized reading intervention to struggling 2nd grade students over the summer of 2013. The program was a collaboration between a school, community organizations, and a nonprofit learning center. It utilized trained senior volunteers to deliver one-on-one tutoring using a multisensory reading program. Initial results showed gains in reading skills, and the partners aimed to expand the model of collaboration to increase its impact. Key challenges included student attendance and recruitment, as well as coordinating the new initiative between the multiple organizations.
This document discusses family literacy programs in West Michigan that aim to improve literacy for both children and adults. It provides information on several programs offered by the Literacy Center of West Michigan, including partnerships with Head Start and local schools that provide English language classes, tutoring, and family nights. Data is presented showing the programs have helped adult learners improve their language skills and parents become more involved in their children's education. Tips are also provided on incorporating family literacy into other organizations and working with low-literate parents.
This document provides a self-assessment tool to evaluate a community's efforts around school attendance. It lists 9 key elements related to monitoring chronic absence, raising awareness of its impacts, identifying at-risk groups, and supporting improved attendance. Communities are asked to rate their performance on each element and identify next steps to strengthen areas of need. The goal is to work together across sectors to reduce chronic absence and help students build regular school attendance habits.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
Using technology to supports students in readingLiteracyCenter
The document discusses various digital tools that can help provide access to text for learning to read or reading to learn, including:
1) Audio books, podcasts, and digital libraries that can be accessed on computers, tablets, phones, and e-readers.
2) Text-to-speech, picture supported texts, and scaffolded texts that make digital materials more accessible.
3) Mobile devices and apps that incorporate features like text-to-speech, audio recording, and digital notetaking to support literacy.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Literacy center speech gvsu literacy summit final 9 11-12 ncrc-mroczekLiteracyCenter
Butterball Farms partnered with the local Literacy Center to provide workplace skills training to its employees. Over 50 employees enrolled in classes on foundational skills, workplace English, and employability skills. The training helped improve employees' communication, English proficiency, and job skills. As a result, several employees received promotions and pay increases, with some gaining over 50% higher compensation. The training also increased employees' confidence in continuing to learn new skills and pursue additional opportunities. The partnership with the Literacy Center helped Butterball Farms advance its goal of developing a skilled and continually learning workforce.
Literacy center speech gvsu literacy summit final 9 11-12LiteracyCenter
Butterball Farms partnered with the local Literacy Center in 2011 to provide workforce training classes to employees. Over 50 employees enrolled in one of three classes - Workplace English, Foundational Skills, and Employability Skills. The goal was to improve communication, job skills, and prepare employees to earn a National Career Readiness Certificate. Many employees had not taken a test in years and lacked confidence, but supporting them through the classes helped boost their skills and confidence. As a result, employees achieved promotions, pay increases, and one was even able to get a job outside of Butterball with a 27% higher starting pay due to improved English skills from the training. The partnership helped employees advance their careers and provided
Literacy center speech gvsu literacy summit final 9 11-12 bulletedLiteracyCenter
1. Butterball started using Work Keys in 2007 to better align training with needed skills for positions like team leaders and technicians. Over 200 employees took Work Keys tests initially.
2. In 2010, automation eliminated 80 positions. Work Keys scores were used to help determine which employees were a good fit for the new, more technical roles.
3. In 2011, Butterball partnered with the Literacy Center to provide workplace training classes in areas like English, basic skills, and soft skills to help employees advance. Over 50 employees enrolled in the initial classes.
Funding community initiatives_angela morrisLiteracyCenter
The document provides an overview of various strategies for funding community initiatives, noting that grants are well-suited for equipment, professional development, and capacity building while ongoing costs and salary are not. It discusses finding grants from sources like government, foundations and corporations and tips for strengthening grant proposals. Additionally, the document outlines alternative fundraising strategies including annual appeals, capital campaigns, retail ventures, crowd-funding, and utilizing expertise.
The document discusses chronic absenteeism, which is defined as missing more than 10% of the school year for any reason. It finds that as many as 7.5 million US students miss nearly a month of school annually. Chronic absenteeism is linked to lower academic performance and increased risk of dropping out. The study examined chronic absenteeism data from 2006-2010 in Kent County school districts, finding higher rates in urban areas with greater poverty. Chronically absent students were twice as likely to receive free lunch. Improving attendance requires leadership, policies, parent outreach, and addressing barriers to attendance.
Literacy center speech gvsu literacy summit final 9 11-12 bulleted ncrc-mroczekLiteracyCenter
1. Butterball started using WorkKeys in 2007 to better align training with needed skills for positions like team leaders and technicians. Over 200 employees took WorkKeys tests initially.
2. In 2010, automation eliminated 80 positions. WorkKeys scores were used to help determine which employees were a good fit for the new, more technical roles.
3. In 2011, Butterball partnered with the Literacy Center to provide workplace training classes in areas like English, basic skills, and soft skills to help employees advance. Over 50 employees enrolled in the initial training program.
5. True or False?
The average adult brain weighs
10 pounds and
uses 40% of the body’s oxygen.
FALSE
The average adult human brain
weighs 3 pounds and uses 20%
of the body’s oxygen.
6. True or False?
The brain needs 8 – 12 glasses of water
a day for optimal functioning.
TRUE
The brain needs 8 – 12 glasses of water a day
for optimal functioning. The brain consists of
78% water and it needs to keep hydrated.
Dehydration is a common problem in school
classrooms leading to lethargy and impaired
learning. (Hannaford, 1995)
7. True or False?
The brain is “hard wired” –
what you were born with is what you have until you die.
FALSE
The reason we can learn new habits and
skills that are not innate is the brain is
“plastic” throughout life. Neuroplasticity
is a characteristic of the brain that allows
it to be shaped by experience.
(Merzenich, et. al.)
8. Are kids today biologically different than 30 years ago?
Consuming more additives
9. More exposure to
drugs and use of
medication
Restricted movement due to
hours spent strapped in a car
seat
More sedentary entertainment with video
games and television
10. Unhealthy living conditions
due to limited resources of
families and single parent
households (lead paint)
Less early motor
stimulation from swings,
see-saws, etc. due to
safety concerns
11. The Brain Comes Wired for Sound!
• Learning language is an early
“test” of our brain’s learning
system
• At birth, we have equal
potential to learn any language
• By 6 months, we begin to build
the phonemes specific to our
native language based on
experience
13. Language Experiences by Group
Words Heard Affirmatives Prohibitions
per hour per hour per hour
Professional 2153 32 5
Family Child
Working Class 1251 12 7
Family Child
Low SES Family 616 5 11
Child
Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
14. Language Experiences by Group
Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
Estimated Cumulative Words Addressed
Professional
45 Million Words
to Child (In Millions)
Working-class
26 Million Words
Low SES
13 Million Words
12 24 36 48
(Age Child in Months)
15. 90% of a young child’s knowledge
is
gained from hearing background
conversation.
16. The Effects of Weaknesses in Oral Language on Reading Growth
16 High Oral
15 Language in
Kindergarten
14
13 5.2 years
Reading Age Level
12 difference
11
Low Oral
10 Language in
9 Kindergarten
8
7
6
5 5 6 7 8 9 10 11 12 13 14 15 16
Hirsch, 1996
Chronological Age
17. Growth of the Brain Occurs from the Inside
Out and the Bottom Up
• You are born with~100 billion brain cells
• There are ~ 15,000 synaptic connections for each cell
18. Reading is Not Innate
Language is natural….Reading is NOT
• The human brain is not born
with the insight to make
sound-to-letter connections
• Only through practice can the
learning challenges of a written
system be resolved
19. Reading: Mastering an Invented System
Many Cognitive Skills Needed
Word Word Text
identification memory Comprehension
Processing Short term
rate memory
Decoding
Visual Phonological
processing processing
Text
cat
20. •A few statistics
Fifteen percent of the U.S. population,
or one in seven Americans,
has some type of learning disability.
(National Institutes of Health)
21. • Children with learning disabilities are as
smart or smarter than their peers. But they
may have difficulty reading, writing,
spelling, reasoning, recalling and/or
organizing information if left to figure things
out by themselves or if taught in
conventional ways.
• Learning disabilities often run in families
(genetically-based).
22.
23.
24. The Learning Brain (Brain Plasticity)
How are memories formed?
• Conditions in the brain
are dynamic. They change
and “rewire” at any age
• The brain’s ability to
change, or be trained, is
known as brain plasticity
• The brain can learn at
any age, and certain
conditions encourage
learning
Neurons and Synaptic Connections
25.
26. Not all great minds think alike!
•Didyou know that Albert Einstein couldn't read until he
was nine?
•WaltDisney, General George Patton, and Vice President
Nelson Rockefeller struggled with reading into adulthood.
•Richard Branson, Paul Orfalea (Kinko’s), Charles Schwab,
Henry Winkler, Agatha Christie and many others have not
let their learning difficulties affect their ultimate success.
29. • Phonetic processing
• Decoding
• Phonemic
Independent Auditory
awareness
• Word attack skills
Reader
Comprehension
Language Visual
• Vocabulary and use of context
• Understanding words in isolation • Sight word recognition
• Using syntax (grammar) and • Able to quickly
semantics (meaning) within the read/recall these words
context of reading
30. What Can go Wrong?
Phonological Awareness
Decoding
Fluency
Vocabulary
Comprehension
38. How can you help?
Explore the senses: Try teaching the
information visually, verbally, and
kinesthetically (with movement) and find
pathway works best for your student. The more
senses, the more likely it is to be remembered
consistently!
39. Make learning and studying
a rich experience involving all five senses
• Hair gel •Rice
• Shaving cream •Sand paper
• Pudding •Play doh
• Whipped cream •Sand
• Finger paints •Cornmeal
• Chocolate syrup •Carpet
•Kool-Aid (dry)
41. Make it physical: Adding a physical activity such
as pacing, jumping, throwing a ball, or writing
enhances the memory for many people. Typing
or rewriting notes is a very effective memory
device for people who need to learn
kinesthetically.
42. What’s in The Bag?
•Write a letter on the front of a bag
•Place objects in the bag that begin
with that letter. Have each child
reach in the bag and pull out an
object.
•Talk about each item and see if we
all hear the same sound at the
beginning of each word.
45. Tap light for each sound they hear in
word...phoneme segmentation
46. The brain can literally grow new
connections with enriched
environmental situations.
You can develop their pre-reading skills
by continuing to read in order to
develop vocabulary, print awareness,
narrative skills, letter knowledge,
interest in reading and the
understanding that words are made of a
number of sounds.
Every thing you do can be essential “brain food” for
the next generation to succeed!
49. Copy these sentences with your
non-dominant hand
My dog has fleas.
Perhaps some peppers would perk you up.
Theodore was flabbergasted at such a
peculiar sight!
Motor simulation
50. Once, many years ago, a rellifed came to the village.
He stood in the village spuared and pleday and nags
Until the podleo came to listen and to bance. A jolly
duchuer danced with the niikniad. A small doy
skipqed through the crowd with his bod nibbing at his
heels and yabbing loudly.
After the rellifed stopped, the popleo, tossed conis
Into his hat and brought him milk and cookies for his
trouble. It had been a long, weary, bay and the
rellifed was gald of a rets in this pleasat villaqe.
51. In most polymers, like polyethylene and cellulose, the
monomers are all identical. In other cases, such as
proteins, different monomers may be combined.
Although the amino acid monomers that make up
proteins appear to be very different, each one has an
amino functional group and an organic acid functional
group, so the monomers all link in the same way,
forming a “backbone” of carbon, nitrogen, and oxygen
atoms. A polymer with three amino acids is called a
tripeptide.*
*15% of one page in an 848 page chemistry text on which
students take an annual high stakes test (Tocci & Viehland,
1996, p. 257).
52. One year of a
science textbook introduced
more vocabulary words
than an introductory class in
a foreign language (Yeager, 1993).
53. Tips for Improving Reading Abilities
• FIVE FINGER TEST: Have your student open
the book and read one page. If he/she
stumbles on five words, the book is above
their reading level.
• Practice with a safe “audience”
54. •Playboard games such as Scrabble, Scrabble Jr.,
Scattergories, or Apples to Apples to increase
exposure to text in fun ways.
•When reading with your student, take turns
reading a page or paragraph. If they stumble on a
word, just give it to them!
•Before bed, just read to them!
55. • As children are reading, encourage use of an
eraser/highlighter/ruler to focus on the word
they are reading.
56. • Use audio versions of books on tape for the
student to listen to as they follow along in the
book.
• Graphic organizers
help organize
materials and
thoughts.
57. There’s an app for that!
http://dyslexiahelp.umich.edu/tools/apps
Apps for all ages and all areas of literacy!
p. 393VENN DIAGRAM illustrates reading as an integrated processVIEW the reading process as an interconnected whole.AUDITORY- /steam/ stream /imagination/ immigration “The Judges of S. E. Asia” JunglesVISUAL- many there beenLANGUAGE- guess at words from context /mom/ mother -anticipate contentREADING is an INTEGRATION of phonological processing (Phonics) Orthographic processing (sight words)Contextual fluencyOral vocabularyComprehension