Sandra Taylor conducted a study to test strategies for increasing students' reading. She created a reading-rich classroom environment, had students keep reading logs, took library visits, formed literature circles, and gave pre/posttests. Results showed casual reading increased with book shares, TV viewing decreased when students chose books, and most improved reading behaviors, comprehension, fluency, and vocabulary. Taylor concluded engaging methods like these can motivate students to read more.
Proposed idea for graduate class. The idea of incorporating the community into the school as reading support is something that one day I would like to propose.
Proposed idea for graduate class. The idea of incorporating the community into the school as reading support is something that one day I would like to propose.
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
Slideshow from "Facilitating Choice Within Curriculum Constraints" session by Jillian Heise & Sarah Andersen at the Michigan Reading Association Convention, March 15, 2014
World Read Aloud Day is celebrated on 24th February 2016. It motivates children, teenagers and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people.
In this webinar, we will see how you can implement “reading aloud” practices in your EFL and CLIL classes. All activities presented can be adjusted for different age groups and space requirements.
Practical strategies to teach vocabulary through games in EFL beginner classe...SubmissionResearchpa
One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools. by Zebo Botirova Hakimjon qizi and Islomjon Umrzoqov Israilovich 2020. Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region. International Journal on Integrated Education. 2, 6 (Mar. 2020), 94-96. DOI:https://doi.org/10.31149/ijie.v2i6.123. https://journals.researchparks.org/index.php/IJIE/article/view/123/122 https://journals.researchparks.org/index.php/IJIE/article/view/123
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
Slideshow from "Facilitating Choice Within Curriculum Constraints" session by Jillian Heise & Sarah Andersen at the Michigan Reading Association Convention, March 15, 2014
World Read Aloud Day is celebrated on 24th February 2016. It motivates children, teenagers and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people.
In this webinar, we will see how you can implement “reading aloud” practices in your EFL and CLIL classes. All activities presented can be adjusted for different age groups and space requirements.
Practical strategies to teach vocabulary through games in EFL beginner classe...SubmissionResearchpa
One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools. by Zebo Botirova Hakimjon qizi and Islomjon Umrzoqov Israilovich 2020. Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region. International Journal on Integrated Education. 2, 6 (Mar. 2020), 94-96. DOI:https://doi.org/10.31149/ijie.v2i6.123. https://journals.researchparks.org/index.php/IJIE/article/view/123/122 https://journals.researchparks.org/index.php/IJIE/article/view/123
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Reading for life - Matsumoto JALT PAN-SIG Conference Presentationgiuseppedias
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.
How can teachers and schools positively influence students’ attituPazSilviapm
How can teachers and schools positively influence students’ attitudes about reading?
Introduction:
Action research is a structured process of inquiry by and for the person taking the action. The primary reason for doing this study is to assist the person conducting the study to improve or refine an issue seen to need improvement.
The Action Research Project that I conducted was fun because I was working with 5th grade students and they still have some innocence left and they enjoy and are excited about participating in projects that I have worked on this semester. I fear that they were more excited about participating than actually participating.
The challenges I faced during this project were that I did not have as many students as I would have liked for participation and data analysis. The spring semester is the time that teachers are conducting benchmark testing and preparing for the STAAR standardized tests. My mentor teacher assisted me in selecting students that she had observed as not having a huge interest in reading. Unfortunately the students chosen were ones that required intensive tutoring in preparation for the STAAR tests. This was interesting in that students that struggled on the benchmarks and standardized tests were ones that were not motivated readers.
Action Research Question:
My initial action research question was: What is the impact of allowing students to choose texts based on their interests on their attitudes about reading? Dr. Stufft felt that this question was a too broad for a study so I modified my question to read: How can teachers and schools positively influence students’ attitudes about reading?
I chose the topic of encouraging and promoting an interest in reading for middle school students came from my observations of students in the school library. I am a library aide on the middle school and junior high campuses in my school district and I hear students often say that they do not like to read. I agree with the author, James Patterson’s quote: “There’s no such thing as a kid who hates reading. There are kids who love reading, and kids who are reading the wrong books.”
I ask them questions about what they like to do in their free time, such as hobbies, sports, and animals they like. I try to match them with books that reflect their hobbies and things they like. More often than not, they choose a book based on how thick it is, how many words are on a page, or if it has more pictures than words. This is very discouraging to me because I love reading and want students to enjoy it too. This prompted my interest in doing a study on how to positively influence students’ interest in reading.
My interest in this project grew as I progressed through the study but I believe that this is a type of study that requires more time to conduct. I feel that for this research project to be more effective and to make an impact for students, it would be better suited to a whole classroom or even better, a campus wide study. I ...
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Rationale
When Sandra was a young girl she struggled through
reading classes. It wasn’t until 10th
grade that she met
someone who introduced her to ghost stories. As she
began to love reading:
Her comprehension grew.
She had conversations that helped her with clarification of
the material.
She gained strategies to help her with other types of texts.
When she started her assignment at Leroy F. Greene Middle
School in Sacramento, she saw that many of her students
could not comprehend, and could not communicate with
others about what they read.
She conducted a study using different strategies to help
motivate readers.
4. Research Methodology
For the study, Sandra decided to encourage reading,
and to collect data she would:
Create a reading-rich environment
Give the students a Time Investment Survey
Take the students on visits to the library
Divide the students into literature circles
Give a pretest and posttest
Give a Reading Interest Survey
5. Creating a Reading-Rich
Environment
They had in class books shares. They would look at the
front book cover, the summary on the back, and share
information about the author as a class.
She would allow students to talk to each other about
books they have read.
The only requirement for the classroom library was that
she had to have read the book. This was so that she could
recommend and discuss the books with the students.
The students generated a bulletin board listing their
favorite books.
There were newspapers available for the students to
read on their spare time
6. Time Investment Survey
The Time Investment Survey was a daily record sheet of
all of the students specific activities, every half hour,
including:
When they did homework, and what it was
When they watched TV, and what they watched
When and what they ate
When and what they read
7. Library Visits
During visits to the library Sandra would:
Record time and task behaviors of the students in a
journal
Limit the areas the students could go to
Limit the books they could choose from
8. Literature Circles
Each literature circle:
Was divided into groups of 4 or 5
Picked a different book
Member got the same book
Decided on how many pages to read each day
Assigned jobs to each other
Sandra also kept track of the individual behavior of
each student during literature circle time.
9. Pretest and Posttest
Each students was tested for fluency and vocabulary
at the beginning and end of the study.
The students were given a grade appropriate text and
a red pen.
The student read silently for 2 minutes and then
circled the word they finished on.
Then they started at the circled word and repeated
these steps four other times, for a total of 10 minutes
read.
Then they calculated the number of words per
minute read.
10. Pretest and Posttest
To test for vocabulary the students were given a list of
150 words.
100 hundred of the words were real, and 50 words
were made-up.
The students then read the words and circled “know”
if they knew the words or “don’t know” if they didn’t
know the word.
They were scored with one point for each word they
knew that was correct, and had two points subtracted
for each made-up word that they “know.”
11. Reading Interest Survey
All of the students were given a Reading Interest
Survey.
The purpose of the survey was to get information on
the students’ reading habits, movie and TV habits, the
types of books they read, and if their parents read.
The following slides are some results of the survey
12. Is a Newspaper Delivered to your
home?
This Chart shows that only 60% of Lower level students had a paper
delivered to their home compared to 80% of Gate students.
13. Amount of Time Watching TV
Approximately 90% of lower level students. 85 % of
middle level students, and 35% of GATE level students
watch more than 2 hours of TV a day.
14. How often do you go to the
movies?
Lower Level students go to the movies more often than Middle
Level and Gate Level students.
15. Observing Parent Reading
Middle Level students observe their parents reading more
frequently than both Lower Level and GATE Level students.
16. Results
Results for the Time Investment Survey:
Correlation of Survey and observations in class
indicated that after in-class book shares casual
reading increased.
When students chose their own books for the group
to read, television viewing decreased.
17. Results
Results for Library visits
In the beginning of the study, many students were
observed being off task in the library.
At the end of the study, all of the students but one
displayed appropriate behavior and were on task.
The amount of time it took students to choose a book
and go to their seats decreased from 45 minutes to 15
minutes.
18. Results
Results for the Literature circles were:
The Lower Level students had an increase of 7% of on
task behaviors, the Middle Level had an increase of
24%, and the GATE Level had an increase of 12%.
The teacher observed more students on task when
they had the option of what to read.
The comprehension score of the overall class
increased by 23%.
19. Results
From the Pretest to the Posttest their was an increase
in both fluency and vocabulary.
There was a gain of 17% for both the Middle Level and
Lower Level students in fluency, and an increase of
15% for the GATE Level.
For vocabulary, the scores of the Lower Level and
Middle Level groups increased 16%. Whereas the
GATE Level increased 7%
20. Conclusion
All of the methods of reading engagement that were
used (creating a rich reading environment, using
literature circles, limiting books in the library, and
creating a dialogue about literature) showed that they
were successful in getting students to read.
In order for students to read for pleasure, they need
to be “hooked” on the idea.
21. Application to my classroom
I have always had trouble motivating some of my
students to read on their own. I always have a few
who read without being told, but the majority of my
class always seems to pay attention anything else,
except for their book. Sandra Taylor gave several
strategies of how to encourage students to read.
Taylor also saw an improvement in reading fluency
and vocabulary knowledge in her students. As a
Social Justice educator, anything that I can do to help
my students close the “achievement gap” is helpful.
As I try this in my own class, I’d like to see if the same
strategies would help my EL students learn and
become familiar with more words, as assessed by the
vocabulary test given by Taylor.