Head Start Conference Power Point Presentation
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The document describes a reading program between Windham Middle School 5th grade students and Windham Head Start preschoolers. The goals are to improve literacy skills for preschoolers, help students improve their reading skills and confidence, and promote reading as a fun activity. Students receive training on selecting books, reading aloud, and engaging preschoolers. Initial feedback found students highly motivated to practice reading and engaged preschoolers with questions, activities, and vocabulary. The program aims to strengthen community connections through joint library visits and parent workshops.
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VII. Tell your digital story (Slide #14)
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Guided reading is a small group instructional context in which a teacher supports each reader's development of effective strategies for processing novel texts at increasingly challenging levels. The teacher works with students of similar reading levels, helping them build vocabulary and comprehension skills through before, during, and after reading discussions and activities. The goal is for students to read independently and use strategies like self-monitoring, cross-checking, and self-correcting. In addition to guided reading, the Four Blocks literacy model incorporates working with words, self-selected reading, and writing.
Ch. 1 - Elementary School Reading Programs by William Allan Kritsonis, PhD - ...
Ch. 1 - Elementary School Reading Programs by William Allan Kritsonis, PhD - NATIONAL FORUM JOURNALS (Founded 1982)
Chapter 1[1] Dr. Kritsonis
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their reading potential. Several key aspects of a successful reading program are covered, including evaluating different programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading. Special challenges like students with difficulties are also addressed.
Chapter 1 - Dr. William Allan Kritsonis - Elementary Education Book
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their potential in reading. Several key aspects of a successful reading program are covered, including evaluating different reading programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading.
External factors that affect the child’s reading comprehension: Teacher
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
Teaching reading and writing
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
Local lit livonia
The document provides an overview of literacy programs, assessments, and resources in the Livonia Central School District in Livonia, NY. It summarizes the demographics of Livonia, NY and describes various literacy programs used in the primary, intermediate, junior high, and high schools such as Open Court reading, Accelerated Reader, and AIS (Academic Intervention Services) reading support. It also discusses NY State assessment results and interviews conducted with a teacher and parent about reading instruction and expectations.
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.
Extrinsic factors for reading achievement
The document discusses several factors related to selecting reading materials for children. It notes that reading materials should provide pleasure and enjoyment, information, illustrations, and flexibility to meet readers' needs. When used for instruction, materials should allow interaction with words, language, images, and ideas to develop reading abilities. Materials should also be selected based on clear educational goals, relevance to students, validity, artistic quality, permanent value, and other criteria. The document also outlines different reading levels from beginning to advanced and discusses the teacher's important role in fostering reading achievement through their passion, monitoring, and use of varied pedagogical approaches.
Prep Parent Information Night 2012
The document provides information about the curriculum, programs, and procedures for New Gisborne Primary School's Prep (kindergarten) class. It outlines the school's values of respect, lifelong learning, responsibility and excellence. It describes the literacy, math, and integrated studies curriculum, as well as weekly specialist programs for art, music, physical education, and ICT. It provides details about reading, writing, spelling, and speaking and listening activities. It also outlines pick-up/drop-off procedures and the use of parent volunteers.
Grade 1 - 5 Parent Literacy Workshop (September 2016)
This document provides information for parents about the literacy program at a school. It summarizes the key elements which include blocked time each day for literacy instruction from grades 1-5, differentiated instruction, and a balanced reading and writing program. It describes the school's approach to phonics, guided reading, comprehension strategies, and their "Big Writing" program. It emphasizes the importance of assessment to plan instruction based on individual needs and growth. Suggestions are provided for how parents can support literacy development at home through role modeling reading and writing.
Essay trps
This document discusses the teaching of intensive and extensive reading. It begins with an abstract that notes the author's perspective on how reading is taught and how students engage with it. The author believes reading is important for acquiring knowledge and that teachers must model reading engagement. The document then discusses intensive reading, which focuses on close analysis of short texts, and extensive reading, where students choose their own materials. The author argues both approaches are useful but that extensive reading allows more student autonomy. In conclusion, the author states that reading is important for students' development and that teachers must use a variety of strategies to help students become successful readers.
Laquitha's actively engaged presentation
Actively Engage Students in Reading
Link to PB Workspace below:
http://deancurriculumandinstruction.pbworks.com/w/page/38326122/Research-Presentation.
Laquitha's actively engaged presentation
Actively Engaged Middle School Readers
Link to PB workspace page below:
http://deancurriculumandinstruction.pbworks.com/w/page/38326122/Research-Presentation
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Head Start Conference Power Point Presentation
- 4. “ Reading aloud and talking about what we’re reading sharpens children’s brains. It helps develop their ability to concentrate at length, to solve problems logically, and to express themselves more easily and clearly.” - Mem Fox ; Reading Magic
- 6. Speaking and Communicating Uses an increasingly complex and varied spoken language
- 7. Phonological Awareness Associates sounds with written words
- 8. Book Knowledge and Appreciation Shows growing interest and involvement in listening to and discussing stories
- 9. and… Demonstrates progress in abilities to retell and dictate stories from books
- 10. Print Awareness and Concepts Demonstrates increasing awareness of concepts of print, such as that reading English moves from top to bottom and left to right, that speech can be written down, and that print conveys a message
- 11. Shows progress in recognizing the association between spoken and written words by following print as it is read aloud
- 12. Okay, so the program is connected to the learning outcomes for Head Start children, but how does reading picture books during class time benefit the 5th grade students ?
- 14. 55 % of the fifth grade students participating in this program are intervention readers currently reading at the first or second grade level . Typically, these students also have self-esteem issues and do not feel important, needed, or valued by their school or extended community .
- 19. 5 th Grade Teacher Feedback Student Motivation and Empowerment Now, whenever there is an unscheduled period, students beg to use the time to practice reading their books aloud to one another and to work on creating extended activities. Student Ownership and Commitment Students are asking to read aloud to their class and fill out of the Student Activity Form. Classmates are contributing by making positive , productive comments and discussing how much they like the book selected, often asking if they can use it next. Student Responsibility and Appreciation A student made this comment to his teacher after his first interaction with the preschoolers; “It was fun. The preschoolers made me feel good, but they are very active and it is hard to keep their attention. Being a teacher is hard work! I’m exhausted!”