History Camp 2015 - Decoding and Applying Common Core for Public Historians: ...Mark Gardner
In this session, Western Rhode Island Civic Historical Society archivist and American History teacher Mark Kenneth Gardner (@HistoryGardner) will walk everyone through several hands-on exercises designed to familiarize the museum and historical society folks with the vernacular of the Common Core, in particular close reading, lenses, and response to informational text. Using primary source materials not too different than what many public history institutions already have in great abundance, we will learn how “speak the language” and better understand how we can connect to what high school teachers and students are doing in the classrooms. Mark is the archivist at the Western Rhode Island Civic Historical Society (headquartered at the Paine House Museum in Coventry RI) and serves on the board of directors at the Pettaquamscutt Historical Society in Kingston, RI. He also teaches US History and AP US Government and Politics and is state co-coordinator for Rhode Island Model Legislature. He has been teaching high school social studies and history since 1988.
Localizing second language writing pedagogy in a skills integratedIsabela Villas Boas
This talk describes how a large language program has adapted process-genre writing pedagogy to its local context, in light of some limitations. Presenters explain how the writing curriculum is organized, providing practical examples of tasks that engage students in all the stages of the writing process.
Managing a paradigm shift in assessment: a matter or mindsetIsabela Villas Boas
Presenter describes a paradigm shift from traditional, summative assessment of adults to an authentic, formative system in an EFL setting. She then discusses challenges and resistance faced to implement the project and the solutions found. Managing change and nurturing a school that learns is the focus of this session.
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
This is the thirty-minute talk I gave at the IATEFL conference. I describe the process of tranforming a 100% f2f writing course for teachers into a 50/50 f2f/blended version.
Scaffolding teens' way from reluctant to effective peer reviewers tesol 2010Isabela Villas Boas
This presentation describes an ethnographic study involving a group of intermediate-level teenagers learning EFL writing in a skills-integrated program, with a focus on peer revision. Students’ reactions to and productions in all stages of the writing process will be shared and practical tips on scaffolding peer revision will be provided.
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Rationale
• Texts are many times “pretexts” for
the teaching of grammar and
vocabulary
“O texto não é pretexto”:
O texto não é pretexto para nada. Ou melhor, não deve ser.
Um texto existe apenas na medida em que se constitui ponto
de encontro entre dois sujeitos: o que o escreve e o que o lê;
escritor e leitor, reunidos pelo ato radicalmente solitário da
leitura. (Marisa Lajolo1985, p. 52).
•Communicative language teaching – emphasis
on top-down reading
7. Text Genre: A conventional, culturally
recognized grouping of texts based
on properties other than lexical or
grammatical features. It is based on
external, non-linguistic criteria
such as intended audience,
purpose, and activity type.
Text type: Based on the internal, linguistic
characteristics of texts themselves.
(Biber, 1988, pp. 70)
8. “Genres are forms of life, ways
of being. They are frames for
social action, the place where
meaning is constructed.”
(Bazerman, 2006)
9. Do you recognize these texts?
Once upon a time, ....
TO WHOM IT MAY CONCERN
The purpose of this .... is to ....
First, pour...
A fiften-year old male was
arrested last night while he
was ...
Love, ...
BTW, plz ... LOL
It was found that, among the subjects
studied, 89%...
10. Types of comprehension processing
Bottom Up Top Down
Data-driven Concept-driven
The starting point is the text The starting point is within
itself. the mind of the listener or
The reader attends to reader.
individual words and We do not logically work
structures in the text, from through all possible
these gradually building up interpretations of a text. We
an interpretation of the use background knowledge
whole. to select the most likely
Comprehension is the interpretation.
process of using linguistic Comprehension is a
knowledge to decipher the process of making sense of
little black marks in the text. a text in the most cost-
effective way.
11. Another feature to fall by the wayside is the „butterfly‟ for the
left little finger. The left-hand E flat with its ungrateful pivoting
is no one‟s favourite key. So, with those passages in mind
with E flat and A flat in close succession, the touches for
these notes are mounted cheek by jowl and pivoted
sympathetically (though on different joints, as is normal)...
Finally, the lower tier of touches duplicates others for the right
little finger...
12. TRAIN DERAILED
Plicks are believed to have caused the dolling of a two-car
diesel passenger train yesterday. The train, with 24 biners on
board, hit a metal object and ratteol 100 yards of track before
stopping four pars from Middlesbrough. Three people were
taken to hospital, one slightly ropeed, the others finding from
shock.
14. Schemas
Integrated chunks of knowledge stored in
long-term memory; mental frameworks we
hold as individuals, and which we bring with
us when we read or listen to a text.
Sir Frederic Bartlett and
THE WAR OF THE
GHOSTS.
15. - It is possible to understand every word of a text and
not know what it‟s about.
- It is possible not to understand some parts of a text,
yet still know what it‟s about.
- It is possible to understand a message even when
there is no evidence for your interpretation in the
actual words on the page.
- Different people will take different information out of
a text.
16. - Comprehension and acquisition are not
synonymous.
- L2 learners need to attend to form for linguistic
development.
- L2 learners are unable to develop a targetlike
linguistic system on their own, solely through
exposure to comprehensible input.
17. - Due to limited cognitive processing capacity, early-
stage L2 learners are only able to perform one type of
processing at a time. An exclusively meaning-based
approach generates some comprehension but little
intake, and hence little acquisition.
- Acquisition entails form-meaning mapping.
18. Reading is a process of
constructing meaning
from text. Readers use
background knowledge
and linguistic cues
from the graphophonic,
syntactic, and semantic
Freeman and Freeman (2009)
systems as they read.
20. What Proficient Readers Do
* They identify the most important themes
and ideas in the text and use them to focus
their reading and thinking.
* They ask questions.
* They create mental pictures of what they
read.
* They sythesize what they have read.
* They use a variety of “fix-up strategies” to
repair comprehension when it falters.
21. Successful L2 Readers Behaviors
(Brief pair work)
They hold positive self-images of themselves
as readers.
They read broad phrases and skip
unimportant words.
They search for cognates.
They transfer information across their two
languages.
They reflect on the meaning of the
text in either the L1 or L2.
22.
READERS USE STRATEGIES AND STRATEGIES
CAN BE GOOD OR BAD.
23. Successful Strategy Unsuccessful Strategy
• Setting purposes for your reading • Thinking about something else
• Thinking about what you already know while reading
about the topic • Skipping parts you do not
• Thinking about what you do not know understand and not coming back to
about the topic make sense of them later
• Concentrating on getting the meaning • Reading as rapidly as possible
• Underlining important parts • Concentrating on figuring out what
the words are
• Asking questions while you read
• Making a list of every word you
• Asking questions about the parts you don‟t know
don‟t undestand
• Looking up all of the words that
• Using other information to figure out you do not know in a dictionary
what you do not understand
• Repeating the main idea over and
• Taking notes over
• Picturing information in your head
• Checking back through the text to see if
you remember it
24. What teachers do to help students
become better readers
Activate schemata.
Teach them strategies.
Use pre-reading activities to have students
think about the topic, make their own
connections with it and establish a purpose
for reading.
Draw attention to how the text is written.
25. Strategies
• Skim
• Scan
• Predict
• Check predictions
• Ask questions
• Underline
• Use a dictionary
• Take notes
• Paraphrase
• Reread
• Think about the text and its structure
26. A Successful
Reading Class
Pre-reading While-reading Post-reading
activities activities activities
27. Pre-reading activities
• Use the title, subtitles, and divisions within the
text to predict content and organization or
sequence of information.
• Brainstorm. Explore the pictures, graphs, etc.
• Use videos, simulations and experiments to
give students direct experiences to learn new
words.
• Help students identify purposes for reading
the text.
28. Pre-reading activities
• Teach the more complex language structures such
as idioms and figurative language as needed.
• Read over the comprehension questions to focus
attention on finding that information while reading.
• Construct semantic webs (a graphic arrangement of
concepts or words showing how they are related)
• Talk about the author's background, writing style,
and usual topics
29. While-reading activities
• Skim the text to get the purpose of the passage.
• Scan the text to get specific information, such as
names, dates, etc.
• Stop at the end of each paragraph to review and
check predictions.
• React to opinions expressed.
• Ask questions.
• Make notes.
• Underline important parts.
• Predict the next part of the text from various clues.
• Try to guess meaning from the context.
30. Post-reading activities
Discuss the text
Summarize the text
Draw conclusions
Apply the information to a new situation
“Post-Reading activities encourage
students to reflect upon what they
have read. For the information to stay
with the students, they need to go
beyond simply reading it to using it.”
31.
32.
33. It can be a means of increasing learners‟ knowledge of
language features and their control of reading strategies.
It can also improve their comprehension.
At its worst, intensive reading focuses on
comprehension of a particular text. However, if it is to
be done well, it should focus on items that will occur in
a wide range of text: “How does today‟s teaching make
tomorrow’s text easier?”
• Focus on items that occur with high frequency in
the language as a whole.
• Focus on strategies that can be used with most
texts.
34. Intensive work on reading can focus on the following aspects:
• Comprehension – understanding a particular text
• Regular and irregular sound-spelling relations – teaching
of phonics, spelling rules, reading aloud
• Vocabulary – Attention drawn to useful words
• Grammar – Difficult grammatical items can be explained and
analyzed
• Cohesion – pronoun reference, conjunction relationships
between sentences, different words to relate to the same idea
• Information structure – Certain texts contain certain kinds f
information (ex: newspaper reports – who, what, where, when)
• Genre features – how the text achieves its communicative
purpose through vocabulary, grammatical features, cohesive
features and information
• Strategies – guessing from context, using a dictionary,
simplifying difficult sentences, taking notes, etc.
35. It fits into the meaning-focused input and fluency
development strands of a course.
During extensive reading, learners should be interested
in what they are reading and should be reading with their
attention on the meaning of the text rather than on
learning the language features of the text.
In order to meet the conditions needed for learning from
extensive reading at a variety of levels of proficiency, it is
essential to make use of simplified texts.
Because learning through extensive reading is highly
incidental, it is important to have quantity of input with
substantial opportunities for vocabulary repetition.
36. It involves a high quantity of varied, self-selected, enjoyable
reading at a resonably fluent speed.
The quantity of input needs to be close to 500,000 running
words per year, which is equivalent to 25 graded readers a
year.
Extensive reading can only occur if 95 to 98 percent of
the running words in a text are already familiar to the
learner or are no burden to the learner.
37. About one quarter of the time in a well-balanced language
course should be spent on the strand of fluency
development helping learners become more fluent in using
the language they already know; that is, making the best
use of what they have already learned. This fluency
development needs to cover the four skills of listening,
speaking, reading and writing and needs to involve
substantial amounts of input and output.
Reasonable goal: read around 250 words per minute.
39. Anderson, N. J. (2009). ACTIVE Reading: The Research Base for a Pedagogical Approach in
the Reading Classroom. In ZhaoHong Han & Neil J. Anderson (Editors). Second Language
Reading Research and Instruction – Crossing the Boundaries. Ann Arbor, Michigan:
University of Michigan Press.
Freeman, D. and Freeman, Y. (2009). Effective Reading Instruction for English Language
Learners. In ZhaoHong Han & Neil J. Anderson (Editors). Second Language Reading
Research and Instruction – Crossing the Boundaries. Ann Arbor, Michigan: University of
Michigan Press.
Grabe, W. (2010). Reading in a Second Language. Cambridge University Press.
Han, ZH. and D‟Angelo, A. (2009). Balancing between Comprehension and Acquisition:
Proposing a Dual Approach. In ZhaoHong Han & Neil J. Anderson (Editors). Second
Language Reading Research and Instruction – Crossing the Boundaries. Ann Arbor,
Michigan: University of Michigan Press.
Lajolo, Marisa (1985). O Texto não é pretexto – Leitura & Produção. Cascavel: Educativa.
Nation, I.S.P. ( 2009). Teaching EFL Reading and Writing. New York, NY: Routledge.
Scrivener, J. (2005). Learning Teaching. Oxford, UK: Macmillan Education.
Snow, D. From Language Learner to Language Teacher – An Introduction to Teaching English
as a Foreign Language. Alexandria, VA: Teachers of English to Speakers of Other
Languauges, Inc.