This document discusses strategies for making thinking visible during interactive read alouds. It presents examples of teachers demonstrating comprehension strategies like thinking aloud, turn and talk, and acting out passages. It also provides examples of ways students can then practice these same strategies, such as stopping to jot or acting out a scene. The document emphasizes the importance of thoughtful sequencing and using text evidence in read aloud prompts. It also introduces tools like read aloud logs, character maps, and post-it trails to document the read aloud process.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
This is the presentation I did for the staff at my own elementary school (90 minutes). After this presentation, teachers felt they had the tools, strategies and conceptual understanding to move on with teaching "the Common Core way" not to mention motivation and empowerment. This presentation not only covers the anchor standards and strands of the Common Core for ELA, but emphasizes the 3 shifts in the Common Core that are vital for student success in school and life. Here is the hand-out that goes with it: http://goo.gl/gzUny
This is the presentation I did for the staff at my own elementary school (90 minutes). After this presentation, teachers felt they had the tools, strategies and conceptual understanding to move on with teaching "the Common Core way" not to mention motivation and empowerment. This presentation not only covers the anchor standards and strands of the Common Core for ELA, but emphasizes the 3 shifts in the Common Core that are vital for student success in school and life. Here is the hand-out that goes with it: http://goo.gl/gzUny
PowerPoint from my "Authors You and Your Readers Will Want to Know" workshop at TCRWP's Fall Reunion Also included three essential research questions attached to habits of lifelong readers.
With the elements style, tone, and irony, students are especially us.docxadolphoyonker
With the elements style, tone, and irony, students are especially used to unconscious recognition, a kind of "know it when I see it" affair. However, the book breaks them down well and shows different ways in which to recognize and analyze these elements. Style is something we are highly attuned to. We all have our own personal clothing style, speaking style, and even academic style - we study differently, think about how classes should be differently, respond to different teaching methods differently, and have different expectations about what a class should be. Trust me, this is something I am well aware of. What we often don't know is where these expectations and choices come from. It is especially difficult for us to question our own preferences when it comes to style, but it is also difficult to understand other people's choices. The important thing to have when it comes to style is an open mind. It is helpful to give people the benefit of the doubt and open ourselves up to different styles. We should always be in a conversation with an author. Why has the author chose a specific style? Why has an author left so much out? Sometimes we get unsettled by having to answer questions about a work because they don't answer them for us. However, if we understand an author's choices as an aspect of style, we can go ahead and assume there is a plan there. All we are left with is what is there. So we break that down into categories and look for important comparisons and relationships among these component pieces that may give us a clue as to what it is an author had in mind. This will be especially important when we get to poetry. Poetry is in many ways the art of leaving out everything but the absolute essentials. It is meant to bring us out of our comfort zone and force us to have an experience that we may not be comfortable with. We are left on our own to build something and to examine something and especially to question something. This is an important skill in the academic world. It is a process of creation. It is less about achieving some kind of goal and more about having an experience. That can be unsettling for students who often want things to be black and white, right or wrong. However, if we push ourselves into uncertainty and become comfortable with not having a necessarily right or wrong answer but instead a strong analysis, we can work with style. We also have the tools that the book teaches us, the elements. By breaking things down into pieces and categorizing them, we can come to conclusions that were not readily apparent when we began a process of analysis, much like the drafting process. We must begin somewhere and allow the process to take us somewhere new. It is messy. It isn't neat, but it is an experience that can change you and transform your thinking if you allow it to. What are some ways we can look at style to take it from just a group of preferences by an author to a distinct method that reflects the central idea? One th.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The 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
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.
How to Make a Field invisible in Odoo 17Celine George
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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.
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Teach Comprehension through Interactive Read Aloud
1. Presented by Shana Frazin
@sfrazintcrwp
shana@readingandwritingproject.com
Interactive Read Aloud
Can Be a Time to Teach
Comprehension if We
Can Find a Way to
Make the Thinking Work
Portable and Visible
4. Listening Prompt:
Each Kindness
by Jacqueline Woodson
Readers, on the surface, this is a new kid-
new school story. Maya is a new student at
the school Chloe attends. As you listen, it will
be easy to label the characters and the
messages they learn and teach, in very
simple ways—she’s mean or don’t judge a
book by its cover. I want to remind you that
characters and their messages can be
complicated. By studying the setting and
the symbols and the objects that repeat, you
can push past simple, obvious ideas into
sophisticated complex ones. Let’s try.
5. Thinking and Talking
Teacher Demonstrates by… Readers Practice by…
Thinking Aloud
Example: I could just turn
the page and keep
reading. Except I know
Jacqueline Woodson set
the story in winter for a
reason. I know that winter
is cold and I know that
snow can cover up and
hide things. Maybe this
school is a cold place.
Maybe things look nice,
but really aren’t.
Turn and Talk:
Example: One simple,
obvious thought we
might have here is
“Poor Maya, she has to
play all by herself.” Try
with your partner to
push past that first
obvious thought. You
might try a prompt like,
“Maybe… Or could it
be… I wonder if…”
6. Thinking and Jotting
Teacher Demonstrates by…
Jot Aloud
Example: So I am thinking about the empty seat, how it
repeats and what it might represent. Let me quick grab
a post-it and jot my thinking.
I notice the story begins and ends with the empty seat.
Let me jot that,
“The story begins and ends with an empty seat.” But in
the middle, Maya is in the seat. Let me add that to my
jot, “In the middle Maya occupies the seat.” What might
the seat represent? Well, Chloe has the opportunity to
make a friend in Maya. So maybe the seat represents
opportunity. (Add to jot.) “Maybe the seat represents
opportunity” But, Chloe rejects Maya and then regrets it,
so (adding to the jot) “—and how sometimes there are
no second chances.”
7. Thinking and Jotting con’t
Readers Demonstrates by…
Stop and Jot
Example:
Readers, at the start of the book,
some of us thought this school might
be the kind of place where things
look nice, but really aren’t. Stop
and jot. Do you agree or disagree
with this idea? AND, what’s the text
evidence to support your thinking?
8. Thinking and Acting
Teacher demonstrates by… Readers practice by…
Act Aloud
Example: Readers, I really
want to understand exactly
what each character is
thinking in feeling in this
part, so I am going to
reread the scene quickly
and act it out. Sometimes
this really deepens my
understanding of what the
characters are thinking
and feeling.
Act It Out
Example: Readers, quickly
join another partnership.
Let’s act out this scene.
Only I want one partnership
to play Chloe and one
partnership to play Ms.
Albert. Partner two you act
out what the character
said and did. Partner one
you fill in the scene by
saying what the character
is thinking and feeling in
that moment.
9. Pause and Process:
Qualities of Strong IRA Prompts
Match the Readers in the Room
Match the Unit of Study
Thoughtfully Sequenced: demonstrationpractice,
practiceresponsive demonstration
Use Text Evidence
Connect to… other parts of same text, other texts
we’ve read, other experiences we’ve had
Incorporate Rereading of Text
Names the reading word in a way that is transferrable
Acknowledges that thinking takes (wait) time
10. Interactive Read Aloud
Can... Change!
Shared Interactive Read Aloud
Let’s Talk About…
-Which text structure helps us hold onto this
information
-What is surprising or conflicts with what we thought
we knew
-What’s the purpose of…
-The central idea the author is conveying
-What actions we could take based on this
information
11. Integrated Read Aloud
Excerpt from The Babe and I by David Adler
FOR MY BIRTHDAY I was hoping my parents would
give me a bicycle. They only gave me a dime. I
was disappointed, but not surprised. It was 1932, in
the midst of the Great Depression, and millions of
people were out of work.
Excerpt from The Great Depression
The ten years from 1929 to 1939 is often called The
Great Depression. Depression is a term that used
to describe a country’s financial health. In the
years from 1929 to 1939, the Unites States went
from very, very healthy to very, very ill.
12. Making Interactive Read
Aloud Visible
Class Read Aloud Log
Characters We Are Studying
Flow of Read Aloud
Post-It Trail
13. Class Read Aloud Log
date title start
page
end
page
min.
read
3-19-14
The Real Boy
by Anne Ursu
2 10 20
3-20-14
“ “ 11 20 20
3-21-14
“ “ 21 36 30
14. Characters We Are Studying
Maya
Chloe
Andrew
Sophie
Kendra
The principal
Ms. Albert
17. More Tools to Make IRA
Visible
Talk Trail
Fresh, New Phrases
Words We’re Using to Think, Talk, and Write
About…
Words or Phrases the Author is Using to Teach Us
About…
