This document provides recommendations for literacy books for students from Year 1 through Year 6. It suggests criteria for choosing fiction and non-fiction texts each year that are appropriate for students' developing reading levels. For fiction, it recommends books that challenge students with vocabulary, complex plots and characters. For non-fiction, it suggests books that clearly present accurate information using organizational features and a range of presentation styles. Sample book types are listed for each year level. The goal is to select books that engage students and support their growing literacy skills.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
Writing Styles for Educational Materials.pptxDrHafizKosar
Common writing styles used in educational materials
1. Formal Academic Style: This style is characterized by its adherence to academic conventions, such as using third-person perspective, avoiding contractions, and maintaining a scholarly tone. It's often used in textbooks, research papers, and academic articles.
2. Accessible Language: Educational materials aimed at learners with diverse backgrounds and abilities often use clear, straightforward language to ensure comprehension. Complex concepts are explained in simple terms, and technical jargon is minimized or defined.
3. Engaging and Interactive: Especially in materials for younger learners or online education platforms, an engaging and interactive writing style is employed. This can include asking questions, incorporating anecdotes or stories, and prompting readers to participate in activities or discussions.
4. Instructional Clarity: Clarity is paramount in educational writing. Instructions for assignments, experiments, or exercises need to be concise, precise, and easy to follow. Step-by-step guides are common, particularly in subjects like science or mathematics.
5. Visual Description: In materials that include visual aids, such as diagrams, charts, or graphs, the writing style may involve descriptive text to accompany these visuals. This helps learners understand the information presented visually.
6. Adaptive and Personalized: With the rise of personalized learning platforms, educational materials may be tailored to individual learners' needs and preferences. This can involve adaptive text that adjusts difficulty level based on learner performance or personalized feedback.
7. Motivational and Inspirational: Especially in self-help or personal development materials, an inspirational writing style can be effective. This involves using motivational language, sharing success stories, and encouraging readers to set and achieve their goals.
8. Explanatory and Descriptive: Writing styles in educational materials often involve thorough explanations and descriptions of concepts, theories, or processes.
Effective writing styles for educational materials:
1. Clarity: Use clear and concise language to explain concepts. Avoid jargon or overly complex language that may confuse learners. Break down complex ideas into simpler, digestible parts.
2. Engagement: Keep the content interesting and engaging to maintain the reader's attention. Use examples, anecdotes, and real-life scenarios to illustrate key points and make the material relatable.
3. Structure: Organize the material in a logical and coherent manner. Use headings, subheadings, and bullet points to break up the text and make it easier to follow. Provide a clear roadmap of what the learner can expect to learn.
4. Active Voice: Write in the active voice to make the material more dynamic and engaging. This helps keep the reader focused and makes the content easier to understand.
This is an assessable task for my students.
The aim of this task is to get students to complete writing an essay using the skill of research and academic writing which are covered in modules 1 and 2. This task should enable the students to use critical reading and writing skills to develop ideas, opinions based in a topic and critically use information collected to present their discussions/arguments in a logically, coherent manner.
The importance of teaching English Grammar in Primary School
In not more than 1200 words, write an explanation essay explaining the importance of teaching English Grammar in primary schools. The emphasis of your discussion points must be based on the following key areas:
Definition-
College Readiness-
Proficiency of English use-
Career preparedness
Priority
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Year 1 - Fiction
Suggested criteria for choise:
Text which:
• Make demands on young reader’s
developing phonological knowledge
• Present features of language and
tecniques that are used for effect
• Include helpul words, ideas and
pictures to children
• Engage the reader’s interest
• Use large, clear type
Suggested texts:
3. Year 1 – Non
Fiction
All books selected for use in
Year 1 should provides:
• Accurate information
• Well written, clearly presented
texts
• Consistent use of non-fiction
books organizational features
• Use a range of featuresto
present and explain information
Suggested texts:
1. Word books with picture
word match
2. Books about basic concepts
3. Alphabet books; simple
picture dictionaries
4. First person reports;
questions and answer
formatd
5. Descriptions
4. Year 2 - Fiction
Suggested criteria for choise:
Text which:
• Reflect the demands of children’s
phonological knowledge and vocabulary
• Provide models og good literacy
language, rhythm, rhyme and sequence
• Ofer a wide range of stories
• Include accessible and familiar themes
and subjects
• Include both well-established and
recent fiction written in a range of styles
and techniques
•Engage the interest of young readers
Suggested texts:
5. Year 2 – Non
Fiction
All books selected for use in
Year 2 should provides:
• Accurate information
• Well written, clearly presented
texts
• Consistent use of non-fiction
books organizational features
• Use a range of features to
present and explain information
Suggested texts:
1. Aphabet book
2. Picture dictionary with
simple spelling checklist
3. Non-chronological and
chronologically organised
text
4. Range of print scripts, fonts
and sizes; various textual
layouts
5. Various ilustrative forms
6. Year 3 - Fiction
Suggested criteria for choise:
Text which:
• Make demands on children’s
developing vocabulary, and their
ability to read complex sentences
• Require reading to be sustained
• Show how authors portray
characters, setting and plot through
dialogue, action and interaction
• Include traditional and classic stories
and poems
• Represent a range of techniques and
styles
Suggested texts:
7. Year 3 – Non
Fiction
All books selected for use in
Year 2 should provides:
• Accurate information
• Well written, clearly presented
texts
• Consistent use of non-fiction
books organizational features
• Use a range of featuresto
present and explain information
Suggested texts:
1. Non-chronologically text
2. Chronological texts
3. Simple explanations,
instructions
4. Different books on the
same topic
5. Dictionary with simple
definitons
6. Various additional non-
fiction organisational
features
8. Year 4 - Fiction
Suggested criteria for choise:
Text which:
• Include more complex structures
and figurative language
• Include characterisation and events
which challenge pupils’ understanding
• Include stories and poems with
more sustained plots, descriptions
and interactions
• Require a deeper response
• Represent a range of genres
Suggested texts:
9. Year 4 – Non
Fiction
All books selected for use in Year 2
should provides:
• Accurate information
• Well written, clearly presented texts
in a variety of layouts
• Consistent use of non-fiction books
organizational features
• Use a range of featuresto present
and explain information
•Technical and specialist vocabulary
•Oportunities for sustained reading
Suggested texts:
1. Varied non-fiction
organisational features and
print styles
2. Paragraphing of blocks of
text
3. A range of formats and
notations
4. Dictionary with more
detailed information,
thesaurus
10. Year 5 - Fiction
Suggested criteria for choise:
Text which:
• Make demands on children’s
growing understanding of how
characters and plots are developed
and placed throughout a book
• Provide a variety of approaches to
telling a narrative
• Exemplifying a wide range of more
complex structures ideas and
underlying themes
• Engage the interest of children
through style and content
Suggested texts:
11. Year 5 – Non
Fiction
All books selected for use in Year 2
should provides:
• Accurate information
• Well written, clearly presented texts
in a variety of layouts
• Consistent use of non-fiction books
organizational features
• Use a range of featuresto present
and explain information
•Technical and specialist vocabulary
•Oportunities for sustained reading
Suggested texts:
1. Varied presentations of key
points, supported by
longer blocks of text
2. Different writing forms
12. Year 6 - Fiction
Suggested criteria for choise:
Text which:
• Challenge children’s understanding
of author techniques and narrative
devices
•Make increased demands on
children’s ability to sustain their
reading
•Provide a range of settings in terms
of time and place
•Represent a range of genres
•Including significant authors
Suggested texts:
13. Year 6 – Non
Fiction
All books selected for use in Year 2
should provides:
• Accurate information
• Well written, clearly presented texts
in a variety of layouts
• Consistent use of non-fiction books
organizational features
• Use a range of featuresto present
and explain information
•Technical and specialist vocabulary
•Oportunities for sustained reading
Suggested texts:
1. Range of presentations and
notations
2. Thematically and
conventionally organised
encyclopaedia
