This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Handout for 2010 NISOD presentation, "Assessment, like revision, is recursive: Re-designing and re-thinking metrics and methods for the assessment of student writing"
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
One student stands with his/her back to the screen.
Group members give clues to the vocabulary word onscreen as a clock keeps time. (1 min)
The student tries to guess the word before the buzzer.
Groups gets points for each right answer
Weebly allows you to create professional looking online ePortfolios. Their intuitive drag and drop features enable you to quickly and easily publish your work on your own website.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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 Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Digital Tools and AI for Teaching Learning and Research
Getting close to the text to read closely handout
1. Getting CLOSE to the text to Read CLOSEly
To read well, that is to say, to read slowly, deeply, looking cautiously before and aft, with
reservations, with doors left open, with delicate eyes and fingers … (Friedrich Nietzsche
Preface to Daybreak, 1886)
During this session we will discuss ways to..
ü group, annotate and converse with assigned text
ü Today, we will read closely a poem and apply several
literacy strategies to analyze the poem
ü respond to Google Forms for assessment
ü create Word Art that shows understanding of text
ü post to Padlet.com to share knowledge during reading
ü view images and connect them to text read
ü create wikipages or blogposts to analyze text read
ü publish an ePortfolio to display work
ü publish a digital story that highlights theme and main
ideas
Resources for this session can be found here
http://msbisonline.weebly.com/my-presentations.html
Valerie R. Burton, M.Ed.
eCard: http://About.me/VRBurton
Presentations: http://MsBisOnline.Weebly.com/
Twitter: http://Twitter.com/MsBisOnline
Google+: https://Plus.Google.com/+ValerieBurton/posts
Facebook: http://www.Facebook.com/MsVRBurton
PLN Blog: http://2Blog2Share2Learn.Edublogs.org/
3. Getting CLOSE to the text to Read CLOSEly
Annotating
Targeted Reading Skills:
ü Formulate questions in response to
text
ü Analyze and interpret elements of
poetry or prose
ü Draw conclusions and make
inferences based on explicit (literal)
and implicit (figurative) meaning
Objective: read closely to determine the main idea or purpose of a text,
the key information that supports it, and further clarify/illustrate main
idea by connecting it to life.
Learning experience: Learners will read and locate information of
interest. Learners can highlight, underline, put questions in margins, etc.
Student product: Text based notes to be used for writing, presenting or
discussing
Assessment: Teacher rubric, observation, essay or participation in
discussion
Rationale: Annotating a text is an effective strategy to promote active
and critical reading skills by requiring students to read text and identify
points of interest. These points of interest can either be teacher directed
or student driven. Suggestions for annotating text can include labeling
and interpreting literary devices; labeling and explaining the writer’s
rhetorical devices and elements of style; or labeling the main ideas,
supportive details and/or evidence that leads the reader to a conclusion
about the text. There are many protocols/templates that can be used to
help guide the annotation: D.I.D.L.S., D.I.T.S., D.U.C.A.T.S.,
S.M.E.L.L., S.O.A.P.S.Tone, S.O.L.L.I.D.D.D., T.A.P.S.
Learning Log/Notebook Template
Targeted Reading Skills:
ü Condense or summarize ideas from one
or more texts
ü Distinguish between relevant and
irrelevant information
ü Compare/contrast information from one
or more texts
ü Make text-to-text, text-to-self, and/or
text-to-world connections
Objective: read closely to determine literal and inferential meaning,
determine central ideas and supporting details, and assess author’s point
of view – while attending to and citing specific textual evidence.
Learning experience: Learners will read and locate/synthesize
information
Student product: Text based notes to be used for writing, presenting or
discussing
Assessment: Teacher rubric, observation, essay or participation in
discussion
Rationale: Learning Logs and/or Note-taking Pages are useful when
reading, listening or observing. Students can focus on thinking about a
text or topic on the surface level and then at a deeper level with students
providing evidence to support their interpretations.
It requires students to engage by note taking, visually representing ideas,
and recording ideas in writing.
Self-generated Questions
Objective: read text closely: attending to details, language, and
perspective; posing and responding to text-dependent questions; and
analyzing connections and relationships to deepen understanding.
Learning experience: Learners will read and locate/synthesize
information and create 6 questions. They will share questions with group
and the group will submit 6 questions to be included on class quiz.
Student product: Personal notes/questions and Group generated
questions for quiz.
Assessment: Teacher rubric, observation, and participation in discussion
Rationale: Students pose questions about a text at different levels of
4. Getting CLOSE to the text to Read CLOSEly
Targeted Reading Skills:
ü Interpret and synthesize recurring
themes/ideas
ü Pose personally relevant questions
about texts
ü Relate new information to prior
reading and/or experience by making
text-to-text, text-to-self, and text-to-
world connections
comprehension and analysis. They share these questions and formulate
answers to each other's questions based on their discussion. The
questions should vary from "right there" questions, "think and search"
questions, "author and you" questions, and "on my own" questions.
Gist statements (#hashtags)
Targeted Reading Skills:
ü Condense or summarize ideas from
one or more texts
ü Distinguish between relevant and
irrelevant information
ü Compare/contrast information from
one or more texts
ü Make text-to-text, text-to-self,
and/or text-to-world connections
Objective: Accurately paraphrase sentences, keeping original meaning,
and changing the structure of the sentence if necessary
Learning experience: Learners will read and locate/synthesize
information and create a summary of 20-25 words.
Student product: Summary and 5 #hashtags.
Assessment: Teacher rubric and observation
Rationale: These strategies help students identify the
most important ideas in a text, put those ideas into
their own words, and then make connections
between among these important ideas. Students can
be asked to summarize a text using established parameters. Gist
statements call for a student to summarize text using a certain number
of words and #Hashtag statements call for a text to be labeled by
category or by internal feeling.
Text Discussions
Targeted Reading Skills:
ü Draw conclusions and make inferences
based on explicit and implied
information
ü Understand that one text may generate
multiple interpretations
Targeted Listening and Speaking Skills:
ü Express a viewpoint and listen to others’
perspectives in order to reach
consensus
Objective: analyze plot, characters, themes, setting, and language of the
text so that they are prepared to discuss and write about it.
Learning experience: Learners will read and locate/synthesize
information
Student product: Discussion questions that will drive the conversation
about the text.
Assessment: Teacher rubric, observation, essay or participation in
discussion
Rationale: Discussions often help students gain a deeper understanding
of text. In addition to requiring students to find textual evidence to
support their claims, this strategy encourages students to express their
own viewpoint while acknowledging their peers’ perspectives. These
discussions explore ideas, values, and issues drawn from the assigned
text. A successful seminar is focused on making meaning and not on
mastering information.
Close Reading can only be done if we require them to read with a
purpose!!
5. Getting CLOSE to the text to Read CLOSEly
Reading Focus - Author Techniques and Related Questions
Authors use a TECHNIQUE to create their message. Examine the technique and then identify why it is important
to the meaning of the text as a whole. What technique was used? Why was it used? How does it drive meaning?
What? technique Why? was it used How? does it drive meaning
Literary terms:
Similes
Metaphors
Personification
Figurative
language
Symbols
What is being compared?
Why is the comparison effective? (typically because of
the clear, strong, or unusual connection between the
two)
What symbols are present? Why did the author choose
these symbols?
Literary Terms used to make a point
Analyze Dudley Randall’s use of language
in Ballad of Birmingham, especially the
figures of speech and syntax. How does
he use language to convey his state of
mind concerning the church burning/ civil
rights movement?
Word choice
What word(s) stand out? Why? (typically vivid words,
unusual choices, or a contrast to what a reader expects)
How do particular words get us to look at characters or
events in a particular way? Do they evoke an emotion?
Did the author use nonstandard English or words in
another language? Why? What is the effect?
Are there any words that could have more than one
meaning? Why might the author have played with
language in this way?
Language used to describe historical
and cultural influences
Describe major features of the language
used in one specific group – occupational,
ethnic, social, or age, etc. Indicate the
purpose these features serve or what
influences they reflect.
Textual evidence to support a position
Defend a position or one or more issues
raised in the poem about the Civil Rights
Movement.
Tone and voice
What one word describes the tone?
Is the voice formal or informal? If it seems informal, how
did the author make it that way? If it's formal, what
makes it formal?
Does the voice seem appropriate for the content?
Language/Literary devices used to
create tone
Define Dudley Randall’s attitude toward
the Civil Rights Movement and analyze
how he uses language to convey this
attitude.
Sentence structure
Short sentence
Long sentences
Sentence
fragments
Sentences in
which word
order is
important
Questions
What stands out about the way this sentence is written?
Why did the author choose a short sentence here? (for
example, so it stands out from sentences around it, for
emphasis)
Why did the author make this sentence really long? (for
example, to convey the "on and on" sense of the
experience.)
Why did the author write a fragment here? (for example,
for emphasis or to show a character's thoughts)
Based on the order of the words in this sentence, which
word do you think is the most important? Why? What
was the author trying to show by placing a particular
word in a certain place?
Language used to influence theme,
characterization, etc?
Write an essay analyzing how language
functions in the poem, Ballad of
Birmingham by Dudley Randall and what it
reveals about the characters or themes of
the work as a whole.
6. Getting CLOSE to the text to Read CLOSEly
Mini-Rubrics to score student participation for Sharing Questions
When they ask questions, look for students to:
0 Ask simple or literal questions about the text
Ask questions about motivation and cause and effect
+ Ask questions about the logic of an argument and author’s purpose
++ Explain the basis for their questions when asked
When they answer questions, look for students to:
0 Suggest literal answers or farfetched answers not related to the text
Suggest simple answers that make sense
+ Support answers with evidence from the text
++ Recognize when questions are resolved and when they require further exploration
When they share notes or responses, look for students to:
0 State notes and responses and point out related passages in the text
Give simple reasons for notes and responses
+ Explain interpretations of passages noted
++ Explain inferences based on specific words and phrases
When they respond to others’ comments, look for students to:
0 State their own unrelated comment
Agree or disagree with another’s comment
+ Give reasons for agreeing or disagreeing with another’s comment
++ Add to or challenge specific aspects of another’s idea
Student Participation Record
Record a plus (+), check (),
or zero ( 0 ) for each student
SharedInquiry
discussion
Sharingquestions
Prereading
Firstreading
Secondreading
Directed
orinterpretivenotes
Vocabulary
Writing
John Smith
Jack Holmes + + + + +
Boris Coleman + + +
7. Getting CLOSE to the text to Read CLOSEly
Name_______________________________________________Date_______________Pd_______
Dudley Randall, “Ballad of Birmingham” from Cities Burning (On the bombing of a church in Birmingham,
Alabama, 1963)
“Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?”
“No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns and jails
Aren’t good for a little child.”
“But, mother, I won’t be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.”
“No, baby, no, you may not go,
For I fear those guns will fire.
But you may go to church instead
And sing in the children’s choir.”
She has combed and brushed her night-dark hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown
hands,
And white shoes on her feet.
The mother smiled to know her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.
For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.
She clawed through bits of glass and brick,
Then lifted out a shoe.