This document discusses multiple intelligences and having students complete questionnaires to determine their preferred multiple intelligences. It explains that students will work with others who share their primary intelligence and may choose projects and tasks suited to their strengths. Assessing multiple intelligences helps students understand themselves and how they can approach different types of learning activities and assignments throughout the year.
This document discusses strategic reading and identifies three key stages: previewing, active reading, and recalling. It emphasizes the importance of previewing material by reviewing titles, headings, and visuals to activate prior knowledge before reading. While reading, it recommends using strategies like predicting, visualizing, and annotating to integrate new knowledge. After reading, it suggests recalling what was learned by talking, writing, and reflecting on how it relates to existing knowledge. Strategic reading helps improve comprehension by engaging the reader before, during, and after reading.
Classroom expectations (without raising hands)Steven Jackson
To be successful in the class, students must bring required materials like a notebook, pencil, and calculator. They should be positive, responsible for their learning, engage in discussions, follow directions, and give maximum effort. Students should not talk over others, be tardy, cheat, or rely solely on memorization. The teacher encourages students to try new things, even if failure is possible, as long as they use common sense. In the class, all students are expected to sit up, listen, ask and answer questions, take notes, and look at the speaker.
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
The document outlines the 8 stages of the inquiry process:
1) Choose an area of interest and develop questions to guide the inquiry.
2) Find information from multiple reliable sources to help answer the questions.
3) Record findings using graphic organizers to organize the information.
4) Reflect on the questions and direction of the inquiry, refining as needed.
5) Present findings using an appropriate format like a report, model, or other display.
6) Evaluate what was learned about the topic and inquiry process, and set goals for future learning.
Guided reading involves small, flexible groups of students grouped by reading level. During a 15-20 minute lesson, the teacher provides support as students read a common text. A guided reading lesson includes an introduction, reading time with the teacher listening and providing guidance, strategy instruction relating to a teaching point, and a response where students share and confirm their understanding. While the teacher works with one group, other students engage in meaningful literacy activities like revisiting the text or independent reading.
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
This document discusses multiple intelligences and having students complete questionnaires to determine their preferred multiple intelligences. It explains that students will work with others who share their primary intelligence and may choose projects and tasks suited to their strengths. Assessing multiple intelligences helps students understand themselves and how they can approach different types of learning activities and assignments throughout the year.
This document discusses strategic reading and identifies three key stages: previewing, active reading, and recalling. It emphasizes the importance of previewing material by reviewing titles, headings, and visuals to activate prior knowledge before reading. While reading, it recommends using strategies like predicting, visualizing, and annotating to integrate new knowledge. After reading, it suggests recalling what was learned by talking, writing, and reflecting on how it relates to existing knowledge. Strategic reading helps improve comprehension by engaging the reader before, during, and after reading.
Classroom expectations (without raising hands)Steven Jackson
To be successful in the class, students must bring required materials like a notebook, pencil, and calculator. They should be positive, responsible for their learning, engage in discussions, follow directions, and give maximum effort. Students should not talk over others, be tardy, cheat, or rely solely on memorization. The teacher encourages students to try new things, even if failure is possible, as long as they use common sense. In the class, all students are expected to sit up, listen, ask and answer questions, take notes, and look at the speaker.
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
The document outlines the 8 stages of the inquiry process:
1) Choose an area of interest and develop questions to guide the inquiry.
2) Find information from multiple reliable sources to help answer the questions.
3) Record findings using graphic organizers to organize the information.
4) Reflect on the questions and direction of the inquiry, refining as needed.
5) Present findings using an appropriate format like a report, model, or other display.
6) Evaluate what was learned about the topic and inquiry process, and set goals for future learning.
Guided reading involves small, flexible groups of students grouped by reading level. During a 15-20 minute lesson, the teacher provides support as students read a common text. A guided reading lesson includes an introduction, reading time with the teacher listening and providing guidance, strategy instruction relating to a teaching point, and a response where students share and confirm their understanding. While the teacher works with one group, other students engage in meaningful literacy activities like revisiting the text or independent reading.
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
The document outlines the goals and rules of a new speaker clinic aimed at improving confidence and combating fear of public speaking. The clinic will have presenters speak for 20 seconds on any topic of their choosing while the audience listens and provides support. Frequently asked questions about speaking are addressed, including what to talk about, how to handle questions, hand movements, attire, and practice. Tips are provided such as starting with small presentations and remembering the audience is human.
This document contains the notes from a statistics lesson. It includes instructions for students to listen carefully, work individually, and raise their hand for questions. The lesson will cover summarizing bivariate categorical data using frequency tables and relative frequency tables. Students are reminded of classroom behavior expectations and homework policies. Exercises from the statistics package and Khan Academy skills will be used to reinforce the concepts.
This document provides test-taking strategies and tips for the ISAT exam in 3 sentences or less:
The document outlines various strategies for multiple choice questions, reading passages, math computation, pacing yourself, and eliminating incorrect answers to improve test performance on the ISAT exam. It also provides general tips for the day before, morning of, and during the exam such as getting enough sleep, eating breakfast, checking over answers, and managing time. The final section reiterates that it is okay not to know every answer and to relax one's pencil grip to avoid tiring during the exam.
Looking for feedback? Trying to gauge interest in a new service? "Let's create a survey" is often the default response to these and other questions. Surveys are "easy" to throw together, but they're not always the answer. Let's discuss thinking critically about whether or not a survey is the appropriate methodology to answer your research question. This presentation will also cover essentials around survey design including thinking about what types of questions to use, determining what to ask, and tips for writing questions.
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Mind Lab is a methodology used in schools that develops thinking and life skills through strategy games. It aims to improve cognitive, social, and emotional skills in students. Some key points:
- It has been used in over 15 countries in thousands of schools, impacting over 4 million students and 10,000 teachers.
- Research led by Yale University found it improved skills like problem-solving, decision-making, teamwork, and managing emotions.
- The method uses games and activities to teach these skills and promotes transfer of learning across disciplines. It provides teachers with detailed lesson plans, materials, and software to facilitate the curriculum.
This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
This document summarizes a presentation about creating a culture of thinking in the classroom. It provides strategies for teachers to use, including having students reflect individually and in groups, asking deeper questions to engage higher-level thinking, using thinking word walls and question stems, holding students accountable for responses through whiteboards and other methods, teaching discussion skills, modeling questioning, and establishing classroom norms about questioning, wait times, and participation. The goal is for students to think critically and learn from each other.
4. how will you know when you are achieving your aims co dev toolkit - resour...juko101
This document provides example questions that a teacher can use to gather students' views on the curriculum and their learning. It lists questions in the left column about what students enjoy learning, where they like to learn, how they know if they are successful, and how they feel about making mistakes. The right column is for teachers to add their own questions. The document encourages teachers to adapt the questions to meet their students' needs and focus on areas they want to develop, like creativity. It provides additional example questions focused on creativity.
Reading Comprehension Professional Development Sessionmreisinger1
The document discusses ways to assess and address comprehension issues in students. It finds that many students struggle with self-monitoring, using prior knowledge, and revisiting the text. To assess comprehension further, it recommends including a variety of literal and inferential questions at appropriate reading levels. The causes of comprehension problems are identified as weak comprehension strategies, poor self-awareness while reading, lack of interest or purpose. To address these issues, the document recommends strategies like think-alouds, student-generated questions, summary writing, graphic organizers, and reading guides to improve comprehension.
Moana shares information about her goals and academic performance in writing, reading, math, PE, and inquiry learning. Her goals are to improve her writing and math test scores. In various subjects, she provides her scores and what she likes about each subject. For example, in math her number knowledge is a 7 and number strategy is an 8, and she likes using faster strategies to solve problems. She concludes by thanking the viewer for watching her PowerPoint presentation.
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
This document discusses learning styles and how understanding your own learning style can enhance your development. It outlines several common learning styles such as visual, auditory, reading/writing preference, kinesthetic, sequential, global, sensing, intuitive, active, and reflective. The key messages are that people often have a blend of different learning styles, understanding your own style can help you focus on what works best for you, and being aware of your style is the first step to unlocking your mind's potential.
The document outlines the 6 stages of the inquiry process used in a classroom over a 6 week period. Each stage focuses on a different aspect of the inquiry: Stage 1 establishes the central idea and students' prior knowledge; Stage 2 develops questions for research; Stage 3 plans how to conduct research; Stage 4 shares what was learned; Stage 5 creates a final presentation; and Stage 6 reflects on the learning process. Assessment is woven throughout the stages to check understanding and skills. The goal is to engage students in an in-depth exploration of a theme through questioning, research, collaboration and reflection.
Personalized questioning can be used to deepen student thinking, challenge assumptions, and encourage the development of ideas from different perspectives. Effective questioning gives students opportunities to answer, see others' thinking, discuss in pairs or groups, and feel safe while considering questions. It also stimulates more questions and reveals student misconceptions to further learning.
When planning questions for a lesson, teachers should keep lesson goals in mind, avoid leading questions, and follow yes or no questions with another question. They should plan when questions will be asked, vary the types of questions using keywords like who, what, when, and why, wait for students to think before answering, and encourage students to ask their own questions. Questions should be scattered throughout the class and consider each student's ability, with students providing complete answers and limited group responses to prevent guessing.
This document provides 6 ways to use sticky notes to help with reading comprehension and engagement. Sticky notes can be used to keep track of characters, make predictions, note questions while reading, mark parts of stories that demonstrate character, motivation, conflict and resolution, and write the page number on notes to easily find passages later. Using sticky notes provides interactive ways for students to engage with texts independently or in class discussions.
This document provides information for parent volunteers about helping in the classroom. It includes the agenda which covers learning centers, writing, reading, behavior management and confidentiality. It describes expectations for learning centers, examples of volunteer roles, and tips for supporting students with writing, reading fluency, expression and unknown words. Guidelines are given for behavior management, maintaining confidentiality, and obtaining bus passes.
This document provides information for parent volunteers about helping in the classroom. It includes the agenda which covers learning centers, writing, reading, behavior management and confidentiality. It describes expectations for learning centers, examples of volunteer roles, and tips for supporting students with writing, reading fluency, expression and unknown words. Guidelines are given for behavior management, maintaining confidentiality, and obtaining bus passes.
The document provides reflection questions for a student to consider their interests, strengths, and areas for improvement regarding 5 content areas related to their work. The student indicates they are most interested in language learning processes. They feel unsure in planning and evaluation as they lack experience in those areas. The student also notes all content areas will be difficult as this is their first time studying them.
This document provides an overview of differentiated instruction. It defines differentiated instruction as employing best practices and strategies to maximize student learning based on individual needs. The document outlines the goals and agenda of a workshop on differentiated instruction, which includes solidifying understanding of differentiated instruction principles, learning how to differentiate content, process, product and environment, and creating differentiated lesson plans using student data. Various strategies for differentiated instruction are also described, such as tiered lessons, learning contracts, interest centers and more.
This document provides strategies and resources for teaching close reading to students. It discusses three strategies: 1) Know/Wonder, where students track what they know and wonder while reading; 2) Six Signposts, where students look for contrasts, realizations, questions, advice, repeated elements, and memories while reading; and 3) Reading Multiple Times with Purpose, where students do an initial independent reading, partner discussion, shared reading with a teacher, and answering text-dependent questions. It also provides examples of implementing these strategies and lists various short story and non-fiction resources suitable for middle grades.
The document outlines the goals and rules of a new speaker clinic aimed at improving confidence and combating fear of public speaking. The clinic will have presenters speak for 20 seconds on any topic of their choosing while the audience listens and provides support. Frequently asked questions about speaking are addressed, including what to talk about, how to handle questions, hand movements, attire, and practice. Tips are provided such as starting with small presentations and remembering the audience is human.
This document contains the notes from a statistics lesson. It includes instructions for students to listen carefully, work individually, and raise their hand for questions. The lesson will cover summarizing bivariate categorical data using frequency tables and relative frequency tables. Students are reminded of classroom behavior expectations and homework policies. Exercises from the statistics package and Khan Academy skills will be used to reinforce the concepts.
This document provides test-taking strategies and tips for the ISAT exam in 3 sentences or less:
The document outlines various strategies for multiple choice questions, reading passages, math computation, pacing yourself, and eliminating incorrect answers to improve test performance on the ISAT exam. It also provides general tips for the day before, morning of, and during the exam such as getting enough sleep, eating breakfast, checking over answers, and managing time. The final section reiterates that it is okay not to know every answer and to relax one's pencil grip to avoid tiring during the exam.
Looking for feedback? Trying to gauge interest in a new service? "Let's create a survey" is often the default response to these and other questions. Surveys are "easy" to throw together, but they're not always the answer. Let's discuss thinking critically about whether or not a survey is the appropriate methodology to answer your research question. This presentation will also cover essentials around survey design including thinking about what types of questions to use, determining what to ask, and tips for writing questions.
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Mind Lab is a methodology used in schools that develops thinking and life skills through strategy games. It aims to improve cognitive, social, and emotional skills in students. Some key points:
- It has been used in over 15 countries in thousands of schools, impacting over 4 million students and 10,000 teachers.
- Research led by Yale University found it improved skills like problem-solving, decision-making, teamwork, and managing emotions.
- The method uses games and activities to teach these skills and promotes transfer of learning across disciplines. It provides teachers with detailed lesson plans, materials, and software to facilitate the curriculum.
This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
This document summarizes a presentation about creating a culture of thinking in the classroom. It provides strategies for teachers to use, including having students reflect individually and in groups, asking deeper questions to engage higher-level thinking, using thinking word walls and question stems, holding students accountable for responses through whiteboards and other methods, teaching discussion skills, modeling questioning, and establishing classroom norms about questioning, wait times, and participation. The goal is for students to think critically and learn from each other.
4. how will you know when you are achieving your aims co dev toolkit - resour...juko101
This document provides example questions that a teacher can use to gather students' views on the curriculum and their learning. It lists questions in the left column about what students enjoy learning, where they like to learn, how they know if they are successful, and how they feel about making mistakes. The right column is for teachers to add their own questions. The document encourages teachers to adapt the questions to meet their students' needs and focus on areas they want to develop, like creativity. It provides additional example questions focused on creativity.
Reading Comprehension Professional Development Sessionmreisinger1
The document discusses ways to assess and address comprehension issues in students. It finds that many students struggle with self-monitoring, using prior knowledge, and revisiting the text. To assess comprehension further, it recommends including a variety of literal and inferential questions at appropriate reading levels. The causes of comprehension problems are identified as weak comprehension strategies, poor self-awareness while reading, lack of interest or purpose. To address these issues, the document recommends strategies like think-alouds, student-generated questions, summary writing, graphic organizers, and reading guides to improve comprehension.
Moana shares information about her goals and academic performance in writing, reading, math, PE, and inquiry learning. Her goals are to improve her writing and math test scores. In various subjects, she provides her scores and what she likes about each subject. For example, in math her number knowledge is a 7 and number strategy is an 8, and she likes using faster strategies to solve problems. She concludes by thanking the viewer for watching her PowerPoint presentation.
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
This document discusses learning styles and how understanding your own learning style can enhance your development. It outlines several common learning styles such as visual, auditory, reading/writing preference, kinesthetic, sequential, global, sensing, intuitive, active, and reflective. The key messages are that people often have a blend of different learning styles, understanding your own style can help you focus on what works best for you, and being aware of your style is the first step to unlocking your mind's potential.
The document outlines the 6 stages of the inquiry process used in a classroom over a 6 week period. Each stage focuses on a different aspect of the inquiry: Stage 1 establishes the central idea and students' prior knowledge; Stage 2 develops questions for research; Stage 3 plans how to conduct research; Stage 4 shares what was learned; Stage 5 creates a final presentation; and Stage 6 reflects on the learning process. Assessment is woven throughout the stages to check understanding and skills. The goal is to engage students in an in-depth exploration of a theme through questioning, research, collaboration and reflection.
Personalized questioning can be used to deepen student thinking, challenge assumptions, and encourage the development of ideas from different perspectives. Effective questioning gives students opportunities to answer, see others' thinking, discuss in pairs or groups, and feel safe while considering questions. It also stimulates more questions and reveals student misconceptions to further learning.
When planning questions for a lesson, teachers should keep lesson goals in mind, avoid leading questions, and follow yes or no questions with another question. They should plan when questions will be asked, vary the types of questions using keywords like who, what, when, and why, wait for students to think before answering, and encourage students to ask their own questions. Questions should be scattered throughout the class and consider each student's ability, with students providing complete answers and limited group responses to prevent guessing.
This document provides 6 ways to use sticky notes to help with reading comprehension and engagement. Sticky notes can be used to keep track of characters, make predictions, note questions while reading, mark parts of stories that demonstrate character, motivation, conflict and resolution, and write the page number on notes to easily find passages later. Using sticky notes provides interactive ways for students to engage with texts independently or in class discussions.
This document provides information for parent volunteers about helping in the classroom. It includes the agenda which covers learning centers, writing, reading, behavior management and confidentiality. It describes expectations for learning centers, examples of volunteer roles, and tips for supporting students with writing, reading fluency, expression and unknown words. Guidelines are given for behavior management, maintaining confidentiality, and obtaining bus passes.
This document provides information for parent volunteers about helping in the classroom. It includes the agenda which covers learning centers, writing, reading, behavior management and confidentiality. It describes expectations for learning centers, examples of volunteer roles, and tips for supporting students with writing, reading fluency, expression and unknown words. Guidelines are given for behavior management, maintaining confidentiality, and obtaining bus passes.
The document provides reflection questions for a student to consider their interests, strengths, and areas for improvement regarding 5 content areas related to their work. The student indicates they are most interested in language learning processes. They feel unsure in planning and evaluation as they lack experience in those areas. The student also notes all content areas will be difficult as this is their first time studying them.
This document provides an overview of differentiated instruction. It defines differentiated instruction as employing best practices and strategies to maximize student learning based on individual needs. The document outlines the goals and agenda of a workshop on differentiated instruction, which includes solidifying understanding of differentiated instruction principles, learning how to differentiate content, process, product and environment, and creating differentiated lesson plans using student data. Various strategies for differentiated instruction are also described, such as tiered lessons, learning contracts, interest centers and more.
This document provides strategies and resources for teaching close reading to students. It discusses three strategies: 1) Know/Wonder, where students track what they know and wonder while reading; 2) Six Signposts, where students look for contrasts, realizations, questions, advice, repeated elements, and memories while reading; and 3) Reading Multiple Times with Purpose, where students do an initial independent reading, partner discussion, shared reading with a teacher, and answering text-dependent questions. It also provides examples of implementing these strategies and lists various short story and non-fiction resources suitable for middle grades.
This document provides strategies and resources for teaching close reading. It discusses three strategies in particular:
1. The Know/Wonder strategy where students identify what they know and wonder while reading.
2. Using "signposts" like contrasts, aha moments, and memory moments to prompt discussion and analysis of texts.
3. Rereading texts multiple times with different purposes, such as independent reading, partner discussion, and answering text-dependent questions.
It also provides examples and tips for implementing these strategies as well as recommendations for short story collections and magazines to use as texts.
This document discusses critical thinking skills and strategies for teaching critical thinking. It begins by outlining the session objectives, which include reviewing connections between critical thinking and the real world, exploring what critical thinking is, and sharing strategies to increase students' critical thinking skills. It then provides startling statistics about adults' lack of skills like understanding financial documents. The document advocates teaching critical thinking explicitly and integrating it across the curriculum. It provides examples of how to develop critical thinking skills, such as using real-world materials, student questioning, and graphic organizers. It emphasizes applying knowledge in new contexts and allowing time for reflection.
This document outlines the agenda and key strategies for Day 3 of a teacher training. The agenda includes sharing, reviewing best practices ("look-fors"), literature discussion groups, and work time. The look-fors describe the gradual release of responsibility model and establishing classroom procedures for workshop and literacy-focused environments. Specific strategies are described, such as modeling, conferencing, close reading, formative assessments, and creating an engaging classroom library. Discussion group formats like Socratic circles and expectations are also outlined. The document emphasizes building students' independent reading, writing, and critical thinking skills through various instructional techniques.
This document discusses strategies for Phase 3 of the SEM-R framework for reading enrichment. Phase 3 focuses on student interest and choice. It recommends providing open-ended activity choices that demonstrate responsiveness to student interests and expression styles. A highly effective Phase 3 includes most students working without reminders, demonstrating enthusiasm for their chosen activity. The teacher enhances activities through organization and easy access to resources.
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
Reading in the Digital Age. China 2012sandrasawaya
This document discusses reading comprehension in the digital age. It explains that reading comprehension involves an interaction between the reader and text, and strategies have traditionally involved previewing, predicting, questioning, and organizing information. However, digital text is now nonlinear, incorporating various multimedia. This has transformed reading comprehension strategies, which for digital text involve skimming, scanning, and evaluating multiple online sources simultaneously. The document also discusses traditional print-based assessments of comprehension and the need to develop new methods to assess comprehension of digital texts, such as project-based and think-aloud approaches.
The document discusses the structure and purpose of independent reading time in the classroom. It provides details on how teachers can conduct mini-lessons, conferences with students, and sharing sessions. The main goals of independent reading are to give students practice with reading strategies and responsibility for their own reading growth through teacher conferences, selecting "just-right" books, and developing reading habits.
"I Read It But I Don't Get It" by Cris Tovani
A Power Point presentation outlining and explaining some of the main ideas of the text, in order to introduce many of the concepts to other teachers.
ISTE Effective Literacy Strategies for the Digital ClassroomKaren Nitzkin
The document discusses strategies for improving literacy skills for students reading digitally. It begins by providing statistics showing that most US 8th graders read below grade level. It then lists some common perceived causes for poor reading skills like motivation, engagement, and distractions. However, it argues that students truly need help when reading. The rest of the document discusses two digital tools - Digital Think Alouds and Actively Learn - that allow teachers to provide one-on-one support to students as they read online through questioning, discussion, feedback, and progress tracking. It provides examples of how each tool supports reading comprehension.
Actively Learn Q2'13 - ISTE : Effective Literacy StrategiesActively Learn
Presentation: E-reading: Effective Literacy Strategies in the Digital Classroom
Actively Learn is an online literacy platform that empowers educators to transform reading and writing so students understand more, think critically, and build lasting skills.
Promoting creative thinking through classroom activities (aless torino's conf...Aless555
This document summarizes a workshop on promoting creative thinking through classroom activities. It defines creative thinking as looking at things in new ways, generating original ideas, thinking outside the box, and using both sides of the brain. It lists characteristics of creative thinkers as being adventurous, curious, and able to think independently. Strategies for developing creative thinking discussed include brainstorming, using imagination, problem solving, role playing, free association, and observation. Hands-on materials, seating arrangements, and lighting/color are also addressed as ways to foster creativity.
Dear Grade 6
Please find the powerpoint slides available for you to to reflect on and catch up on any work.
The slides demonstrate how you should analyse a book cover
This document outlines various reading strategies that can be used before, during, and after reading. Some pre-reading strategies discussed include brainstorming, anticipation guides, think-pair-share, and KWL charts to activate prior knowledge and set a purpose. During reading, strategies like making connections, reciprocal teaching, read-alouds, think-alouds, and word hunts help students comprehend the text. After reading, students can retell stories, summarize, complete exit slips, engage in reflections, and use story organizers to monitor comprehension and consolidate learning.
The document provides a list of test prep activities and strategies for NJ ASK Grades 3-4. It includes pre-reading, during reading, and post reading strategies such as KWL charts, anticipation guides, think-pair-shares, concept maps, story maps, question-answer relationships, and summarizing techniques. Specific strategies are explained and examples of how they can be implemented in the classroom are provided.
This document provides a collection of strategies for building vocabulary and comprehension using children's books. It describes several strategies such as "Sketch to Stretch" which has students draw representations of important scenes to share different perspectives. Other strategies include using post-it notes to cover up words and determine meanings from context, generating discussion about reading challenges and throwing them away, and using sentence starters on sticky notes to monitor comprehension. The purpose is to engage students with a variety of books and interactive activities to enhance vocabulary and comprehension.
The document discusses strategies for differentiating instruction in reading for mixed-ability classrooms and using student interests. It provides facts about the benefits of in-school reading and recommendations for implementing reading aloud, paired reading, and independent reading. The document also discusses assessing student learning styles and interests through surveys and using this information to design choice assignments that allow students to learn in different ways. Students are asked to reflect on how to teach reading strategies for their content area and discuss differentiating for student interests with a partner.
Meta learner styles and activities for them modova 2018 1Irina K
The document discusses different learning styles and how to design classroom activities that appeal to diverse learners. It describes various sensory preferences (visual, auditory, kinesthetic) and cognitive processing styles (global, analytic). Effective teaching involves using multi-sensory methods, helping learners identify their strengths, and creating opportunities for students to develop new strategies or stretch outside their preferred styles. The goal is to make learning more inclusive and maximize understanding for all types of students.
This document discusses how teachers can use Twitter in K-12 classrooms. It provides examples of how teachers are implementing Twitter, such as for book discussions, communicating on snow days, and contacting authors. The document also outlines skills students develop when using Twitter, like questioning, analyzing, and digital citizenship. Additionally, it discusses how Twitter can help students meet Common Core and ISTE standards, and provides Twitter resources and accounts for teachers and students to follow.
Anime can be used as a catalyst for global collaboration between teachers and students. The document discusses how analyzing anime from different cultures can promote critical thinking skills like evaluating gender, race, and class representations across cultures. Successful global projects require planning, clear goals, ongoing communication, and cultural awareness. Examples of global collaboration included students making a "Choose Your Own Adventure" video analyzing Disney films through different critical theories. The document provides resources for finding global collaborative projects.
This document provides instructions for a QR code scavenger hunt activity to learn about different types of figurative language. Students are directed to scan various QR codes to access websites answering questions about idioms, hyperbole, personification, onomatopoeia, alliteration, metaphors, allusions, and similes. The questions prompt students to identify examples of each figurative language technique after exploring the related QR code.
This document provides an overview of common educational technology terms teachers should be familiar with, including differentiated learning, flipped classroom, massive open online courses (MOOCs), asynchronous learning, content management systems (CMS), project-based learning, 1:1 devices, augmented reality, adaptive learning, QR codes, gamification, blended learning, e-books, open educational resources (OER), learning analytics, personal learning networks (PLN), apps, mobile devices, and infographics.
Tech-erentiated Assessment for To Kill a Mockingbirdtheteachingfactor
Students must complete three assignments from a list of options to demonstrate their understanding of To Kill a Mockingbird. The assignments include creating a poster, leading a class discussion, writing test questions, blogging, writing an essay, participating in a Twitter discussion, creating a poetry anthology, making a cartoon, or timeline. Students will be evaluated on the quality, connections to the novel's themes/characters, and communication of their ideas in the project.
This document outlines a student video project that involves deconstructing Disney princess films through a critical lens. Students will work in pairs to write a script analyzing one of the topics from the outline, such as gender, race, classism, or images of women. The scripts must include evidence from Disney movies. Students will then film their script to be combined into a class video exploring how Disney princess films portray various issues.
Media Savvy Kids Choose Your Own Adventure Video Project Rubrictheteachingfactor
This rubric evaluates student video projects on applying a critical lens to media, supporting claims with evidence, video production quality, collaboration, individual contribution, and use of class time. Students can earn scores in categories like knowledge, evidence, and collaboration to assess if their work is "awesome", "good", or needs "work". The teacher may also provide comments.
This document discusses critical approaches for analyzing the Disney film Tangled. It examines the film through lenses of feminism, age, race/ethnicity, and class. For feminism, it notes the film portrays women as princesses or evil figures, with beauty defined as white, blonde, and young. It also says males get more action and adventure. For age, it discusses how the film presents youth as problematic and the villain as old. For race, it only depicts Caucasian characters. For class, it shows Rapunzel as a princess and the thief Flynn as lower class initially. The document encourages using these critical lenses to deconstruct Disney films.
The rubric evaluates evidence files for debates based on four criteria: the quantity and quality of evidence provided; how well the evidence supports arguments; proper citations; and completion of the file. A score of 4 indicates the highest level of performance, including 30 or more well-cited pieces of evidence that are synthesized and interpreted to strongly support debate positions.
1. The debate grade will be based on the quality of debating by each student individually, not on whether their team won or lost the debate.
2. Students will be evaluated on their understanding of the debate topic, the organization of their arguments and evidence, the strength of the arguments they present, their use of relevant evidence, how effectively they rebut the other side's arguments, and their delivery and style.
3. The rubric also evaluates how well the students on a team worked together to make distinct, non-overlapping arguments that build upon each other.
This document outlines the assignment for the first debate. Students will be assigned to debate groups and topics. Each group will research their assigned side of the debate topic, with the Affirmative supporting the proposition and the Negative arguing against it. Students must prepare a three minute opening speech, collaboratively create an Evidence File on Google Docs containing at least 30 pieces of evidence to support their side, and use class time over the next two weeks to conduct research and writing.
The document discusses collaborative project based learning for classrooms. It outlines 21st century skills like collaboration that are emphasized in Common Core standards. It provides tips for engaging in collaborative discussions and lists potential collaborative classroom activities and projects using technologies like wikis and Google Docs. Requirements for a sample collaborative project on technology trends in higher education are described. Methods for assessing collaboration through rubrics and reflections are also mentioned.
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
This document provides the directions and questions for an early rock history trivia hunt. It lists 25 questions across 5 rows that students must answer to earn different grades. Questions cover a range of topics from the roots of rock n' roll and influential artists to significant events like Woodstock and how they shaped rock music history during the 1950s through 1970s. Students must demonstrate understanding of the artists, songs, albums, events and social movements that defined this pivotal era.
This document outlines a rubric for evaluating student participation in class. It assesses behavior, preparedness, classroom interaction, and attitude on a scale of 1 to 4. Behavior is evaluated based on being on-task, following rules, and displaying appropriate conduct. Preparedness considers bringing materials, engagement, and timely completion of assignments. Classroom interaction focuses on participation, volunteering, and respect for others. Attitude examines displaying a positive attitude, accepting feedback, and working well with others. Students are responsible for following the course contract, which the teacher will review every five weeks, notifying students of any breaches. By signing, students and parents agree to abide by the policies and requirements.
A game I play with my college students on the first day to see connections between their own literacy and that of their students. Also to address how home and school literacy sometimes don't mesh. What does that mean teachers need to do?
The document is a scavenger hunt activity about the 1969 Woodstock Music Festival. It contains 8 multiple choice questions that students answer by scanning QR codes linked to clues. The questions cover topics like the Woodstock symbol, date and location, iconic performing artists, ticket prices, influential 1960s events, bands that declined to perform, the master of ceremonies, and estimated attendance numbers. The activity aims to teach students about the Woodstock Festival and its impact through an engaging mobile media scavenger hunt.
Children in the US are exposed to millions of advertisements daily through various media like TV, computers, and videos. About 1 in 4 children are negatively affected by advertisements directly targeting them. As kids spend more time in front of screens, sometimes over 4 hours a day, they are exposed to many unhealthy food, smoking, drug, and alcohol ads. While advertising to children under 8 is inappropriate as their minds can't understand selling intent, the advertising industry still spends over $15 billion annually targeting kids. Parents need to limit screen time and promote outdoor play to counter the effects of pervasive child advertising.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
6. Use existing knowledge to make sense of new
information
Ask questions
Draw inferences
Monitor comprehension
Use “fix-up” strategies when meaning breaks down
Determine importance
Synthesize information to create new thinking
Adapted from:
I Read It, but I Don’t Get It: Comprehension Strategies for Adolescent Readers By Cris Tovani
7. Think deeply about
3 students you had
this year and then
think about what
interests or puzzles
you about them
17. Create Opportunities to Support All Readers
Break down the reading in manageable tasks
Teach with visuals
Use sentence frames and starters to help
students articulate their thinking and use
academic language
18. 18
Create Opportunities to Support All Readers
Differentiating the process, product, topic
Know your students and create learning
opportunities that support their skills,
abilities, cultures, and identity
Increase choice and student voice