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This document discusses e-book activities for teachers and learners. It begins by defining what e-books are, including that they are electronic versions that can be accessed through readers, apps and various platforms. It then lists some sample pre, during and post reading activities teachers can use, such as pre-reading activities, reading into listening, speaking, exam preparation and writing. The document suggests e-books can support language development in various skills and that they are not just for students but can also be used for teacher professional development. It closes by thanking the reader.
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This document discusses e-book activities for teachers and learners. It introduces e-books and how they can be accessed, then provides sample pre-reading, reading, listening, speaking, writing and exam activities. The document also discusses how e-books can support continued reading and professional development for teachers.
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This document discusses various collaborative tools that can be used in an elementary classroom, including:
1. Educational online programs that allow teachers to show students images from around the world and for students to research more in-depth information.
2. BrainPOP.com, which offers free lesson plans, videos, and graphic organizers to engage students through mini lessons on various curriculum topics.
3. FunBrain.com, which provides educational games about grammar, math, and reading, as well as interactive storybooks.
4. Podcasts that allow students to listen to audio recordings of books and lessons to help with learning foreign languages.
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This document summarizes and analyzes various educational resources from the ITE website and digital backpack. It discusses a biography unit that focuses on familiar topics to motivate students and connects objectives to evaluation criteria. It also examines presentations on phonetic symbols from "The Sounds of English" and opinions on the digital whiteboard and Jclic educational software resources.
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This document discusses e-book activities for teachers and learners. It introduces e-books and how they can be accessed, then provides sample pre-reading, reading, listening, speaking, writing and exam activities. The document also discusses how e-books can support continued reading and professional development for teachers.
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4. Podcasts that allow students to listen to audio recordings of books and lessons to help with learning foreign languages.
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This document discusses various collaborative tools that can be used in an elementary classroom, including:
1. Educational online programs that allow teachers to show students images from around the world and for students to research more in-depth information.
2. BrainPOP.com, which offers free lesson plans, videos, and graphic organizers to engage students through mini lessons on various curriculum topics.
3. FunBrain.com, which provides educational games about grammar, math, and reading, as well as interactive storybooks.
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ELTpics working with images
This document summarizes a workshop on working with images for English language teaching. It discusses copyright and images, introduces Creative Commons licensing, and promotes the website ELTpics which contains images for educational use. The workshop covered finding images through search engines like Google and Flickr, and providing image-based activities for students such as comparing photos, describing what happened before an event, and connecting a series of images into a story.
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This document discusses graded readers and their benefits for language learning. It explains that graded readers have simplified vocabulary, grammar, and length tailored to different ability levels, making literature accessible to all. This helps develop good reading habits, skills, and learner autonomy. Studies cited found that graded reading improved oral proficiency and motivation. The document also provides examples of activities like transforming texts into different genres, styles, and perspectives to turn reading into different types of writing and speaking practices. It discusses organizing reading circles where students take on roles to read and discuss texts together.
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Local lit livonia
The document provides information about literacy programs and initiatives in the Livonia Central School District in Livonia, NY. It summarizes demographics of the area, literacy programs used in primary and intermediate schools like Open Court and Accelerated Reader. It discusses NY State assessment results and the role of AIS. Interviews with a teacher and parent provide perspectives on expectations for reading instruction and literacy in the community. Suggestions include promoting literacy more in the community and replacing basal reading programs.
Usborne Books & More Presentation
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Technology tools used.pptx
This document discusses several technology tools that can be used to enhance English reading skills:
Epic is a virtual library that allows students to search for and read books independently or have them read aloud, modeling fluent reading. Flipgrid is an online tool that lets students record themselves reading for up to 20 minutes to practice their speed, pronunciation, and tone. Storyline Online features celebrities reading picture books to engage students and model oral reading. SeeSaw is an assignment tool where teachers can assign read-alouds or passages for students to record themselves reading and get feedback on improving. StoryNory offers hundreds of audiobooks across genres for students to listen to and follow along with a fluent reader.
Reading for life - Matsumoto JALT PAN-SIG Conference Presentation
This PPT accompanied a presentation given by Joseph Dias and Gregory Strong at the JALT PAN-SIG Conference in Matsumoto Japan on May 21, 2011 in Matsumoto, Nagano Prefecture, Japan.
As most of our students now are digital natives who prefer YouTube to Hugo, Facebook to Fitzgerald , and Twitter to Twain, it’s difficult to have them attend to texts longer than status updates. The speakers will discuss ways of inviting students to become lifelong learners by making reading relevant.
The speakers discussed the groundwork for a reading curriculum revision project in an English Department of a Japanese university by presenting the results of their investigation of current teaching practices, along with an exploration of all aspects of their students' reading: both in the L1 and L2, online and off, mobile and static, for pleasure and required, current and projected. The project began with a thorough needs analysis (Brown, 1995; Richards and Rogers, 2001) that involved focus groups, classroom observation, and the administration of online surveys to students, reading teachers, and upper division content course instructors. Particular attention was focused on how reading instruction could be made relevant to digital natives and how the practice of reading could be made into a habit and carried beyond the temporal and physical confines of school life.
Reading as a process of development
The document outlines the stages of reading development from early childhood through college. It identifies 6 stages: reading readiness, beginning reading, a period of rapid growth, a period of refinement, learning how to read, and listening and speaking vocabulary. Each stage builds on the previous one and progresses from simple to more complex skills. Development is influenced by personal maturation and social/educational demands. The stages involve acquiring basic sight words and sounds, oral and silent reading, vocabulary building, comprehension, and higher-level skills like research, note-taking and analytical reading.
Balanced literacy reading program
1) The document outlines Kristine Malia's balanced literacy reading program for 4th grade students.
2) A balanced literacy program combines explicit instruction, guided practice, independent reading and writing daily based on student needs.
3) The program includes components like phonics, reading strategies, vocabulary, comprehension, literature, writing and spelling instruction delivered through experiences like shared reading, read-alouds, and guided reading groups.
A Whole of School Approach to Literacy Assessment
This document summarizes a school's efforts to improve literacy for all students through a whole school approach. The school implemented several assessments and literacy interventions. Over the course of a year, they assessed 64 of 69 students using both formal and emergent literacy assessments. The assessments showed improvement in students' literacy skills. The school focused on emergent literacy, guided reading, self-selected reading, writing, and word work interventions. Teachers received training and students received individualized support to help all students progress in their literacy.
A Whole School Approach to Literacy Assessment
This document summarizes a school's efforts to improve literacy for all students through a whole school approach. The school implemented several assessments and literacy interventions. Over the course of a year, they assessed 64 of 69 students using both formal and emergent literacy assessments. The assessments showed improvement in students' literacy skills. The school focused on emergent literacy, guided reading, self-selected reading, writing, and word work interventions. Teachers received training and students received individualized support to help all students progress in their literacy.
Literacy 2.0
This document provides an overview of a professional development workshop on Literacy 2.0. The summary is:
The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
CHESS+Reading.pdf
1. The document describes a 2 truths, 1 lie activity where the speaker claims they can swim, their boyfriend is younger than them, and they are 31 years old.
2. It provides 3 sentences about the person - I can swim, my boyfriend is younger than me, and I am 31 years old.
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Reading skill
This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
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- 1. e-book activities for teachers and learners Victoria Boobyer
- 2. -What are eBooks? -How to get hold of them? -Sample activities • Pre-reading • Reading into listening • Reading into speaking • Reading into exam-based activities • Reading into writing • Reading into …more reading -They’re not just for students
- 3. What are eBooks? electronic versions readers ePub WMA iTunes apps platforms AER smartphones Google play Amazon audio PDF tablets images interactive fun!
- 4. How to get hold of eBooks?
- 5. How to get hold of eBooks?
- 7. Pre-reading
- 8. Pre-reading
- 9. Pre-reading
- 14. Reading into exam-based activities
- 15. Reading into exam-based activities
- 20. Reading into…more reading “What is interesting is that our participants felt that reading helped their oral / aural language proficiency. Books like [these] contain a great deal of colloquial language that learners with mostly formal language instruction experience have missed.” Cho, K and Krashen,S
- 21. Reading into…more reading “So I believe that ER impacts writing, listening and speaking because students know more vocabulary. The second possible factor is the increase in positive affect. Students develop positive attitudes toward and increased motivation for learning the L2.” Prof Richard R Day
- 23. Reading into CPD
- 24. Reading into CPD
- 25. Where now?