This document discusses how teachers can build lifelong readers. It emphasizes the importance of teachers getting to know their students' interests to help motivate reading and select appropriate texts. Teachers should provide a balance of different text types, including more informational texts, and allow students to develop independent thinking skills. The goal is for students to actively engage with texts through questioning, research, reflection in response journals, and role playing without relying on teacher prompts. Nurturing these critical and interactive reading perspectives helps students view themselves as the text and construct new knowledge.
The document discusses reading and reflecting. It defines reading as the process of looking at written symbols and getting meaning from them. Reading can be silent or aloud. It is both a receptive skill, through which we receive information, and a productive skill, as we transmit information to ourselves. Reflecting involves deeper understanding that comes after reading, by considering ideas and feelings in light of other experiences. Reflecting may involve questioning how a text relates to one's own life or values. It can result in connections between the text and life, other readings, or social issues.
The document outlines 5 stages of the reading process: 1) Pre-reading where background knowledge is activated and vocabulary introduced. 2) Reading where students begin reading through various methods like buddy reading. 3) Responding where students journal or discuss what they read. 4) Exploring where students re-read and examine author's craft. 5) Applying where students create projects and use information learned.
This document discusses effective reading strategies and activities for language learners. It emphasizes that reading should be an interactive and engaging skill where students are encouraged to respond to and discuss what they read. It also highlights several important reading strategies like skimming, scanning, predicting, and extensive reading. The document concludes that reading provides opportunities to improve students' language skills while stimulating discussion.
Reflecting on The Significance Of Reading In The EslGladys Ledwith
This document discusses the value of reading in EFL classrooms and strategies for improving student attitudes towards reading. It notes that students often see reading as boring and something that is only used to answer comprehension questions. The document advocates for using pre-reading, while-reading, and post-reading activities to build student interest and engagement with texts. Some strategies mentioned include using prediction, vocabulary building, note-taking, and inferring to help students actively engage with what they are reading. The overall message is that teachers need to help students find pleasure in reading to develop lifelong reading habits.
Here are potential prefixes, suffixes, and new words to complete the activity:
Group 1:
Prefix/suffix: un
Word: happy
New word: unhappy
Group 2:
Prefix: dis
Word: satisfy
New word: dissatisfy
Group 1:
Prefix: tele
Word: scope
New word: telescope
Group 2:
Suffix: ion
Word: valid
New word: validation
Group 1:
Prefix: a
Word: sexual
New word: asexual
Group 2:
Suffix: ity
Word: scope
New word: scopeity
Group 1:
Prefix: re
Word: valid
New word
This document discusses reading and reflecting on texts. It provides guidance on how to effectively read texts, reflect on what was read, and write reviews and reports. Some key points include:
- Reading is a complex cognitive process of decoding symbols to derive meaning, and is important for language acquisition, communication, and sharing information.
- Reflecting on texts allows students to internalize and summarize information in their own words, and add their own thoughts and analysis.
- Writing reports and reviews involves collecting basic information about the text, providing a summary, stating one's views, and discussing educational implications and outcomes.
- Suggested activities include individual and group reading, discussion, narrating related experiences, and
The document provides guidance on writing learning autobiographies (LABs) for Ottawa University. LABs allow students to reflect on their prior learning experiences and goals. They cover 3 topics: 1) formal and informal education, 2) significant people or events, and 3) future goals, values, and obstacles. Writing LABs helps students understand themselves better and plan their academic future by reflecting on their learning experiences, influences, and values. The benefits of LABs include clarity on one's past and understanding what is important to help plan the future.
This document discusses how teachers can build lifelong readers. It emphasizes the importance of teachers getting to know their students' interests to help motivate reading and select appropriate texts. Teachers should provide a balance of different text types, including more informational texts, and allow students to develop independent thinking skills. The goal is for students to actively engage with texts through questioning, research, reflection in response journals, and role playing without relying on teacher prompts. Nurturing these critical and interactive reading perspectives helps students view themselves as the text and construct new knowledge.
The document discusses reading and reflecting. It defines reading as the process of looking at written symbols and getting meaning from them. Reading can be silent or aloud. It is both a receptive skill, through which we receive information, and a productive skill, as we transmit information to ourselves. Reflecting involves deeper understanding that comes after reading, by considering ideas and feelings in light of other experiences. Reflecting may involve questioning how a text relates to one's own life or values. It can result in connections between the text and life, other readings, or social issues.
The document outlines 5 stages of the reading process: 1) Pre-reading where background knowledge is activated and vocabulary introduced. 2) Reading where students begin reading through various methods like buddy reading. 3) Responding where students journal or discuss what they read. 4) Exploring where students re-read and examine author's craft. 5) Applying where students create projects and use information learned.
This document discusses effective reading strategies and activities for language learners. It emphasizes that reading should be an interactive and engaging skill where students are encouraged to respond to and discuss what they read. It also highlights several important reading strategies like skimming, scanning, predicting, and extensive reading. The document concludes that reading provides opportunities to improve students' language skills while stimulating discussion.
Reflecting on The Significance Of Reading In The EslGladys Ledwith
This document discusses the value of reading in EFL classrooms and strategies for improving student attitudes towards reading. It notes that students often see reading as boring and something that is only used to answer comprehension questions. The document advocates for using pre-reading, while-reading, and post-reading activities to build student interest and engagement with texts. Some strategies mentioned include using prediction, vocabulary building, note-taking, and inferring to help students actively engage with what they are reading. The overall message is that teachers need to help students find pleasure in reading to develop lifelong reading habits.
Here are potential prefixes, suffixes, and new words to complete the activity:
Group 1:
Prefix/suffix: un
Word: happy
New word: unhappy
Group 2:
Prefix: dis
Word: satisfy
New word: dissatisfy
Group 1:
Prefix: tele
Word: scope
New word: telescope
Group 2:
Suffix: ion
Word: valid
New word: validation
Group 1:
Prefix: a
Word: sexual
New word: asexual
Group 2:
Suffix: ity
Word: scope
New word: scopeity
Group 1:
Prefix: re
Word: valid
New word
This document discusses reading and reflecting on texts. It provides guidance on how to effectively read texts, reflect on what was read, and write reviews and reports. Some key points include:
- Reading is a complex cognitive process of decoding symbols to derive meaning, and is important for language acquisition, communication, and sharing information.
- Reflecting on texts allows students to internalize and summarize information in their own words, and add their own thoughts and analysis.
- Writing reports and reviews involves collecting basic information about the text, providing a summary, stating one's views, and discussing educational implications and outcomes.
- Suggested activities include individual and group reading, discussion, narrating related experiences, and
The document provides guidance on writing learning autobiographies (LABs) for Ottawa University. LABs allow students to reflect on their prior learning experiences and goals. They cover 3 topics: 1) formal and informal education, 2) significant people or events, and 3) future goals, values, and obstacles. Writing LABs helps students understand themselves better and plan their academic future by reflecting on their learning experiences, influences, and values. The benefits of LABs include clarity on one's past and understanding what is important to help plan the future.
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Reading is an activity that involves a reader and a writer. There are different kinds of reading such as skimming, scanning, idea reading, exploratory reading, analytic reading, critical reading, narcotic reading, extensive reading, intensive reading, and developmental reading. Each kind of reading has a specific purpose and approach such as skimming reads to get an overview while scanning reads to locate particular information.
There are several types of reading that can occur in a language classroom including oral, silent, intensive, and extensive reading. Intensive reading focuses on linguistic details, vocabulary, and close analysis of the text. It aims to build language knowledge rather than just reading practice. Extensive reading involves reading large amounts of interesting texts to build reading fluency, confidence, and enjoyment. Skimming and scanning are also discussed. Skimming is a quick read to understand the overall meaning and organization, while scanning is searching quickly for specific facts or details. Both skills are useful for second language learners.
This document discusses reading for information. It explains that reading for information is a lifelong skill used to understand non-fiction texts, newspapers, research papers and more. It helps readers identify text features, understand an author's purpose, and organize important points through summaries. The document also encourages exposing children to non-fiction to develop their reading skills and familiarize them with the structure of informational texts. Finally, it stresses the importance of integrating reading for information skills across school curricula to reinforce these skills in various academic disciplines.
The Learning Autobiography - Week 1 - LAS 30012amandabethbird
Learning Autobiographies (LABs) guide students to reflect on their prior learning experiences, significant people or events, and goals in order to assess their writing abilities, understand themselves better, and help plan future academic endeavors. LABs cover topics like formal and informal education, experiences in liberal arts areas, and goals, philosophy and values. They benefit students by helping them clarify what is important to them, identify role models, understand their goals, and anticipate obstacles through reflection on their learning history and what they value.
A slide that tackles about one of the language skills, reading. It includes the reading techniques-skimming, scanning, receptive reading, and the critical reading, and the reading diet.s
Definition of Reading, Reading Meaning, Kinds of Reading, Factors Affecting Reading, Types of Reading Strategies, Reading Techniques, Definition of Comprehension, Levels of Comprehension, Types of Comprehension
Content/textual analysis examines written texts to answer specific research questions about human or social experiences. It commonly includes discourse analysis of written materials rather than spoken words. The analysis process involves selecting a data set and context, defining a theoretical framework, and then coding the text deductively or inductively to extract relevant information. The goal is to analyze the text rather than appreciate its literary aspects. The analysis can use either quantitative or qualitative methods.
The document discusses various reading comprehension strategies for successful readers, including using prior knowledge, asking questions, making inferences, monitoring understanding, and using "fix-up" strategies when meaning breaks down. It also discusses signals that comprehension may be breaking down and strategies to address confusion like making connections, visualizing, and adjusting reading speed. Specific comprehension techniques are outlined, such as using sticky notes, highlighters, thinking aloud, double-entry diaries, and combining multiple strategies.
To Understand: Teaching Comprehension in the Reading and Writing WorkshopAngela Maiers
This document discusses how to teach reading comprehension in reading and writing workshops. It emphasizes teaching students to be readers who can answer questions about what they read, retell stories, make inferences, image what they read, monitor their understanding, and use context clues. The document stresses teaching readers, not just teaching books, and developing great readers of different genres like fiction, fantasy, non-fiction, history texts and science texts. It also discusses distinguishing between fiction and non-fiction.
DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to make predictions while reading a text. As students read in segments, they stop at predetermined points to confirm or revise their predictions about what will come next based on the text. The purposes of DRTA are to activate students' prior knowledge, encourage monitoring of comprehension, and set a purpose for reading by having students read to confirm or revise their predictions. To implement DRTA, a teacher chooses a text, activates students' background knowledge, has students make initial predictions, has them read segments and then confirm or revise predictions, and asks questions to promote thinking and discussion.
The document discusses Howard Gardner's theory of multiple intelligences, which identifies several distinct types of intelligence including: logical-mathematical, visual/spatial, interpersonal, intrapersonal, bodily-kinesthetic, musical, and linguistic. It then provides a multiple intelligence test that asks the reader to rate statements based on how true they are of themselves. The results are analyzed to indicate which types of intelligence the reader scores highest in.
A REFLECTIVE TEACHING IN THE USE OF CONTEXT IN READING TEXTSBintang Emas
The document discusses using context to improve reading comprehension for students learning English as a foreign language. It proposes using pictures, diagrams, and short stories to provide context that helps students understand words and texts. The key strategies discussed are using pictures to illustrate meanings, grouping vocabulary through semantic mapping, and encouraging guessing of meanings from context clues. The goal is to make reading more engaging and help students comprehend texts despite limited vocabulary knowledge in English.
The document discusses the reading process and its essential components. It defines reading as either the interpretation of experience generally or the interpretation of graphic symbols specifically. The essential components of reading are phonemic awareness, phonics, fluency, vocabulary development, and reading comprehension. It then describes five strategies that form the "High 5 Reading Strategy" to improve comprehension: activating background knowledge, questioning, analyzing text structure, visualization, and summarizing. Effective comprehension instruction is defined as instruction that helps students become independent, strategic readers able to use various comprehension strategies to ensure understanding.
The document defines four learning styles: activist, reflective, theorist, and pragmatist. Activists learn best through hands-on experience and are enthusiastic and flexible. Reflectors learn by observing and reflecting on experiences before making decisions. Theorists are logical, analytical, and like to solve problems step-by-step. Pragmatists like to apply ideas and see how they work in practice. They are practical and concerned with the usefulness of ideas.
This document discusses previewing texts as a pre-reading strategy. Previewing involves gathering information about a text before reading it to increase comprehension. It can activate prior knowledge, set reading goals, and study important vocabulary. Specific previewing techniques include reading the title, headings, visuals, and scanning for key terms. The document outlines 5 steps to preview a text: 1) look at the title to make predictions, 2) identify the author's credentials, 3) examine pictures for clues, 4) understand the text structure, and 5) read opening and closing paragraphs to predict content. Previewing mentally prepares readers for the information in written materials.
Writing to learn engages students in recording information, making connections, and exploring ideas without necessarily publishing a formal piece. It allows students to reflect on what they've learned and accomplished, and look toward the future. Quickwrites and dialogue journals are forms of reflective writing that help students organize their thoughts and make personal connections without worrying about conventions. When students write to reflect, they think deeply about concepts and ideas by linking new information to prior knowledge and responding critically or personally.
Reading is the process of deriving meaning from written text. There are several reading skills and factors that impact reading comprehension, including vocabulary knowledge, prior knowledge, and text-based factors like genre. Efficient readers read ideas and multi-word phrases, while slow readers read words one at a time. Speed reading techniques include using a wider visual span to see more words at once and minimizing subvocalization. Software can help improve reading skills and speed by controlling reading pace without allowing regression.
The document provides information about effective reading strategies for university students. It discusses the importance of reading and defines different types of reading such as speed reading, proofreading, and subvocalization. It also outlines various reading strategies including previewing, skimming, scanning, intensive reading, and critical reading. The document emphasizes that university study requires a significant amount of reading and stresses the importance of using strategic and active reading approaches. It provides tips on managing reading lists and remembering what is read using methods like SQ3R.
Basic reading skills include the ability to identify and manipulate individual sounds in language; to identify printed letters and their associated sounds; to decode written language. Phonics is a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Reading is an activity that involves a reader and a writer. There are different kinds of reading such as skimming, scanning, idea reading, exploratory reading, analytic reading, critical reading, narcotic reading, extensive reading, intensive reading, and developmental reading. Each kind of reading has a specific purpose and approach such as skimming reads to get an overview while scanning reads to locate particular information.
There are several types of reading that can occur in a language classroom including oral, silent, intensive, and extensive reading. Intensive reading focuses on linguistic details, vocabulary, and close analysis of the text. It aims to build language knowledge rather than just reading practice. Extensive reading involves reading large amounts of interesting texts to build reading fluency, confidence, and enjoyment. Skimming and scanning are also discussed. Skimming is a quick read to understand the overall meaning and organization, while scanning is searching quickly for specific facts or details. Both skills are useful for second language learners.
This document discusses reading for information. It explains that reading for information is a lifelong skill used to understand non-fiction texts, newspapers, research papers and more. It helps readers identify text features, understand an author's purpose, and organize important points through summaries. The document also encourages exposing children to non-fiction to develop their reading skills and familiarize them with the structure of informational texts. Finally, it stresses the importance of integrating reading for information skills across school curricula to reinforce these skills in various academic disciplines.
The Learning Autobiography - Week 1 - LAS 30012amandabethbird
Learning Autobiographies (LABs) guide students to reflect on their prior learning experiences, significant people or events, and goals in order to assess their writing abilities, understand themselves better, and help plan future academic endeavors. LABs cover topics like formal and informal education, experiences in liberal arts areas, and goals, philosophy and values. They benefit students by helping them clarify what is important to them, identify role models, understand their goals, and anticipate obstacles through reflection on their learning history and what they value.
A slide that tackles about one of the language skills, reading. It includes the reading techniques-skimming, scanning, receptive reading, and the critical reading, and the reading diet.s
Definition of Reading, Reading Meaning, Kinds of Reading, Factors Affecting Reading, Types of Reading Strategies, Reading Techniques, Definition of Comprehension, Levels of Comprehension, Types of Comprehension
Content/textual analysis examines written texts to answer specific research questions about human or social experiences. It commonly includes discourse analysis of written materials rather than spoken words. The analysis process involves selecting a data set and context, defining a theoretical framework, and then coding the text deductively or inductively to extract relevant information. The goal is to analyze the text rather than appreciate its literary aspects. The analysis can use either quantitative or qualitative methods.
The document discusses various reading comprehension strategies for successful readers, including using prior knowledge, asking questions, making inferences, monitoring understanding, and using "fix-up" strategies when meaning breaks down. It also discusses signals that comprehension may be breaking down and strategies to address confusion like making connections, visualizing, and adjusting reading speed. Specific comprehension techniques are outlined, such as using sticky notes, highlighters, thinking aloud, double-entry diaries, and combining multiple strategies.
To Understand: Teaching Comprehension in the Reading and Writing WorkshopAngela Maiers
This document discusses how to teach reading comprehension in reading and writing workshops. It emphasizes teaching students to be readers who can answer questions about what they read, retell stories, make inferences, image what they read, monitor their understanding, and use context clues. The document stresses teaching readers, not just teaching books, and developing great readers of different genres like fiction, fantasy, non-fiction, history texts and science texts. It also discusses distinguishing between fiction and non-fiction.
DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to make predictions while reading a text. As students read in segments, they stop at predetermined points to confirm or revise their predictions about what will come next based on the text. The purposes of DRTA are to activate students' prior knowledge, encourage monitoring of comprehension, and set a purpose for reading by having students read to confirm or revise their predictions. To implement DRTA, a teacher chooses a text, activates students' background knowledge, has students make initial predictions, has them read segments and then confirm or revise predictions, and asks questions to promote thinking and discussion.
The document discusses Howard Gardner's theory of multiple intelligences, which identifies several distinct types of intelligence including: logical-mathematical, visual/spatial, interpersonal, intrapersonal, bodily-kinesthetic, musical, and linguistic. It then provides a multiple intelligence test that asks the reader to rate statements based on how true they are of themselves. The results are analyzed to indicate which types of intelligence the reader scores highest in.
A REFLECTIVE TEACHING IN THE USE OF CONTEXT IN READING TEXTSBintang Emas
The document discusses using context to improve reading comprehension for students learning English as a foreign language. It proposes using pictures, diagrams, and short stories to provide context that helps students understand words and texts. The key strategies discussed are using pictures to illustrate meanings, grouping vocabulary through semantic mapping, and encouraging guessing of meanings from context clues. The goal is to make reading more engaging and help students comprehend texts despite limited vocabulary knowledge in English.
The document discusses the reading process and its essential components. It defines reading as either the interpretation of experience generally or the interpretation of graphic symbols specifically. The essential components of reading are phonemic awareness, phonics, fluency, vocabulary development, and reading comprehension. It then describes five strategies that form the "High 5 Reading Strategy" to improve comprehension: activating background knowledge, questioning, analyzing text structure, visualization, and summarizing. Effective comprehension instruction is defined as instruction that helps students become independent, strategic readers able to use various comprehension strategies to ensure understanding.
The document defines four learning styles: activist, reflective, theorist, and pragmatist. Activists learn best through hands-on experience and are enthusiastic and flexible. Reflectors learn by observing and reflecting on experiences before making decisions. Theorists are logical, analytical, and like to solve problems step-by-step. Pragmatists like to apply ideas and see how they work in practice. They are practical and concerned with the usefulness of ideas.
This document discusses previewing texts as a pre-reading strategy. Previewing involves gathering information about a text before reading it to increase comprehension. It can activate prior knowledge, set reading goals, and study important vocabulary. Specific previewing techniques include reading the title, headings, visuals, and scanning for key terms. The document outlines 5 steps to preview a text: 1) look at the title to make predictions, 2) identify the author's credentials, 3) examine pictures for clues, 4) understand the text structure, and 5) read opening and closing paragraphs to predict content. Previewing mentally prepares readers for the information in written materials.
Writing to learn engages students in recording information, making connections, and exploring ideas without necessarily publishing a formal piece. It allows students to reflect on what they've learned and accomplished, and look toward the future. Quickwrites and dialogue journals are forms of reflective writing that help students organize their thoughts and make personal connections without worrying about conventions. When students write to reflect, they think deeply about concepts and ideas by linking new information to prior knowledge and responding critically or personally.
Reading is the process of deriving meaning from written text. There are several reading skills and factors that impact reading comprehension, including vocabulary knowledge, prior knowledge, and text-based factors like genre. Efficient readers read ideas and multi-word phrases, while slow readers read words one at a time. Speed reading techniques include using a wider visual span to see more words at once and minimizing subvocalization. Software can help improve reading skills and speed by controlling reading pace without allowing regression.
The document provides information about effective reading strategies for university students. It discusses the importance of reading and defines different types of reading such as speed reading, proofreading, and subvocalization. It also outlines various reading strategies including previewing, skimming, scanning, intensive reading, and critical reading. The document emphasizes that university study requires a significant amount of reading and stresses the importance of using strategic and active reading approaches. It provides tips on managing reading lists and remembering what is read using methods like SQ3R.
Basic reading skills include the ability to identify and manipulate individual sounds in language; to identify printed letters and their associated sounds; to decode written language. Phonics is a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language
1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading.
2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer.
3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.
The document describes The Daily 5, a literacy framework used in elementary classrooms. It consists of 5 main components: read to self, work on writing, listen to reading, word work, and read to someone. The framework is explicitly taught to students and uses gradual release of responsibility to build independence. It aims to develop literacy skills and foster motivation by explaining the purpose of tasks. Daily practice is emphasized to build stamina over time in each area.
This document provides an overview of brain-based learning and teaching. It discusses 12 principles of brain-based learning, including that the brain is a parallel processor, learning engages the entire physiology, emotions are critical to learning, and the brain organizes memory in different ways. It also provides information on parts of the brain, neurons, memory, and how brain-based research can influence teaching practices. The key goals are to understand how the brain learns best and apply this knowledge to make learning more effective and engaging for students.
Brain based Learning and Teaching | Edusctudynotes.comYuvi
Brain based Learning on Nothing is an absolute, but we are learning more and more every day about how the brain functions and how that translates to behavior - including teaching and learning. Objectives are as below:-
You may read and review some of the notes on research of brain-based learning and teaching.
You will see a definition of the term “brain based learning.”
You will discuss practical implications of brain based learning.
You will have some physiological information on the brain.
more at https://edustudynotes.com
Reflectivelearningcriticalthinking 150217022909-conversion-gate01jamal shah
The document discusses reflective learning and various related concepts. It defines reflective learning as involving students thinking critically about what they have read, learned, or done and relating lessons to their own lives. Reflection involves describing, analyzing, and evaluating thoughts, assumptions, and actions. Keeping a journal is presented as a way to engage in reflective learning by regularly writing about personal experiences, thoughts, and insights. Critical thinking is discussed as reasonable, reflective thinking focused on deciding what to believe and do. The document also emphasizes the importance of writing clear learning objectives that define what students will be able to do upon completion of an activity.
The document provides information on teaching beginning reading in Filipino. It outlines a four-pronged approach that includes developing a genuine love for reading, critical thinking skills, mastery of Filipino language structures, and a transfer stage.
The first prong focuses on cultivating an enjoyment of reading through activities like storytelling. The second prong emphasizes developing critical thinking through discussion and engagement activities after reading. The third prong aims to build competence in oral language and grammar. The fourth prong, or transfer stage, addresses decoding skills through ability-based groups and oral and written exercises.
The document provides an overview of reading strategies and techniques for students to utilize in order to maximize learning from texts. It discusses different types of readers and reading abilities. It then outlines various strategies students can use before, during, and after reading, including setting a purpose, previewing texts, predicting, connecting to background knowledge, summarizing, and discussing what was read. The document also describes techniques like skimming, scanning, browsing, and deep study reading. It emphasizes that mastering reading skills is important for personal and academic success.
This document outlines an agenda for a professional development institute on developing thinking strategies. It introduces the goals of the Public Education & Business Coalition and discusses research on comprehension instruction. Participants will learn about metacognitive strategies used by proficient thinkers, such as activating background knowledge, drawing inferences, asking questions, determining importance, synthesizing information, using sensory images, and monitoring comprehension. The agenda covers techniques for supporting thinking through workshop model and gradual release of responsibility. Participants will self-assess their understanding and learn how intentional planning can help students meet standards.
The document provides an overview of a four-pronged approach to teaching beginning reading in English. The prongs are: 1) Developing Genuine Love for Reading (GLR), which focuses on prereading and reading activities to build enjoyment of reading; 2) Critical Thinking (CT), covering post-reading discussion and engagement activities to develop comprehension; 3) Mastery of the Structure of English Language (MSEL), using stories and other materials to practice language structures; and 4) the Transfer Stage, grouping students and providing decoding exercises according to reading ability. Each prong includes objectives, materials, and sample lesson structures and activities to systematically develop reading skills in a scaffolded manner.
The document discusses the importance and process of reading comprehension. It explains that reading comprehension relies on two abilities: word reading, which is decoding written words, and language comprehension, which is understanding meaning. It then lists several benefits of reading such as improving concentration, discipline, memory, self-esteem, creativity, imagination, broadening horizons, and developing empathy. The overall purpose is to convey the significance of reading comprehension and its cognitive benefits.
This document outlines an agenda for developing educators' skills in teaching thinking strategies to grow student understanding. It begins with introductions and establishing the workshop model approach. Key points include: examining research on comprehension strategies; focusing on an essential question of how to grow thinkers; using strategies like activating background knowledge, drawing inferences, asking questions, determining importance, synthesizing information, using sensory images and monitoring comprehension. The agenda covers modeling, conferring, reflection and using thinking routines. The goal is to increase educators' knowledge of metacognitive strategies, instructional techniques and planning to help students meet standards.
The document discusses various reading skills and subskills, including word recognition, reading comprehension, and word identification. It then outlines Grace Godell's 16-step reading skills ladder, which progresses from basic sight words to using reference materials and online resources. Each step is then defined in more detail, covering topics like contextual clues, vocabulary building, identifying the main idea and supporting details, drawing conclusions, and using different parts of books like the table of contents and index. The overall document provides an overview of important reading skills and how they build upon one another to improve comprehension.
Some tips to help you encourage your dys child to read.
Those reading tips were provided in the MOOC Dys and are an extension of the MOOC Dys Syllabus coming soon (at the beginning of September 2019).
The sildes provide underlying knowledge on VAK and memletic learning styles and HOTS. The knowledge on learning styles and HOTS is used to criticize 2 samples of study pack (referred to K-13 & CEFR), explaining their strengths and weaknesses.
The document discusses guided reading strategies for teaching literacy to students with significant disabilities, including using a variety of purposes for reading, types of guided reading lessons, repetition with different texts, and focusing initial reading instruction on decoding words without pictures for support.
This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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2. In this assignment we are going to learn a didactic
sequence to teach the reading comprehension of a text.
For a starting, we are going to distinguish among five types
of texts.
1. Alphabetically-ordered texts
2. Informative texts
3. Literary texts
4. Factual texts (text books)
5. Prescriptive or procedural texts.
In this assignment we are going to learn a didactic
sequence to teach the reading comprehension of a text.
For a starting, we are going to distinguish among five types
of texts.
1. Alphabetically-ordered texts
2. Informative texts
3. Literary texts
4. Factual texts (text books)
5. Prescriptive or procedural texts.
4. 2. Informative Texts
• They are from: newspapers, magazines, books,
publicity, interviews…
• Objective: uderstanding or communicating
events, ideas or opinions on a topic.
Main activities:
• Reading articles, advertisements, letters,
etc.
• Match pictures and commentaries
• Classify headlines in differet newspaper
sections.
• Relate headlines and written news stories.
5. 3. Literary texts
They are fiction texts such as: tales, narrative,
poems, proverbs, songs, comics, etc.
Objective: communicate fantasies, entertain,
educate emotions, transmit moral or social
values.
Main activities:
• Read tales, proverbs, poems, guessing
games, …
• Match comic vignettes and sentences.
• Role-play representations
• Order the events of a tale (reconstruct the
story).
6. 4. Factual texts (texts books)
They are from: text books, reference books,
encyclopaedias
•Objective: present abjectively the information of
a topic.
• They use prose writing and present inforation
well structured: title, subtitles, graphics and
charts, …
Main activities:
• Reading of texts and definitios.
• Identify main ideas in the text.
• Reconstruct the text (punt in order
paragrahs)
•Make a summary of the text or a conceptual
map (or mind map)
• Gap-filling exercises
Los sentidos
Los seres humanos tenemos cinco sentidos que
nos sirven para conocer y relacionarnos con
nuestro entorno; son el gusto, la vista, el olfato,
el oído y el tacto.
Los órganos de los sentidos captan impresiones
las cuales son transmitidas al cerebro y éste las
convierte en sensaciones.
Con la vista notamos lo que pasa a nuestro
alrededor; con el gusto reconocemos los
sabores; con el olfato olemos lo que está en el
entorno; con el oído sentimos todos los sonidos
y con el tacto reconocemos las cosas cuando
las tocamos.
7. 5. Presciptive texts
• They are: instructions to perform task, cooking
recipes, rules and regulations, etc.
• Objective: regulate accurately a process for
accomplish a goal..
•They are procedural texts.
Main activities:
8. Instructions to develop this practice assignment
1.Write a brief introduction to the theme of teaching
reading comprehension. Consult the presentations of:
• Topic 6 slide 9 (Conclusions: the comprehension of a
text invoves…) and slide 17 (implications for instruction
of reading comprehension).
• Third assignment: How to teach the reading
comprehension of a text. (especially the types of texts).
2. Select a text (and justify the type of text).
3. Plan activities for working the text (attached document)
4. Write a conclusion of the practice and give your opinion.
9. Third Practice Assignment
DIDACTIC SEQUENCE TO TEACH THE
READING COMPREHENSION OF A TEXT
1. Chose one text for fith or sixth primary graders
2. What type of text it is?
10. Active knowledge processes in reading that can be
taught.
1.Integrating: Using one’s prior knowledge to make a
meaning out of the text.
2.Organizing: Identifying principal ideas and the
relationships between them.
3.Elaborating: Making necessary inferences while
reading.
4.Monitoring: Evaluating one’s comprehension and
adjusting one’s reading strategy.
11. INTEGRATING THE TEXT
Activating prior knowledge
Before reading
The teacher presents the reading –text, book, .- to
his/her students and justifies why they are going to read
it:
For learning more about a theme, topic, issue,..
For understanding an event, a story, a part of the
lesson..
For having fun and enjoying a narration
….
12. INTEGRATING THE TEXT
Activating prior knowledge
Before reading
The teacher asks some questions in order to activate
students’ prior knowledge and make some
anticipations on the content of reading:
What do you think this book/text,.. will be about?
Why do you think so?
What characters do you think might be in this story?
13. INTEGRATING THE TEXT
Activating prior knowledge
Before reading
Resource: KWL estrategy
About this topic of the reading:
What do you Know?
What do you want to know?
What have you learned/learnt?
American English
learn, learned, learned
British English
learn, learnt, learnt
14. ORGANIZING: Identifying principal
ideas and the relationships between them
While or after reading
The teacher should make a decision about reading the
whole text or in paragraphs.
Possible activities:
Find the main idea of the text.
Comprehend vocabulary.
Summarize the main ideas in each paragraph.
Organize the text in parts.
…
15. MAKING INFERENCES
Relating ideas
While or after reading
Help the students to:
-Anticipate what is going to happen next in the reading.
-Ask and answer questions while they are reading to
understand what is implicit in the reading,…
16. MONITORING. Evaluate comprehension
and adjusting the reading strategy
Before, while or after reading
When or after reading, the teacher will ask his/her
students:
When reading aloud, students can summarize a the
text/paragraphs and confirm the main idea of the text.
Other activities:
Write a summary, vocabulary (synonims,..), gramar,
write a summary (gap filling), etc.
Editor's Notes
Lectura de aproximación, uso de criterios de ordenación como alfabeto, numérico o temático.
Índices de aproximación al contenido (titulares, fotos, imágenes, tipografía, secciones del periódico) Identificación del tema de la información, de la idea principal y de los detalles principales.
Procedimiento de lectura: lectura silenciosa y personal. Importancia de la entonación en la lectura en voz alta, recitado,…, identificación del esquema narrativo: situación nudo y desenlace. Identificación de recursos literarios especiales (estilo, figuras, léxico,…)
Procedimientos de lectura: uso de título y subtítulo como resumen del tema o idea principal. Uso de recursos tipográficos para resaltar (numeración subrayado), identificación del tema y la idea principal, uso de técnicas de resumen, reconstruir el guión a partir de preguntas, identificación de términos dudosos o desconocidos, identificación de nexos y partículas de relación.
Procedimientos de lectura: uso de imágenes, gráficos e ilustraciones como complemento a la información, identificación de las etapas del proceso ( primero, segundo,…) identificación y comprensión de los verbos de acción.