English reading 1
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The document summarizes key aspects of teaching reading in the classroom. It discusses how reading is taught through whole group, small group, and individual instruction. It emphasizes creating a literate environment where students love reading, discussing texts, and developing preferences. It also values collaboration, differentiated instruction to meet student needs, and integrating reading across the curriculum rather than in isolation. Assessment is used to understand students and plan targeted teaching.
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1.) “A good leader can engage in a debate frankly and thoroughly, knowing that at the end he and the other side must be closer, and thus emerge stronger. You don't have that idea when you are arrogant, superficial, and uninformed.”
“I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.”
2.) “It is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then people will appreciate your leadership.”
“Resentment is like drinking poison and then hoping it will kill your enemies.”
3.) “Long speeches, the shaking of fists, the banging of tables and strongly worded resolutions out of touch with the objective conditions do not bring about mass action and can do a great deal of harm to the organization and the struggle we serve.”
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Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
Motivate all your language learners 23 nov13
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Differentiation pd 8.17.2011
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Reading workshop series day 1
The document provides an agenda and materials for a reading workshop training. It includes an introduction, objectives, components of a reading workshop like read alouds and shared reading. It discusses the importance of structure, routines, and meaningful independent activities. Research shows guided reading is a social process and balanced literacy incorporates various components like read alouds, shared reading, mini lessons and independent reading.
Motivate all your language learners
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
The Readers' Workshop Overview
The document provides an overview of the key components of a Reader's Workshop model for literacy instruction. It discusses the mini lesson, conferencing, small group work, read alouds, independent reading, and classroom library setup. It emphasizes that Reader's Workshop allows teachers to meet the needs of diverse students through choice, differentiated instruction, and providing access to books at students' reading levels.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Balanced Literacy Plan
Balanced Literacy is a comprehensive language arts program that emphasizes reading, writing, speaking, listening and viewing. It includes both direct instruction (such as phonics and comprehension strategies) and indirect instruction (reading aloud, shared reading, guided reading and independent reading/writing). A balanced approach is most effective when students receive daily instruction and practice in various reading and writing activities tailored to their individual needs. The goal is to develop proficient, lifelong learners.
Module 3.3 think pair share eng VERSION
This document summarizes a webinar presentation on the think-pair-share learning strategy.
[1] The presenter defined think-pair-share as a collaborative learning strategy where students first think individually about a topic or question, then pair up to share their thoughts with a partner, and finally share with the whole class.
[2] The steps of think-pair-share - think individually, pair up to share thoughts, and share with the whole class - were explained. Examples of how to
Akhavan comprehension matters ideas slideshare
This document outlines the goals and structure of language and reading workshops for primary grades. The goals are to develop students' reading abilities including accuracy, fluency, comprehension strategies, and motivation. Workshops are constructed by students and facilitated by teachers through units of study focused on ideas, strategies or genres. Learning is shared between students through peer interactions and collective between the class. Teachers design units, participate in discussions, and assess students to teach to their needs. The mini-lesson structure includes engaging students, explicit teaching, guided practice during read alouds, and sharing of student thinking.
Power point classroom practices 634
This document provides guidance for instructing English learners in the classroom. It discusses differentiating instruction to accommodate various learning styles. Teachers are instructed to make input comprehensible for students by integrating content and language learning. Sheltered instruction techniques include identifying both content and language objectives for lessons. The document also recommends collaborative work through group activities, with stronger English speakers mentoring others. Teachers are to consider group dynamics and provide structure, such as assigning roles and reflecting on content as a team.
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English reading 1
- 1. READING
- 2. The Classroom Children engaged in their learning in different spaces in the classroom, they work in groups, with the teacher, individually or as a whole class. Students are involved in different activities within the same lesson as their learning is planned and targeted to meet their individual needs. Collaboration (student-student/student-teacher) is valued in a setting where students are provided with opportunities to develop their ideas and pursue their own interests. Thinking and learning (learning by experience) is valued with learning-focussed discussion involved in all learning experiences. http://www.youtube.com/watch?v=I1JWr4G8YLM&feature =player_embedded Piaget Video: The Constructivist
- 3. Goal: Creating a literate community of readers who: Love to read Love to compare author and illustrators Have preferences/tastes regarding authors, genres, styles of writing Encounters with text must be surrounded by TALK
- 4. Whole Group Teaching Interactive Read Aloud Shared / Choral Reading Poetry Share Reader’s Theatre Story Telling Phonics/Wordstudy Minilessons Author Study
- 5. Small Group Teaching Guided Reading Literature Study (Book Club) Individual Teaching Independent Reading Buddy Reading Reading Conference
- 7. Language Experience ‘What I can think about, I can talk about. What I can say, I can write. What I can write, I can read. I can read what I can write and what other people can write for me to read.’
- 9. Working towards…. A Reading Program which differentiates
- 10. The English Classroom The reading classroom is a place where language in all it’s forms is clearly in evidence Reading is a significant component of a child’s day to day learning Reading is the medium of inquiry. Reading is a part of all curriculum areas Books are enjoyed, discussed, analysed, compared and contrasted
- 11. Decreased emphasis Treating reading as an isolated subject Increased emphasis Integrating reading into all key student learning
- 12. Decreased Emphasis Decoding only for reading accuracy Increased Emphasis Reading for meaning, a wide selection of reading material and reading for interest
- 13. Decreased Emphasis Silent, individual work Increased Emphasis Collaborative and cooperative group work, small focus groups, and flexible grouping according to student learning needs
- 14. Increased Emphasis A range of appropriate assessments methods e.g. We gather prior knowledge to find out what our students’ know. We encourage students to reflect on what their learning needs are, and gather ongoing assessment regularly to inform our teaching. Initial Assessment: English On Line
- 15. Using English On Line data to gather prior knowledge to plan & teach at the Point of Need
- 16. Decreased Emphasis A narrow focus on one strategy or mode of teaching Increased Emphasis Teaching a wide range of strategies
- 17. Planning Documents: Our Journey & Our Data – Documents Shared Small Group Discussion & Share Can you identify the children who are wired for literacy. Those who will need good teaching and those who will need additional support within the classroom program.
- 18. Assessment of Reading / Planning for Teaching F&P – Example: Level A Guide for Observing & Noting Reading Behaviours A Scale for Assessing Fluency – Fluency & Comprehension Processing Systems for Reading: Thinking within, about & Beyond the Text Reading Kunyung Prior Knowledge: English On Line 2012 F & P – Focus teaching for ability. Planning Documents Other Key Documents: Key Characteristics etc.
- 19. 90 % of differentiation happens before you teach the children - Planning. Challenge children!
- 20. Young Children are Great Thinkers
- 24. Home Reading - Purpose Reading for pleasure Reading for practise Easy for student for independence TO, WITH & BY – Balanced throughout the week Questioning to deepen understanding Teachers focus on teaching reading during the school day