This presentation looks at research conducted at a university in Japan to find evidence that Extensive Reading (ER) is working. Specially, the presentation looks at the influence of ER on the reading speed of students at Tokai University in Japan. The research hypothesis was that students’ reading speed would improve if they read graded readers during one university semester. The presenter also measured the students’ general proficiency in English through a cloze test.
Planning to meet the needs of every child in a Prep class. Allocate 2 hours for literacy teaching every day, and cover all skills and concepts in a way that is fully dyslexia friendly.
Resources- www.MySpeedySSP.com
This presentation looks at research conducted at a university in Japan to find evidence that Extensive Reading (ER) is working. Specially, the presentation looks at the influence of ER on the reading speed of students at Tokai University in Japan. The research hypothesis was that students’ reading speed would improve if they read graded readers during one university semester. The presenter also measured the students’ general proficiency in English through a cloze test.
Planning to meet the needs of every child in a Prep class. Allocate 2 hours for literacy teaching every day, and cover all skills and concepts in a way that is fully dyslexia friendly.
Resources- www.MySpeedySSP.com
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docxwendolynhalbert
Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What is Guided Reading?
“An instructional context for
supporting each reader’s
development of effective strategies
for processing novel texts at
increasingly challenging levels of
difficulty” (Fountas and Pinnell
1996).
3. What is the structure of a
Guided Reading Lesson?
1.
2.
Rereading of a Familiar text and Running Record of 1 student
(Prior to the Lesson) Selection of a new text that will be just right to
support new learning for the group---at the instructional level (1 level
above independent…90-95% accuracy)
3. Introduction to the text to scaffold the reading for the learner but leaves
some problem solving for the reader to do.
4. Reading the text. Students read the text softly or silently. If students are
reading orally the teacher may interact briefly to teach for, prompt, or
reinforce strategic actions.
5. Discussion of the text. The teacher invites student to discuss the
text, guiding the discussion and lifting the students’ comprehension.
6. Teaching Points. The teacher makes explicit teaching points, grounded in
the text, and directed toward expanding the students’ strategic actions.
This is based on what the students do during the first reading.
7. Word Work. The teacher provides explicit teaching to help student
become flexible and efficient in solving words.
8. Writing about Reading. This usually happens every other lesson and
extends students’ understanding of the text and reinforces Common Core
Standards. This can be done away from the Guided Reading Table.
*Adapted from Fountas and Pinnell Guided Reading
4. What do I need to do to prepare for
a Guided Reading Lesson?
• Form Groups of your students based on levels and determine
Instructional Levels.
• Select texts for your students to read.
• Read the texts and plan for questions, text based responses
(every other lesson), determine words that you would like to
practice with the students before the lesson, plan your
introduction.
• Create a schedule for when you will meet with groups.
• Prepare differentiated independent learning activities for the
other students that are based on student needs.
5. What does a Guided Reading
Lesson Look Like?
• Video
• Questions:
• What did the teacher do before
the lesson, during the lesson, and
after the lesson?
• What were the goals of the
lesson?
6. Guided Reading and MIL Video
https://www.teachingchannel.org/videos/guided-readingdifferentiation-system?fd=1
7. What are the other students
doing?
• Managed Independent Learning or Reading Workshop that is
differentiated based on student needs that you have
determined during Guided Reading or in other areas of the
reading block.
• Basic Centers include but are not limited to:
Reading, Writing, ABC/Word
Work, Listening, Fluency/Poetry, Writing about Reading
• Not every child should be doing the same activity even if it is
the same center, these should be literacy experiences that
reinforce what kids need to know.
8. Planning A Guided Reading
Lesson
• Examine 1 Reading Level Description in the Continuum
• Select a text based on the text gradient located on the level
page.
• Select the book based on reader needs and interests
• Read the book
• Look for any words or phrases the students may need support
with and note them as well as the page numbers
• Decide what the entire book is about and any key features you
may want to highlight for the students. “Today we are going
to read a book about a boy named Tom and what happens to
him on his way to the store. Let’s take a look at some of the
pictures. Good readers look at pictures to help them better
understand the meaning of the story and to also solve words.
Let’s read to find out…”
9. Planning continued
• Are there any teaching points you want to reinforce based on
what the students are demonstrating in other areas of the
reading block or from other readings they have done? 11, getting the mouth ready, look across the word, checking for
meaning, etc.
• Write out your introduction as well as 3-4 questions you may
want to ask the students as they read to guide thinking.
• The Prompting Guide can help with this as well
as what to do when they come to parts they do
not know…Take a look at Prompting Guide 1 and
2…how can these help?
10. Word Work and Writing About
Reading
• These happen after the lesson and are based on
what you see and hear the students doing or
want them to get better at.
• They are optional but you will most option
choose one of these to wrap up your lesson.
• Text based Response Questions
• Word Study from words they are struggling with
or the group’s Word’s Their Way Sorts
11. How often do I regroup
students?
• Often! When students demonstrate mastery of a level as
indicated by characteristics at that level it is time to move
them up! The goal is to continuously increase the levels of
challenge for the students, if the texts are too easy for
students we are not helping them to grow strategically.
12. Planning Time!
• Plan your first lessons for the students in your room.
• Create a schedule and select texts for next week.
• Create a system for managing your records and plans (these
can be in your data binder)
• Questions?