Literate Environment Analysis
•Download as PPT, PDF•
1 like•805 views
The document discusses creating a literate environment for early literacy learners from pre-K to 3rd grade. It emphasizes the importance of selecting engaging texts that meet students' literacy needs and abilities. Various assessment tools and activities are mentioned that can help teachers get to know their students as literacy learners. The document also discusses implementing different literacy lesson perspectives, including interactive, critical, and response perspectives, to develop students' reading comprehension and higher-order thinking skills. The goal is to create independent, strategic readers who can thoughtfully interact with and analyze different texts.
Report
Share
Report
Share
![[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Literate environment analysis
The document discusses key aspects of literacy instruction for early readers. It defines literacy as the competence students acquire in both writing and reading. It emphasizes the importance of getting to know individual students' interests, motivation and reading levels through formal and informal assessments. The document also discusses selecting texts based on student assessments and differentiating instruction to meet student needs through interactive, critical and response perspectives that promote strategic reading and critical thinking.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are interesting to students and match their reading level. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and examining texts to gain a deeper understanding.
App7 daypresentation
The author administered reading assessments to better understand students' literacy needs and abilities. A reading inventory and Elementary Reading Attitude Survey were used as cognitive and non-cognitive assessments. The author analyzed selecting engaging texts aligned to student goals using a text matrix. A literacy lesson incorporated interactive, critical, and response perspectives to develop strategic thinking and personal connections to text.
Literate environment analysis
The document discusses literacy perspectives and assessments for early readers. It describes getting to know students through formal and informal assessments like the MRP and SRI to understand their motivation and reading levels. The interactive perspective focuses on teaching reading strategies while the critical and response perspectives involve evaluating and responding to texts. Activities discussed include read alouds, visualizing, and literature journal responses. Research supports exposing students to different text types and teaching strategic reading skills.
Literate Environment Analysis
The document discusses creating a literate classroom environment. It emphasizes getting to know students as literacy learners, selecting appropriate texts, and incorporating critical and response perspectives into literacy lessons. Strategies mentioned include using reading inventories, graphic organizers, and activities that encourage higher-order thinking skills like character analysis. The goal is to implement research-based practices that foster literacy development and independent learning.
Creating a literate environment in the classroom, P-3
Creating an effective literate environment in the classroom requires several key instructional practices according to the presented document. These include getting to know students' cognitive and non-cognitive abilities, selecting engaging and appropriate leveled texts, and incorporating the three perspectives on literacy learning - interactive, critical, and response. The interactive perspective focuses on teaching students to be strategic readers using comprehension strategies. The critical perspective addresses making connections and asking questions. The response perspective emphasizes creating a safe environment for discussion and sharing. Together these practices aim to develop motivated, strategic readers and writers.
Literate Environment Analysis
This document discusses creating a literate classroom environment. It emphasizes assessing students' cognitive and noncognitive literacy skills to plan effective instruction. Teachers must consider genre, readability, content and students' background knowledge when selecting texts. The interactive perspective teaches reading strategies through guided reading and word ladders. The critical perspective develops analysis and evaluation through questioning the author and K-W-L charts. The response perspective allows reflection and connections through reading logs and discussions.
Literate Environment by lauren hill
This document discusses literacy development in early childhood. It explains that teachers should use both cognitive and non-cognitive assessments to understand students' literacy backgrounds, reading abilities, and motivations. The document also discusses selecting texts using a literacy matrix that analyzes elements like readability, narrative style, and linguistic focus. Teachers are advised to select a variety of texts to model for students and encourage the use of reading strategies and skills.
Recommended
Literate environment analysis
The document discusses key aspects of literacy instruction for early readers. It defines literacy as the competence students acquire in both writing and reading. It emphasizes the importance of getting to know individual students' interests, motivation and reading levels through formal and informal assessments. The document also discusses selecting texts based on student assessments and differentiating instruction to meet student needs through interactive, critical and response perspectives that promote strategic reading and critical thinking.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are interesting to students and match their reading level. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and examining texts to gain a deeper understanding.
App7 daypresentation
The author administered reading assessments to better understand students' literacy needs and abilities. A reading inventory and Elementary Reading Attitude Survey were used as cognitive and non-cognitive assessments. The author analyzed selecting engaging texts aligned to student goals using a text matrix. A literacy lesson incorporated interactive, critical, and response perspectives to develop strategic thinking and personal connections to text.
Literate environment analysis
The document discusses literacy perspectives and assessments for early readers. It describes getting to know students through formal and informal assessments like the MRP and SRI to understand their motivation and reading levels. The interactive perspective focuses on teaching reading strategies while the critical and response perspectives involve evaluating and responding to texts. Activities discussed include read alouds, visualizing, and literature journal responses. Research supports exposing students to different text types and teaching strategic reading skills.
Literate Environment Analysis
The document discusses creating a literate classroom environment. It emphasizes getting to know students as literacy learners, selecting appropriate texts, and incorporating critical and response perspectives into literacy lessons. Strategies mentioned include using reading inventories, graphic organizers, and activities that encourage higher-order thinking skills like character analysis. The goal is to implement research-based practices that foster literacy development and independent learning.
Creating a literate environment in the classroom, P-3
Creating an effective literate environment in the classroom requires several key instructional practices according to the presented document. These include getting to know students' cognitive and non-cognitive abilities, selecting engaging and appropriate leveled texts, and incorporating the three perspectives on literacy learning - interactive, critical, and response. The interactive perspective focuses on teaching students to be strategic readers using comprehension strategies. The critical perspective addresses making connections and asking questions. The response perspective emphasizes creating a safe environment for discussion and sharing. Together these practices aim to develop motivated, strategic readers and writers.
Literate Environment Analysis
This document discusses creating a literate classroom environment. It emphasizes assessing students' cognitive and noncognitive literacy skills to plan effective instruction. Teachers must consider genre, readability, content and students' background knowledge when selecting texts. The interactive perspective teaches reading strategies through guided reading and word ladders. The critical perspective develops analysis and evaluation through questioning the author and K-W-L charts. The response perspective allows reflection and connections through reading logs and discussions.
Literate Environment by lauren hill
This document discusses literacy development in early childhood. It explains that teachers should use both cognitive and non-cognitive assessments to understand students' literacy backgrounds, reading abilities, and motivations. The document also discusses selecting texts using a literacy matrix that analyzes elements like readability, narrative style, and linguistic focus. Teachers are advised to select a variety of texts to model for students and encourage the use of reading strategies and skills.
Literate environment
The document discusses strategies for analyzing literacy learners and selecting appropriate texts, including using commercial reading inventories, providing explicit instruction to struggling readers, and recognizing logos in familiar contexts. It also covers selecting texts based on readability, length, structure and visual support, as well as using the interactive, responsive, and critical perspectives to develop good readers who can think critically. Basal readers are commonly used but it is important to also use supplemental materials to meet different learning styles.
Literate Environment Analysis Presentation
To create a literate environment for learners, teachers should:
1) Get to know their students' cognitive and affective literacy abilities through assessments.
2) Select texts that vary in genre, presentation, difficulty, and format using a literacy matrix.
3) Encourage students to think about texts from interactive, critical, and response perspectives using strategies like ranking story events and cross-checking unknown words.
Fianl presentation
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
A literate environment analysis
The author analyzed their use of literacy assessments and lesson planning approaches for early reading students. Running records and the Motivation to Read Profile were used to understand students' cognitive and interest levels to better plan instruction. A literacy matrix was utilized to select texts at different ability levels. Lessons focused on teaching decoding, comprehension strategies, and metacognition to promote independent learning. Both critical thinking and response perspectives were incorporated to foster deeper analysis and connections to texts.
Literate Environment Analysis Presentation
The document outlines a literacy environment framework with three main components: learners, texts, and instructional practices. It emphasizes the importance of understanding students through cognitive and non-cognitive assessments in order to best support their literacy development and connect them with engaging texts. The framework also highlights interactive, critical, and response perspectives that are vital to literacy instruction and student learning.
Creating a Literate Environment
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
Literacy environment analysis
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
Literate environment analysis presentation
This document discusses strategies for selecting appropriate texts and instructional methods for literacy learners in pre-K through 3rd grade. It emphasizes using assessments to understand students' strengths and challenges, and choosing texts at the right level of difficulty to encourage learning and interest. Interactive instruction promotes independent reading skills through strategies like choral reading and group writing. The critical perspective teaches comprehension through discussion of misunderstandings, summarization, and making connections. Response-based learning allows for personal reactions and responses to texts based on students' identities and interests.
Literate environment analysis presentation
This document discusses literacy instruction for beginning readers. It covers assessing students' backgrounds, motivation to read, and attitudes towards reading. When selecting texts, the teacher considers factors like readability, illustrations, length, and print size. Literacy lessons should teach reading strategies through activities like read-alouds, word walls, and modeling. Students need opportunities to think critically about texts and connect with them on a personal level. Assessments like reading surveys, interviews, and "Me stews" provide insight into students as whole learners.
Literate environmnet analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It describes administering reading surveys and assessments to understand student reading abilities and interests. The document also covers four important elements to consider when selecting texts: difficulty, readability, length, and structure. Additionally, it outlines perspectives teachers can take to develop strategic reading and critical thinking: the interactive, critical, and response perspectives.
Literate presentation p 3
This document discusses various approaches and considerations for literacy instruction. It describes how assessments can help teachers understand students' needs and motivations. It also discusses selecting texts across different genres and levels. The document outlines the interactive, critical, and response perspectives for literacy lessons, focusing on developing strategic, metacognitive, and critical thinking skills when reading and writing.
Literate environments
This document discusses creating literate environments for students. It emphasizes getting to know learners' interests and abilities through various assessments. Teachers should select engaging texts at students' reading levels to motivate them. The interactive perspective focuses on teaching the five pillars of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The critical and responsive perspectives provide insight into student thinking and encourage deeper learning and compassion. A literate environment considers content, pedagogy, materials, technology, and social aspects.
Literate environmnet analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It describes administering reading surveys and assessments to understand student reading abilities and interests. Various activities are listed to learn about students, including interviews and motivation surveys. When selecting texts, factors like difficulty, length, structure and exposing students to different genres are important. The document also covers teaching students interactive, critical and response perspectives to develop strategic reading, evaluation and connection skills.
Wk7 assgncrowj powerpoint
This document discusses strategies for understanding literacy learners in PreK-3, including non-cognitive and cognitive assessments. It also addresses selecting appropriate texts using the Literary Matrix model and balancing the "Big 5" areas of literacy - phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document outlines the Interactive, Critical, and Response perspectives for literacy instruction and how they develop strategic and analytical thinking in students. Feedback from colleagues and families is solicited on insights gained about literacy development and supporting student literacy.
Creating a literate learning environment
The document discusses creating a literate learning environment by getting to know literacy learners through consistent assessment, selecting appropriate texts, and using different literacy teaching perspectives. It emphasizes the importance of assessing students' cognitive and non-cognitive skills, exposing them to various text types based on their levels and interests, and incorporating strategies like read alouds and word walls. Researchers mention the need for multiple experiences with informational texts for young children and allowing response to take different forms.
Literate environment analysis presentation
After analyzing cognitive and non-cognitive tests, the author found that students needed encouragement to become motivated readers. The author used the ERAS assessment to better understand student motivation and feelings about reading. Different types of texts were selected, including informational, narrative, and online texts, to fall on the semiotic portion of the Literacy Matrix due to students being English Language Learners. The author incorporates the interactive, critical, and response perspectives in lessons by focusing on sight words and decoding, discussing genre and author's purpose, and having students reflect on texts.
Creating a literate environment
Creating a literate environment involves understanding literacy learners, selecting appropriate texts, and implementing instructional strategies based on interactive, critical, and response perspectives. Teachers must get to know students through assessments, acknowledge individual differences, and adjust instruction accordingly. A variety of texts, genres, and online resources should be selected to engage students and match their reading levels. Effective literacy instruction incorporates direct instruction, modeling, and opportunities for students to interact with texts and demonstrate comprehension.
Literate environment analysis
This document discusses literacy assessments and instruction for early readers. It describes using cognitive and non-cognitive assessments to understand students' literacy abilities and interests. Examples of assessments mentioned include running records, think-alouds, and attitude surveys. The document also discusses selecting texts based on readability, length, structure, print size, and visual support. Finally, it describes implementing interactive, critical, and response perspectives in literacy lessons to develop strategic processing and critical thinking.
Literate environment analysis
This document summarizes key points from a course on literacy for beginning readers. It discusses using reading inventories to understand students' strengths and weaknesses, selecting texts that are appropriate based on readability and other factors, implementing interactive literacy lessons using comprehension strategies, modeling critical thinking about texts and responding to them, and gaining feedback from parents about supporting students' literacy development at home. The document analyzes these topics and cites references used in the course.
Plan Anual de Accion 2013 / EUROsociAL II
Este documento presenta el Plan Anual de Acción 2013 del Programa para la Cohesión Social en América Latina (EUROsociAL II). El plan describe 22 acciones específicas y 8 acciones transversales para apoyar reformas de políticas públicas en 10 áreas temáticas relacionadas con la cohesión social. El objetivo es contribuir a mejorar el acceso al bienestar, fortalecer las capacidades del Estado e impulsar una ciudadanía activa en la región.
Trabajo fina tacone_sgaby
Este documento presenta los resultados de una investigación sobre los efectos del uso de zapatos de tacón alto en la salud de las mujeres. La investigación encontró que la mayoría de las mujeres usan tacones de 8 a 10 cm por 2 a 5 años y gastan $500-$1500 pesos en tacones cada semestre. Aunque sólo el 31.9% reportó molestias, los expertos señalan que con el uso prolongado se pueden presentar problemas como escoliosis, esguinces de tobillo, lumbalgia y deformaciones en los pies. La conclusión es que aunque la moda influye en
Mgalarza tarea1
Los dispositivos de almacenamiento, como los discos duros, leen y escriben datos en medios de almacenamiento y forman la memoria secundaria de una computadora. Los discos duros tienen gran capacidad de almacenamiento pero no son extraíbles, mientras que dispositivos extraíbles como USBs permiten intercambiar datos entre computadoras. Las características clave de un disco duro incluyen su capacidad, velocidad de giro y velocidad de transferencia de datos.
More Related Content
What's hot
Literate environment
The document discusses strategies for analyzing literacy learners and selecting appropriate texts, including using commercial reading inventories, providing explicit instruction to struggling readers, and recognizing logos in familiar contexts. It also covers selecting texts based on readability, length, structure and visual support, as well as using the interactive, responsive, and critical perspectives to develop good readers who can think critically. Basal readers are commonly used but it is important to also use supplemental materials to meet different learning styles.
Literate Environment Analysis Presentation
To create a literate environment for learners, teachers should:
1) Get to know their students' cognitive and affective literacy abilities through assessments.
2) Select texts that vary in genre, presentation, difficulty, and format using a literacy matrix.
3) Encourage students to think about texts from interactive, critical, and response perspectives using strategies like ranking story events and cross-checking unknown words.
Fianl presentation
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
A literate environment analysis
The author analyzed their use of literacy assessments and lesson planning approaches for early reading students. Running records and the Motivation to Read Profile were used to understand students' cognitive and interest levels to better plan instruction. A literacy matrix was utilized to select texts at different ability levels. Lessons focused on teaching decoding, comprehension strategies, and metacognition to promote independent learning. Both critical thinking and response perspectives were incorporated to foster deeper analysis and connections to texts.
Literate Environment Analysis Presentation
The document outlines a literacy environment framework with three main components: learners, texts, and instructional practices. It emphasizes the importance of understanding students through cognitive and non-cognitive assessments in order to best support their literacy development and connect them with engaging texts. The framework also highlights interactive, critical, and response perspectives that are vital to literacy instruction and student learning.
Creating a Literate Environment
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
Literacy environment analysis
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
Literate environment analysis presentation
This document discusses strategies for selecting appropriate texts and instructional methods for literacy learners in pre-K through 3rd grade. It emphasizes using assessments to understand students' strengths and challenges, and choosing texts at the right level of difficulty to encourage learning and interest. Interactive instruction promotes independent reading skills through strategies like choral reading and group writing. The critical perspective teaches comprehension through discussion of misunderstandings, summarization, and making connections. Response-based learning allows for personal reactions and responses to texts based on students' identities and interests.
Literate environment analysis presentation
This document discusses literacy instruction for beginning readers. It covers assessing students' backgrounds, motivation to read, and attitudes towards reading. When selecting texts, the teacher considers factors like readability, illustrations, length, and print size. Literacy lessons should teach reading strategies through activities like read-alouds, word walls, and modeling. Students need opportunities to think critically about texts and connect with them on a personal level. Assessments like reading surveys, interviews, and "Me stews" provide insight into students as whole learners.
Literate environmnet analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It describes administering reading surveys and assessments to understand student reading abilities and interests. The document also covers four important elements to consider when selecting texts: difficulty, readability, length, and structure. Additionally, it outlines perspectives teachers can take to develop strategic reading and critical thinking: the interactive, critical, and response perspectives.
Literate presentation p 3
This document discusses various approaches and considerations for literacy instruction. It describes how assessments can help teachers understand students' needs and motivations. It also discusses selecting texts across different genres and levels. The document outlines the interactive, critical, and response perspectives for literacy lessons, focusing on developing strategic, metacognitive, and critical thinking skills when reading and writing.
Literate environments
This document discusses creating literate environments for students. It emphasizes getting to know learners' interests and abilities through various assessments. Teachers should select engaging texts at students' reading levels to motivate them. The interactive perspective focuses on teaching the five pillars of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The critical and responsive perspectives provide insight into student thinking and encourage deeper learning and compassion. A literate environment considers content, pedagogy, materials, technology, and social aspects.
Literate environmnet analysis
This document discusses strategies for getting to know literacy learners and selecting appropriate texts. It describes administering reading surveys and assessments to understand student reading abilities and interests. Various activities are listed to learn about students, including interviews and motivation surveys. When selecting texts, factors like difficulty, length, structure and exposing students to different genres are important. The document also covers teaching students interactive, critical and response perspectives to develop strategic reading, evaluation and connection skills.
Wk7 assgncrowj powerpoint
This document discusses strategies for understanding literacy learners in PreK-3, including non-cognitive and cognitive assessments. It also addresses selecting appropriate texts using the Literary Matrix model and balancing the "Big 5" areas of literacy - phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document outlines the Interactive, Critical, and Response perspectives for literacy instruction and how they develop strategic and analytical thinking in students. Feedback from colleagues and families is solicited on insights gained about literacy development and supporting student literacy.
Creating a literate learning environment
The document discusses creating a literate learning environment by getting to know literacy learners through consistent assessment, selecting appropriate texts, and using different literacy teaching perspectives. It emphasizes the importance of assessing students' cognitive and non-cognitive skills, exposing them to various text types based on their levels and interests, and incorporating strategies like read alouds and word walls. Researchers mention the need for multiple experiences with informational texts for young children and allowing response to take different forms.
Literate environment analysis presentation
After analyzing cognitive and non-cognitive tests, the author found that students needed encouragement to become motivated readers. The author used the ERAS assessment to better understand student motivation and feelings about reading. Different types of texts were selected, including informational, narrative, and online texts, to fall on the semiotic portion of the Literacy Matrix due to students being English Language Learners. The author incorporates the interactive, critical, and response perspectives in lessons by focusing on sight words and decoding, discussing genre and author's purpose, and having students reflect on texts.
Creating a literate environment
Creating a literate environment involves understanding literacy learners, selecting appropriate texts, and implementing instructional strategies based on interactive, critical, and response perspectives. Teachers must get to know students through assessments, acknowledge individual differences, and adjust instruction accordingly. A variety of texts, genres, and online resources should be selected to engage students and match their reading levels. Effective literacy instruction incorporates direct instruction, modeling, and opportunities for students to interact with texts and demonstrate comprehension.
Literate environment analysis
This document discusses literacy assessments and instruction for early readers. It describes using cognitive and non-cognitive assessments to understand students' literacy abilities and interests. Examples of assessments mentioned include running records, think-alouds, and attitude surveys. The document also discusses selecting texts based on readability, length, structure, print size, and visual support. Finally, it describes implementing interactive, critical, and response perspectives in literacy lessons to develop strategic processing and critical thinking.
Literate environment analysis
This document summarizes key points from a course on literacy for beginning readers. It discusses using reading inventories to understand students' strengths and weaknesses, selecting texts that are appropriate based on readability and other factors, implementing interactive literacy lessons using comprehension strategies, modeling critical thinking about texts and responding to them, and gaining feedback from parents about supporting students' literacy development at home. The document analyzes these topics and cites references used in the course.
What's hot (19)
Viewers also liked
Plan Anual de Accion 2013 / EUROsociAL II
Este documento presenta el Plan Anual de Acción 2013 del Programa para la Cohesión Social en América Latina (EUROsociAL II). El plan describe 22 acciones específicas y 8 acciones transversales para apoyar reformas de políticas públicas en 10 áreas temáticas relacionadas con la cohesión social. El objetivo es contribuir a mejorar el acceso al bienestar, fortalecer las capacidades del Estado e impulsar una ciudadanía activa en la región.
Trabajo fina tacone_sgaby
Este documento presenta los resultados de una investigación sobre los efectos del uso de zapatos de tacón alto en la salud de las mujeres. La investigación encontró que la mayoría de las mujeres usan tacones de 8 a 10 cm por 2 a 5 años y gastan $500-$1500 pesos en tacones cada semestre. Aunque sólo el 31.9% reportó molestias, los expertos señalan que con el uso prolongado se pueden presentar problemas como escoliosis, esguinces de tobillo, lumbalgia y deformaciones en los pies. La conclusión es que aunque la moda influye en
Mgalarza tarea1
Los dispositivos de almacenamiento, como los discos duros, leen y escriben datos en medios de almacenamiento y forman la memoria secundaria de una computadora. Los discos duros tienen gran capacidad de almacenamiento pero no son extraíbles, mientras que dispositivos extraíbles como USBs permiten intercambiar datos entre computadoras. Las características clave de un disco duro incluyen su capacidad, velocidad de giro y velocidad de transferencia de datos.
Dominio de planificación y organización mjsl
Este documento presenta 11 dominios de planificación y organización de tecnologías de la información. Cada dominio describe un proceso de TI, como definir un plan estratégico de TI o determinar la dirección tecnológica, y cómo este proceso satisface los requisitos del negocio. También explica cómo cada proceso es facilitado y los factores que se deben considerar. El documento fue preparado por María José Salazar López para su curso de Contabilidad y Auditoría en la Universidad Central del Ecuador.
trabajo tecnologias educativas
El documento describe la evolución de las tecnologías en la educación desde los primeros computadores electromecánicos y electrónicos hasta las tecnologías actuales como las PC, tabletas y dispositivos móviles. También distingue entre las TIC (Tecnologías de la Información y Comunicación) y las TAC (Tecnologías del Aprendizaje y Conocimiento), señalando que las TAC van más allá del uso de las herramientas tecnológicas y se enfocan en aplicarlas de manera didáctica
Trabajo fina tacone_sgaby
Este documento presenta los resultados de una investigación sobre los efectos del uso de zapatos de tacón alto en la salud de las mujeres. La investigación encontró que la mayoría de las mujeres usan tacones de 8 a 10 cm por 2 a 5 años y gastan $500-$1500 pesos en tacones cada semestre. Aunque sólo el 31.9% reportó molestias, los expertos señalan que con el uso prolongado se pueden presentar problemas como escoliosis, esguinces de tobillo, lumbalgia y deformaciones en los pies. La conclusión es que aunque la moda influye en
Habitos Q
El documento describe 10 hábitos diarios que dañan el cerebro, como no desayunar, comer en exceso, fumar, consumir mucha azúcar, dormir poco, contaminación del aire, falta de estimulación mental, y trabajar o estudiar cuando se está enfermo. También menciona 10 alimentos que promueven la longevidad como granos integrales, salmón, nueces, arándanos, té verde y negro, tomates, aceite de oliva, uvas, ajo y espinacas. Finalmente, enumera 10 cosas que envejec
Carp final
The document discusses a study conducted by four educators to increase student motivation in art and music classes. They implemented a four-part intervention involving discussions about popular music/art, having students express how music/art makes them feel, comparing experiences with and without sound/images, and introducing humanizing artists. Pre- and post-tests and observations were used to assess engagement and perception of relevance. Results varied between placements, with some seeing more participation and interest but no significant statistical changes.
Entrega 170809 Cuestionario Entrevista
El documento describe el formato de una entrevista realizada a una técnico de historias médicas para obtener información sobre los procesos actuales de registro de pacientes, asignación de citas y generación de reportes. Actualmente estos procesos se realizan en áreas físicas separadas lo que causa inconvenientes a los pacientes. La entrevistada sugiere simplificarlos en un solo paso. También se discuten los reportes generados y los datos e instituciones a las que son enviados. Finalmente, la entrevistada brinda detalles sobre los formatos
Viewers also liked (10)
Similar to Literate Environment Analysis
Literate environment analysis
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
Literate environment analysis
The document discusses the importance of assessing students' literacy strengths and weaknesses in order to differentiate instruction. It emphasizes exposing students to a variety of fiction and nonfiction texts to improve comprehension. The literacy matrix can help teachers select texts that are on students' reading levels and of interest to them. The document also discusses teaching students interactive strategies like making predictions and the critical perspective of questioning and responding to what they read.
Creatingaliterateenvironment
This document discusses the importance of literacy education and creating a literate environment for students. It emphasizes getting to know individual students' cognitive and noncognitive development through assessments in order to select appropriate texts and lessons. The document provides examples of assessments, interactive reading techniques, and ensuring students are active participants in their literacy learning.
A literate environment analysis
Per the requirements of course EDUC 6706-R5, Walden University, A Literate Environment Analysis by Carol J. Herndon
Literate environment analysis
1) The document discusses strategies for getting to know early readers, including using reading inventories and understanding students' interests.
2) It emphasizes the importance of selecting texts that interest students and represent different genres to help develop comprehension skills.
3) The document also covers instructional perspectives like the interactive perspective which teaches students to be strategic thinkers and the response perspective which helps students better understand texts by connecting to their own lives.
Wk7 assgn1a hansen
This document summarizes key points from a course on literacy education. It discusses the importance of understanding students' backgrounds, interests and motivations. Effective classrooms are based on dedication to both the literacy program and students. A variety of formal and informal assessments can provide insights into students' cognitive and non-cognitive needs. Selecting appropriate texts requires considering factors like reading level, interest and text type. Literacy lessons should teach strategies for different goals and text types using an interactive perspective that helps students independently navigate texts. The critical and response perspectives encourage examining multiple viewpoints and responding through activities like journaling.
App7 hendricksons
Creating a Literate Environment by Shona Hendrickson discusses creating a literate environment for students. There are three essential parts: 1) Getting to know literacy learners through cognitive and non-cognitive assessments; 2) Selecting texts using a literacy matrix that considers linguistic/semiotic and narrative/informational qualities; 3) Using interactive, critical, and response perspectives in literacy instruction. The document provides examples and activities to support each part of creating a literate environment.
Literate environment analysis
This document provides guidance on creating a literate classroom environment. It discusses three essential parts: getting to know literacy learners through non-cognitive and cognitive assessments, selecting appropriate texts using a literacy matrix, and using interactive, critical and response instructional perspectives. Specific examples are provided for each part, including a "Me Stew" activity to learn about students' interests, choosing family-themed texts, and focusing a lesson on becoming knowledgeable readers. The document emphasizes the importance of understanding individual students, selecting a variety of texts, and engaging students through different instructional approaches.
Literate Environment Analysis
This document summarizes the key components of creating an effective literate environment: 1) Getting to know learners cognitively through reading assessments and non-cognitively through attitude surveys; 2) Selecting appropriate texts that engage students at their level through a variety of genres; 3) Engaging students interactively through strategies like read alouds, guided reading, and interactive activities; 4) Incorporating critical and response perspectives where students analyze texts and connect on a personal level. The presentation emphasizes understanding individual students, exposing them to diverse texts, and involving them through strategic, metacognitive, critical and response-based instruction.
Creating a literate environment
This document discusses key aspects of literacy instruction and assessment. It emphasizes the importance of getting to know students through assessments and conversations to better understand their backgrounds and needs. Both cognitive and non-cognitive assessments are important. The document also discusses selecting appropriate texts, implementing interactive, critical, and responsive perspectives, and gaining feedback to improve instruction.
Literate environment
This document discusses creating a literate environment for students. It emphasizes the importance of understanding students as literacy learners by using assessments and surveys to determine their reading levels, interests, and attitudes. With this information, teachers can select appropriate texts that match students' needs and engage them. The document also discusses using instructional strategies like building schema, predictions, and reading logs to support students' literacy development and promote strategic, critical thinking about texts. The overall goal is to help all students achieve their full literacy potential.
Literate Environment Analysis Presentation
The document discusses key considerations for creating an inviting literacy environment. It emphasizes getting to know students through activities like literacy autobiographies and interest surveys to understand their background knowledge and reading interests. When selecting texts, the document recommends considering elements like layout, vocabulary level, and students' interest levels, and provides a literacy matrix to analyze a text's difficulty. Both formal and informal reading assessments are suggested to evaluate students' comprehension. Fostering students' critical thinking about texts involves engaging them with issues they care about and giving opportunities to question an author's perspective. The response perspective encourages connecting texts to students' prior knowledge and lived experiences.
Creating a literate environment
This document discusses several important concepts for literacy instruction. It emphasizes the importance of knowing students' backgrounds, interests, cultures and languages. It also stresses selecting texts at students' ability levels that engage and connect to their identities. The document discusses teaching students to be strategic processors and thinkers by threading strategic processing through the five pillars of literacy. It also discusses teaching students to critically examine text and take different perspectives through critical and response perspectives.
Literate environment analysis presentation
The document summarizes a literacy teacher's presentation on effective literacy instruction strategies. It discusses using reading inventories and interest assessments to understand students' reading abilities and interests. It also covers selecting texts at students' reading levels that engage them, using interactive, critical, and response perspectives in teaching, and the benefits of modeling strategies like think-alouds. The teacher concludes she has learned how to create an optimal environment for students to grow as readers and writers.
Course project literate environment analysis
The document discusses research-based literacy practices for creating a strong literacy environment for students in grades P-3. It describes how understanding students as unique readers allows educators to obtain data on student attitudes towards reading and better plan reading instruction. It also discusses how selecting texts at different levels and types creates balance. The document outlines how interactive literacy lessons teach strategic reading and critical response lessons allow students to respond to and connect with texts. The goal is to teach independent reading and critical thinking about texts.
Literate presentation
This document provides an analysis of a literate environment for literacy instruction. It discusses frameworks for literacy instruction including getting to know students, selecting texts, and literacy lessons with interactive, critical, and response perspectives. Examples are given of assessments to understand students cognitively and non-cognitively, as well as guided reading and whole group lessons incorporating comprehension strategies and critical thinking. References are also provided.
Literate Environment Analysis - L. Williams
The document discusses a framework for literacy instruction involving three main components: learners, texts, and instructional practices. It examines how to analyze learners' interests and abilities to select appropriate texts and instructional methods to support literacy development. The framework includes an interactive perspective to teach reading skills, a critical perspective for evaluating texts, and a response perspective for personal reactions. The author describes applying strategies like word ladders, jump-in reading, and open-mind portraits for different perspectives with three students.
Literate environment presentation
This presentation discusses creating a literate environment for students. It emphasizes the importance of using both cognitive and non-cognitive assessments to understand individual students' literacy abilities and attitudes. Three students were assessed and sample profiles were provided. The presentation also examines selecting appropriate texts matched to students' reading levels and engaging instructional approaches like interactive, critical, and response perspectives. The goal is to provide a balanced literacy approach that meets students' needs and supports their development as strategic, engaged readers.
Educ 6706 literate environment analysis presentation
This document discusses literacy instruction for early readers. It emphasizes the importance of understanding students' interests, cognitive needs, and literacy development in order to plan effective lessons. A balanced approach to literacy incorporating narrative, informational, print and digital texts is recommended. The document also outlines the interactive, critical, and response perspectives for literacy learning and provides examples of lessons incorporating strategies from each perspective.
Creating a literate environment (presentation)
The document discusses creating a literate environment for students. It involves getting to know each learner through cognitive and non-cognitive assessments. It also involves selecting appropriate texts on different dimensions like narrative vs informational. Implementing interactive practices like modeling strategy use and gradually removing support helps students become strategic readers. Using critical literacy strategies like problem posing questions and character journals helps students examine perspectives. This creates a classroom environment where students comprehend deeper and think from different points of view.
Similar to Literate Environment Analysis (20)
Educ 6706 literate environment analysis presentation
Educ 6706 literate environment analysis presentation
Recently uploaded
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLevel 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Literate Environment Analysis
- 1. By: Ms. Marsha S. Robinson The Beginning Reader Pre K - 3 EDUC – 6707R – 7 Walden University June 15, 2011 LITERATE ENVIRONMENT ANALYSIS