Why Do I Need to Teach Reading?
If you teach a content area subject and have struggled with incorporating Reading into your classroom, please join us for some practical solutions. We will provide example lessons and materials to help you feel comfortable and confident about using these Reading strategies in your classroom.
Presenters: Angie Douglas & Mandy Lovell
Why Do I Need to Teach Reading?
If you teach a content area subject and have struggled with incorporating Reading into your classroom, please join us for some practical solutions. We will provide example lessons and materials to help you feel comfortable and confident about using these Reading strategies in your classroom.
Presenters: Angie Douglas & Mandy Lovell
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
Reading Strategies: Before, During, and AfterKaylyn Hirstius
This is a PowerPoint presentation that was done for homework for the class RED4348. It presents information on some before, during, and after reading strategies.
Validity of learning styles - Remi Tremblay and Piers MacleanRemi Tremblay
This presentation was presented to the Multichannel Learning Systems (MLS) working group in May 2013. It goes through the Myths surrounding the use of Learning Styles.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
Reading Strategies: Before, During, and AfterKaylyn Hirstius
This is a PowerPoint presentation that was done for homework for the class RED4348. It presents information on some before, during, and after reading strategies.
Validity of learning styles - Remi Tremblay and Piers MacleanRemi Tremblay
This presentation was presented to the Multichannel Learning Systems (MLS) working group in May 2013. It goes through the Myths surrounding the use of Learning Styles.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
Introducing our new three-level series for the young beginner/upper beginner learner of English. Each unit of Basic Reading 800 Key Words includes eight parts, plus additional review and consolidation activities in the workbook. In the follow-up activities to the comprehension check, students practice basic grammar points related to the passages, learn the meaning of a highlighted expression, and review target vocabulary. A summary for each unit is also provided in each unit’s review section.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Teaching Strategies
Comprehension
Learning Walls
Generate a list of essential words,
concepts, formulas, etc. and
begin a word wall.
Create charts and place them in a
prominent place.
Use color and patters to enhance
learners.
Students connect new info with
the learning walls.
4. Teaching Strategies
Comprehension
Learning Word Walls Critical
Elements:
Include essential words
Add no more than 5 words per
week
Put words where everyone can see
them
Practice words daily (chanting,
writing, and moving), make sure
words are spelled correctly.
(Cunningham, 1990)
Did you know black
text on yellow paper
stimulates learning?
5. Word Walls
Guess the Word – Students
number papers 1-5. Give 5 clues
focusing on one word.
1st clue: It is a word on the Word
Wall.
After each clue have students
guess the word from the word wall.
By the 5th clue students should be
able to guess the word.
Each clue narrows
the possible
answer.
6. Guess the Word Game – Number
our paper 1-5.
1. It is a word from the Word
Wall.
2. It has ________ syllables.
3. It’s used only when ______
4. It’s part of ____________
5. It completes this sentence:
_______________
7. WORDO
• This game is based on the BINGO
game. Give students a Wordo Card
filled with Word Wall words (each card
should be different).
• Call out a word and have students cover
it with a scrap of paper or cut paper
squares.
• The first one to cover a row across,
down, or diagonally, shouts WORDO.
Make it harder…call out
the definition, not the
word.
Download a WORDO Template from Literacy Off Ramp.
(Dr. Sharon H. Faber, 2006)
8. Sorts
1. Decide on the type of sort.
2. Write 10-15 words,
formulas, etc. on index
cards.
3. Students sort the words in
different piles depending on
the directions you give them.
(Dr. Sharon H. Faber, 2006)
9. Sorts
• Open Sort – Teacher provides only the word,
students determine the sort category.
• Closed Sort – Teacher provides the categories for
the sort.
• Speed Sort – A timed sort
• Blind Sort – The teacher calls out the words, the
student point to the correct category listed on the
overhead or a worksheet.
• Writing Sort – Students have categories on a
worksheet and writes words in proper categories as
the teacher reads the words out.
10. Think Alouds
• Teacher reads text
orally, stops and then
“thinks aloud” to model
how learners should
make connections that
develop better
comprehension.
(Dr. Sharon H. Faber, 2006)
11. Think Aloud Strategies
• Keep reading to see if
author explains what you
don’t understand.
• Reread to see if you
missed something.
• Read back to the part you
don’t understand or read
forward and skip
confusing words.
12. Think Aloud Strategies
• Reflect on what you’ve
read and look for an
explanation based on
your prior knowledge.
• Look for answers
beyond the text.
13. KWL, KWHL, KWWL Charts (Ogle,
1986)
• K = KNOW
What do I already know about
his topic?
• W = WILL or WANT
What do I want to learn about
this topic? What will I learn
about this topic?
• L = LEARNED
What have I learned about this
topic after reading?
14. KWL, KWHL, KWWL Charts (Ogle,
1986)
Variations:
• H = HOW
How do I find the information?
• W = WHERE
Where do I find the information?
KWL, KWHL, KWWL Charts can
be downloaded from Literacy
Off Ramp.
15. Anticipation Guide Strategy
Before, During, and After
reading strategy
• Preparation – The teacher
develops 3-5 statements that
are related to the topic.
• Create an anticipation guide
to copy and give to students
Tierney,
Readence, and
Dishner
An Anticipation Guide Template can be
downloaded from Literacy Off Ramp.
16. Anticipation Guide Strategy
Pre-Reading Discussion
• Distribute guides and
students mark the Before
Reading Agree/Disagree
choices.
As students read, they take
notes, reading with a
purpose.
Tierney,
Readence, and
Dishner
An Anticipation Guide Template can be
downloaded from Literacy Off Ramp.
17. Anticipation Guide Strategy
Post-Reading Discussion
• Review original choices to see if
thinking has changed:
– Did we find answers to our
questions?
– What questions do we still have?
– What information did we learn that we
did not anticipate before we read?
– What have we learned by reading this
selection?
– What was the most interesting,
unusual, or surprising information you
learned?
Tierney,
Readence, and
Dishner
An Anticipation Guide Template can be
downloaded from Literacy Off Ramp.
18. PIC Strategy
(Purpose, Important Ideas,Connections)
Students focus on the most
important information and make
predictions and develop questions
before reading.
P= What is my Purpose for reading?
I = How can I tell what are the
Important Ideas in the text?
C = What do I already know that I
use to make a Connection?
A PIC Form can be downloaded from
Literacy Off Ramp.
(Dr. Sharon H. Faber, 2006)
19. 3-2-1 Strategy
Summarizing
3 key ideas I found out from
reading
2 things that were especially
interesting or especially
hard to understand
1 question I still have
A 3-2-1 Form can be downloaded from
Literacy Off Ramp.
(Dr. Sharon H. Faber, 2006)
20. 3-2-1 Variation
3 differences between
______ and _______.
2 similarities between them
1 question I still have
A 3-2-1 Form can be downloaded from
Literacy Off Ramp.
(Dr. Sharon H. Faber, 2006)
22. RAFT
• Role of the writer
– Who is the writer?
• Audience
– To whom are you writing?
• Format
– Are you writing to persuade,
entertain, inform, describe?
• Topic
– What is your topic?
(Vandervanter and Adler, 1982)
A RAFT Worksheet can be
downloaded from Literacy Off Ramp.
23. Column Notes
• Change column headings
to fit objectives/material
• Best for cause/effect or
compare/contrast skills
• 2-Columns – students fold paper
down middle for note taking.
(Dr. Sharon H. Faber, 2006, based
on Cornell Note Taking System)
24. 2 Column Notes
2 Column Notes can be made with:
• Main idea – headings – details –
explanations
• Cause – effect
• Vocabulary – definitions
• Questions – answers
• Facts – opinions
• Predications – outcomes
(Dr. Sharon H. Faber, 2006, based
on Cornell Note Taking System)
2-Column Notes can be downloaded
from Literacy Off Ramp.
25. 3 Column Notes (Dr. Sharon H. Faber, 2006, based
on Cornell Note Taking System)
3 Column Notes can be made with:
• Vocabulary – definition- example
• Topic – explanation – supporting details
• Process – procedure – results
• Questions – notes – class discussion
• Cause – effect - explanation
3 Column Notes can be downloaded
from Literacy Off Ramp.
26. QAR Question-Answer-Relationship
(Raphael, 1982, 1986)
A process of finding and
supporting answers to
questions.
4 Types:
1. Right There – the answer is
in a single sentence in the
text.
2. Think and Search – The
answer is in the text, but in
more than one sentence.
RIGHT
THERE!
27. QAR Question-Answer-Relationship
(Raphael, 1982, 1986)
4 Types:
3. Author and You – The
answer is not in the text.
Reader will use the text and
prior knowledge to answer
the question.
4. On My Own – The answer
is not in the text, but is
based solely on the readers
prior knowledge.
QAR Form can be downloaded from
Literacy Off Ramp.
28. Visual Reading Guides (Stein, 1978)
Used to preview the text by noting visuals such
as maps, charts, graphs pictures, cartoons,
etc. that relate to the content.
• How is the visual related to the text?
• Why did the author include the visual?
• What does the visual show me?
• How can I use the information from the visual to
help me understand the text?
• Why is the information from the visual
important?
Visual Reading Guide can be
downloaded from Literacy Off Ramp.
Rider & Aide Bookmarks
29. Mapping (Johnson and Pearson,
1978)
• Vocabulary Web (Johnson
and Perason, 1978) is a
mapping strategy that builds
on students' prior knowledge
to lead them toward
relationships with new words
or terms. Vocabulary Web
worksheet
• DISSECT (a word analysis
graphic)
30. Reciprocal Teaching (Palincsar et al.,
1984, 1986)
Combines 4 comprehension
strategies:
1. Summarizing
2. Questioning
3. Clarifying
4. Predicting
Students are arranged in groups of 4
and given a Reciprocal Teaching
worksheet. Students read a
section of text and assume a role,
either summarizer, questioner,
clarifier, or predictor.
31. Reciprocal Teaching (Palincsar et al.,
1984, 1986) Reciprocal Teaching worksheet
Students take notes on the
worksheet and stop at a given
point.
• The summarizer will then give
the major points
• The questioner will ask
questions about unclear
sections
• The clarifier will discuss the
confusing parts
• The predictor will guess what
will happen next.
32. 80-15-5 Rule
• A new strategy must be taught,
modeled, and supervised in order for
students to incorporate the strategy.
33. 80-15-5 Rule:
Any one technique works will with 80% of
students
Okay with 15% of students
And does not work at all with 5% of students.