This document contains information about literacy lessons and assessments for two students: an emergent reader named Sam and a beginning reader named Jack. For Sam, the emergent reader, lessons focused on phonemic awareness, vocabulary, fluency, and comprehension using leveled texts about ocean animals. For Jack, the beginning reader, lessons also targeted these areas but were differentiated based on his further development, such as using informational texts and front-loading vocabulary. Reflections addressed differentiating instruction and creating a positive literacy environment for diverse learners.
Based on the feedback from peers and Dr. McCully, I have edited my Digital Story and uploaded it again. Saving it as a PDF really helped with the font!
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
Why Don't Ketapang People Eat Pangat Cat Fish (Ikan Patin)? A Local Content f...ND Arisanti
This narrative story is taken from West Kalimantan as a part of well-known story from Kerajaan Sukadana. It is only an example of project from Curriculum and Material Development which is designed by students of English Language Department .
Based on the feedback from peers and Dr. McCully, I have edited my Digital Story and uploaded it again. Saving it as a PDF really helped with the font!
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
Why Don't Ketapang People Eat Pangat Cat Fish (Ikan Patin)? A Local Content f...ND Arisanti
This narrative story is taken from West Kalimantan as a part of well-known story from Kerajaan Sukadana. It is only an example of project from Curriculum and Material Development which is designed by students of English Language Department .
La experiencia teórica y aplicada de los miembros de la Escuela de Frankfurt ha dado y está dando lugar a valiosísimos estudios sobre la sociedad contemporánea, que son de gran valor para las ciencias sociales y humanas.
Literate Environment Analysis by Jessica KempJessica Kemp
An analysis of research-based practices used with kindergarten students, and how they helped me create a literate enviroment to benefit the learning needs of my students.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
1. S A R A H S M I T H
W A L D E N U N I V E R S I T Y
D R . P H Y L L I S M C C U L L Y
R E A D 6 7 0 6 L I T E R A C Y D E V E L O P M E N T P R E K - 3
J U N E 1 2 , 2 0 1 6
LITERATE
ENVIRONMENT
ANALYSIS
2. *Getting to Know Emergent and Beginning Literacy Learners
*Analyzing and Selecting Texts
*Emergent Literacy Learner Lesson
*Beginning Literacy Learner Lesson
*Reflection
*References
LiterateEnvironment
Analysis
3. "Learning to read proficiently in the primary grades is one
of the cornerstones of academic achievement and the
foundation for children's later success in school"
(Ciampa, 2012, p.2)
4. GettingtoKnowEmergentand
BeginningReaders
What background knowledge do students bring?
-It is important to consider a child's culture, background, and prior experiences
-Use a child's interests as a springboard for planning learning experiences
Build Text-to-Self Connections
-Me Stew
Create a Language-Rich Environment
-Engage students in conversations about school subjects
-Listen to students talk about familiar topics
-Discuss word meanings and model use of new words
-Collaborative learning
Each student brings different strengths and skills into the classroom. It is the job of
the classroom teacher to determine what they are and tailor learning experiences
that meet the needs of diverse learners.
5. GettingtoKnowEmergentand
BeginningReaders
Read aloud to children
Provide fiction and non-fiction texts
-Tap into student interests
-Build on background knowledge
Extend children's vocabularies
-Engage in extended discourse by using open-ended questions
Use direct instruction when appropriate
Teach alphabet and letter sounds in a meaningful context
6. AnalyzingandSelectingTexts
When analyzing texts for student use, it is important to consider factors
that may pose challenges to emergent and beginning readers. Dr.
Douglas Hartman's literacy matrix is a tool that allows teachers to analyze
and select appropriate texts for students.
1. Readability
2. Text Length
3. Size of Text
4. Visual Support
Linguistic
Semiotic
Narrative Informational
7. AnalyzingandSelectingTexts:
InformationalText
"Content-rich instruction is important at all grade levels and
there are many different types of text that can support it"
(Neuman & Roskos, 2012, p. 208).
-Teachers need to increase the amount of informational text being used in the
classroom for utility and employment purposes
-Revised publisher's criteria calls for fifty percent literary and fifty percent informational
text in grades K-5
-Contributes to positive social change
-Helps students to become more literate twenty-first century learners
-Research shows that the availability of non-fiction texts can motivate some children
to read
-Informational texts help to expand vocabulary and background knowledge and
exposes the language and structure of expository writing
8. EmergentLiteracyLearner
Sam is a Chinese-American kindergarten student who comes from a two-parent
working household. Although Sam speaks fluent English at school, he speaks both
Chinese and English at home with his parents and one older brother. Prior to starting
kindergarten, he spent two years at an English-speaking private preschool but is well
behind his grade-level peers.
PRODUCTS
CALIFORNIA,USA
I knew that I would need to motivate this struggling reader using his interests as a springboard for planning instruction so it is for this reason that I chose to teach a three day unit on the topic of ocean animals.
I knew that I would need
to motivate this struggling
reader using his interests
as a springboard for
planning instruction so it
is for this reason that I
chose to teach a three
day unit on the topic of
ocean animals.
9. EmergentLiteracyLearner
-Making connections to himself, to other texts, and to the real world
-Phonemic awareness: Sam worked on the ability to manipulate sounds in words by
reading grade-level texts that focused on decodable CVC and sight words.
-Vocabulary: Students need variety of words to go from oral to written comprehension so I
worked one-on-one with this student to analyze content vocabulary prior to reading the
texts.
-Fluency: Sam worked on his ability to read at a natural pace and with expression during
each lesson.
-Comprehension: Through retelling and written comprehension assessments, Sam proved
to me that he is able to understand text read aloud.
During these lessons, I had my emergent reader focus on elements of literacy
instruction that were tailored to his level of reading and writing development.
10. BeginningLiteracyLearner
PRODUCTS
CALIFORNIA,USA
I knew that I would need to motivate this struggling reader using his interests as a springboard for planning instruction so it is for this reason that I chose to teach a three day unit on the topic of ocean animals.
My emergent reader Jack is a kindergartener with a diverse multicultural background. Prior to starting
kindergarten, he spent one year in a church-based preschool and was then enrolled for two years at a local
private preschool. I noted that the emergent reader I assessed went to the same preschool as my beginning
reader, yet they displayed markedly different attitudes toward reading and writing experiences in kindergarten.
Jack’s background, prior experiences, and family culture have all played an important role in his academic and
personal development.
Based on information I collected
during Jack's pre-assessments, I knew
he enjoyed reading non-fiction books
and writing for authentic purposes. I
used data I gathered from his non-
cognitive assessments to choose
three texts on the topic of ocean
animals.
11. BeginningLiteracyLearner
My beginning reader is further along in his reading development than my
emergent reader and had to have his lessons differentiated accordingly.
-We used informational text to make connections to the outside world.
- Phonemic awareness: Jack is able to decode and segment words in text and I was able
to transfer learning to him as he read the texts with minimal guidance and support.
-Vocabulary: I knew Jack would need vocabulary scaffolding because of his dual-
language background so I front-loaded challenging vocabulary prior to reading.
-Fluency: Data collected from pre-assessments showed me that Jack struggled to read
with fluency. We worked on this as I modeled fluent reading and expression and he
mirrored my reading.
-Comprehension: We focused on oral language and written comprehension as we
engaged in dialogue and authentic writing tasks connected to each text.
12. Reflections
Although there were similarities in the content that
was taught, each element needed to be
differentiated to meet the developmental needs of
the specific reader.
As a result of these lessons and our weekly
learning resources, I feel as though I now have the
tools I need to effectively teach learner and help
them reach proficiency.
In the future, I will be implementing research-
based strategies that will allow me to effectively
manage my classroom and create a positive
literacy environment for all students.
13. Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers.
Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Correia, M. P. (2011). Fiction vs. informational texts: which will kindergarteners choose? Retrieved from
http://www.naeyc.org/yc/files/yc/file/201111/Correia_Fiction_vs_Informational_Texts_Online%201111.pdf
Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014f). Developing language and literacy [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014j). Getting to know your students [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014l). Informational text in the early years [Video file]. Baltimore, MD: Author.
Neuman, S. B., & Roskos, K. (2012). Helping children become more knowledgeable through text. Reading Teacher,
66(3), 207–210.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child
succeed (5th ed.). Boston, MA: Pearson.
References