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Print culture and reading communities tcs 159
This document discusses print culture and reading communities. It begins with an exercise asking the reader to visualize their ideal reading experience. It then shows several images depicting reading throughout history. It discusses Benedict Anderson's concept of imagined communities, where members of a nation feel connected despite not knowing each other. The document outlines social roles of reading such as consuming, sharing, producing and performing. It provides background on Oprah's book club and its impact. Finally, it poses implications for fans and corporations and invites discussion.
The Social Contexts of Reading
Social influences on literacy development include factors like socioeconomic status, parents' education level, home environment, family beliefs and values, early literacy development opportunities, and teachers' preparation. Research has found associations between higher socioeconomic status and exposure to more words from a young age, with children from professional families exposed to around 45 million words by age 3 compared to 13 million words for children from welfare families. The home literacy environment, parental involvement in shared reading, and support for early literacy are important social influences on early reading development.
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Ucla.tiip.presentation
This document outlines strategies for making student thinking visible in science classrooms through reading and academic discourse. It shares examples of student work annotating texts and transcripts of class discussions. Teachers discussed the importance of teaching these skills for college success. Strategies presented include thinking aloud, annotating texts, using sentence starters, and making discussions routine. Benefits include deeper thinking, more student-centered classes, and skills for life after high school. Remaining challenges are measuring impact, adapting for different groups, establishing routines, and creating authentic materials.
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This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
Oral Academic Discourse Socialisation
International undergraduate students at Universiti Sains Malaysia face challenges with oral academic discourse socialization. They struggle with linguistic difficulties expressing complex concepts in presentations. They also lack experience with presentation skills like creating PowerPoint slides and organizing content. Additionally, students have difficulty finding content related to some topics as they rely more on websites than books. The oral academic socialization process is complex, especially for newcomers. Lecturers can help by providing guidelines for presentations and tailoring tasks to students' abilities, as well as encouraging group work and discussion forums.
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There are different techniques for reading text based on one's purpose, the material, and circumstances. Skimming involves identifying key ideas and understanding writing style using headings, introductions, summaries and key sentences. Scanning locates specific information like facts and dates. Rapid reading allows gaining general ideas of a selection under time pressure. Normal reading is without time pressure to gain a general understanding. Analytical reading identifies facts from opinions, draws inferences, and checks accuracy to make judgments. Study reading thoroughly understands substantial ideas to apply to problems or memorize content.
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Print culture and reading communities tcs 159
This document discusses print culture and reading communities. It begins with an exercise asking the reader to visualize their ideal reading experience. It then shows several images depicting reading throughout history. It discusses Benedict Anderson's concept of imagined communities, where members of a nation feel connected despite not knowing each other. The document outlines social roles of reading such as consuming, sharing, producing and performing. It provides background on Oprah's book club and its impact. Finally, it poses implications for fans and corporations and invites discussion.
The Social Contexts of Reading
Social influences on literacy development include factors like socioeconomic status, parents' education level, home environment, family beliefs and values, early literacy development opportunities, and teachers' preparation. Research has found associations between higher socioeconomic status and exposure to more words from a young age, with children from professional families exposed to around 45 million words by age 3 compared to 13 million words for children from welfare families. The home literacy environment, parental involvement in shared reading, and support for early literacy are important social influences on early reading development.
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Using context clues can help you guess unknown words,
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Introduction to Social Reading Technologies
Social reading technologies combine new social sharing technologies with new reading interfaces. They allow readers to engage socially around both print and digital texts. By enabling readers to annotate and discuss texts, social reading technologies may offer more relevant services than machine learning approaches alone by leveraging user-generated metadata.
Ucla.tiip.presentation
This document outlines strategies for making student thinking visible in science classrooms through reading and academic discourse. It shares examples of student work annotating texts and transcripts of class discussions. Teachers discussed the importance of teaching these skills for college success. Strategies presented include thinking aloud, annotating texts, using sentence starters, and making discussions routine. Benefits include deeper thinking, more student-centered classes, and skills for life after high school. Remaining challenges are measuring impact, adapting for different groups, establishing routines, and creating authentic materials.
Reading process
This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
Oral Academic Discourse Socialisation
International undergraduate students at Universiti Sains Malaysia face challenges with oral academic discourse socialization. They struggle with linguistic difficulties expressing complex concepts in presentations. They also lack experience with presentation skills like creating PowerPoint slides and organizing content. Additionally, students have difficulty finding content related to some topics as they rely more on websites than books. The oral academic socialization process is complex, especially for newcomers. Lecturers can help by providing guidelines for presentations and tailoring tasks to students' abilities, as well as encouraging group work and discussion forums.
Reading Discourse
There are different techniques for reading text based on one's purpose, the material, and circumstances. Skimming involves identifying key ideas and understanding writing style using headings, introductions, summaries and key sentences. Scanning locates specific information like facts and dates. Rapid reading allows gaining general ideas of a selection under time pressure. Normal reading is without time pressure to gain a general understanding. Analytical reading identifies facts from opinions, draws inferences, and checks accuracy to make judgments. Study reading thoroughly understands substantial ideas to apply to problems or memorize content.
The Role of Discourse Context in Developing Word Form Representations
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Observing learning and teaching in the second language classroom
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Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.
Process of Reading
Reading is an active process that involves a transaction between the reader's background knowledge and the text. It is constructive, as readers use their schema to make inferences and derive meaning. Reading comprehension depends on the reader's prior knowledge, ability to understand the language of the text, and ability to understand the message. Readers use both top-down and bottom-up processing, applying their expectations while taking in elements from the text. Multiple types of knowledge, such as syntactic, morphological, world, and topic knowledge, help readers make sense of a text.
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This document provides strategies for improving reading and writing skills in social studies. It discusses the importance of building background knowledge, teaching vocabulary, using reading strategies before, during and after reading, and summarizing and synthesizing what was read. Specific strategies are presented for each stage of the reading process, including predicting, questioning, clarifying, evaluating primary sources, and responding to what was read. Resources for further reading are also provided.
Reading as a process
Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
Reading Process From Understanding To Teaching
The document discusses the reading process and provides strategies to improve reading comprehension. It describes the differences between proficient and novice readers, highlighting that novice readers struggle with anticipation, decoding, and self-correction. The document also outlines the cueing systems that help with reading: graphophonic, semantic, and syntactic cues. It emphasizes teaching comprehension strategies such as activating prior knowledge, making predictions, generating questions, and summarizing. The goal is to help students engage actively with texts to construct meaning.
Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method is based on behaviorism and uses repetition and drills but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in meaningful, real-world contexts and situations.
the principles of teaching speaking
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
History Of Language Teaching
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
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The Role of Discourse Context in Developing Word Form Representations
The document summarizes two experiments that examined how children learn new word representations when words are presented in context versus in isolation. In Experiment 1, children read unknown words aloud either in context or in isolation without feedback and were later tested on their ability to read the words in isolation. Results showed that children read words more accurately when presented in context but did not retain the words better when tested later in isolation. The study aimed to understand how context influences attention to word forms during learning.
Observing learning and teaching in the second language classroom
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
Stage 2 ESL and stage 2 ESL Studies 2012
SACE Stage 2 ESL and ESL Studies Subject Information Session, February 2012.
Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.
Process of Reading
Reading is an active process that involves a transaction between the reader's background knowledge and the text. It is constructive, as readers use their schema to make inferences and derive meaning. Reading comprehension depends on the reader's prior knowledge, ability to understand the language of the text, and ability to understand the message. Readers use both top-down and bottom-up processing, applying their expectations while taking in elements from the text. Multiple types of knowledge, such as syntactic, morphological, world, and topic knowledge, help readers make sense of a text.
Reading & Writing in Social Studies
This document provides strategies for improving reading and writing skills in social studies. It discusses the importance of building background knowledge, teaching vocabulary, using reading strategies before, during and after reading, and summarizing and synthesizing what was read. Specific strategies are presented for each stage of the reading process, including predicting, questioning, clarifying, evaluating primary sources, and responding to what was read. Resources for further reading are also provided.
Reading as a process
Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
Reading Process From Understanding To Teaching
The document discusses the reading process and provides strategies to improve reading comprehension. It describes the differences between proficient and novice readers, highlighting that novice readers struggle with anticipation, decoding, and self-correction. The document also outlines the cueing systems that help with reading: graphophonic, semantic, and syntactic cues. It emphasizes teaching comprehension strategies such as activating prior knowledge, making predictions, generating questions, and summarizing. The goal is to help students engage actively with texts to construct meaning.
Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method is based on behaviorism and uses repetition and drills but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in meaningful, real-world contexts and situations.
the principles of teaching speaking
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
History Of Language Teaching
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
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Hi, I'm Kristina Ok.
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