This document provides information and strategies for teachers to help students activate and build on their background knowledge or schema when reading. It discusses the importance of making connections between what students already know and new information in a text. There are three types of connections: text to self, text to text, and text to world. Strategies described include think-alouds, talking drawings, and filling in charts to help students summarize what they read and make connections to their own lives and experiences. The goal is for students to understand how making connections can deepen their comprehension of what they read.
State library conference_presentation_cody_versionCody Lawson
This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.
"I Read It But I Don't Get It" by Cris Tovani
A Power Point presentation outlining and explaining some of the main ideas of the text, in order to introduce many of the concepts to other teachers.
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!
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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.
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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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Activating and Building Schema
Readers
Activate relevant prior knowledge before, during, and after reading
Decide it they need additional background information about the topic, format,
or language of the text they will be reading
Use their schema to enhance their understandings and to provide a
framework for learning new information
Add to / change their schema as they discover new ideas and / or information
in their reading
Pearson, Dole, Roeler, and Duffy say, “Reading is a process of actively
constructing of meaning and connecting prior knowledge with new information.”
There are three kinds of prior knowledge or schema:
- Specific knowledge about topic of the text
- General world knowledge about social relationships and casual structures
- Knowledge about the text’s organization (genre)
Good readers use their prior knowledge to:
- make predictions
- visualize
- ask questions to monitor comprehension
- draw inferences
- confirm hypothesis… that’s what I expected
- determine what is important in the text
- demonstrate to others that they have understood what they have read
Strategies That Work, Chapter 6 Making Connections: A Bridge from the New to
the Known
“When we begin strategy instruction with children, stories close to their own lives
and experiences are helpful for introducing new ways of thinking about reading.
Readers naturally make connections between books and their own lives. Once
they have heard a wealth of stories and narratives, they begin to connect
themes, characters, and issues from one book to another. When children
understand how to connect the texts they read to their lives, they begin to make
connections between what they read and the larger world. This nudges them
into thinking about bigger, more expansive issues beyond their universe of home,
school, and neighborhood Strategies That Work.”
2. Two Column Chart
Encouraging the students to fill in a chart helps them to summarize the story in
the first column and respond to a memory, some prior knowledge, or a past
experience in the second column.
For example:
What the Story is about… What it reminds me of…
The turtle swims in the water.
The turtle eats insects.
I once saw a turtle swimming in a pond
at my grandma’s house.
We fed the turtle at school flakes the
teacher bought at the store in
Kindergarten.
After several books, the teacher should introduce the idea of coding the
responses.
R this reminds me of…
T-S text to self
T-T text to text
T-W text to world
Just making a connection won’t due. Make sure your students are not so busy
trying to make a connection that they create one (in other words, lie). Also, the
purpose for coding the text is to monitor comprehension, think about meaning,
and enhance understanding.
Remember to ask your students, “How does that connection help you
understand?”
4. Activating and Building Schema
Making Connections
Readers can make connections while reading, synthesizing new information,
deepening existing understandings, broadening beliefs and informing
misconceptions.
There are three types of connections:
Text to Self Connections between different books and the
reader’s current personal background knowledge
and experience base
- choose texts with characters the same age as the
students, or had similar problems and experiences
- share connections from past experiences
Text to Text Connections between books and different authors
- comparing characters, their personalities, and actions
- comparing story events and plot lines
- comparing lessons, themes, or messages in stories
- finding common themes, writing style, or perspectives
in the work of a single author
- comparing treatment of common themes by different
authors
- comparing different versions of familiar stories
Text to World Connections between books and information about
the world around us
- We must build background knowledge to help our
students be successful with gaining new information.
- Encouraging our students to build text to world
connections supports our efforts to teach students
social studies
Book Title Suggestions:
Text to Self Harvey Moon Clean Your Room
Owen, Chrysanthemum, and Julius, the Baby of the World
Text to Text Oliver Button is a Sissy and Amazing Grace
Author studies: Eve Bunting books work well
Text to World Night in the Country
5. Activating and Building Schema
Think-Alouds
This is a paraphrasing from Debbie Miller’s book, Reading With Meaning, pages
54-57.
Think Alouds are a wonderful way to show our students how to build
schema, but we must be genuine. We must be deliberate. Our think alouds
must be genuine, with precise language, with thoughtful responses.
We require proper planning. What do I want students to understand about
this strategy? Of all the places in the text where I could authentically think out
loud, which two or three would best illustrate my point? Mark those places
before your lesson, and think about what you will say and how you will say it.
Only model the point you are trying to make, don’t model another thinking
strategy during this read aloud. Be aware of your focus and keep it.
Authenticity matters. The teacher’s connections, questions, inferences,
must be genuine. That’s why book selection is key. The book won’t be perfect
for your lesson unless you can connect with it and put your personal stamp on it
in some way.
Use precise language. Be precise when you share your thinking. Say
what you need to say as clearly and concisely as you can, then move on. Use
real language and standard terminology. Define the strategy. Decide how you’ll
format your responses to the reading.
As we teach the students to think through the text we encourage the
students to respond using this terminology:
“When I read [of heard] these words… it reminded me of…”
“When I saw the picture of… it made me think about…”
Teachers should encourage the students to explain why they are thinking about
that connection. “What were the words in the story that made you think about….”
It is important for teachers to become aware of what’s going on inside their heads
as they read, to learn how to articulate their thinking for themselves and others,
and think aloud about their connections and mental images. As children’s
thinking grows, the students construct meaning, the ability to reflect on what they
read, and opportunities to share their insight.
6. Building Background Knowledge for Literary Elements
Strategies That Work, pages 76-77
If students know what to expect, they can read easier.
Literary Elements What we know about the element
Genre Nonfiction, fiction, poetry, and so on
vary. With exposure, readers become
familiar with the special characteristics
and conventions of each genre.
Format Readers learn the differences among
picture books, novels, nonfiction trade
books, etc. They rely on these
differences to better understand what is
read.
Form Readers learn to distinguish among
essays, editorials, manuals, feature
articles, and so on. This awareness
heightens their understanding when
they different forms.
Author Readers learn that certain authors
carry similar themes, issues and topics
throughout their writing. Readers come
to expect that.
Text Structure Readers recognize the differences
between narrative and expository text
and other structures, and learn the
characteristics of each to better
comprehend.
Cue Words Readers learn to identify cue words
that alert them about what’s to come.
For example, but suggests a coming
change, in other words is followed by a
definition, and most important means
exactly that.
Writing Style Readers notice the various writing
styles of different authors, develop an
appreciation of them, and begin to
make connections between them.
Literary Features Readers learn to search for themes,
identify problems, and recognize
settings when they read. They develop
background knowledge to the features
of text.
7. Thinking about which connections help us comprehend the text
Reading With Meaning, pages 60-61
Day one
Read a book.
Record all the connections the children make.
Day two
Read the connections one by one.
Decide if the response helped us with the text. Mark it with a 1.
Decide if the response didn’t help us with the text. Mark it with a 2.
If the child who made the response disagrees, let them explain their thinking.
Then lead a discussion, “What can we learn from all this great thinking we just
did?”
Comments by Debbie Miller’s students:
If the connection is to only one page, it is a little connection and not gonna
help you much.
How about if we connect to a word, that doesn’t really help us, but if we
connect to a bigger thing, like if it’s on almost all the pages and it’s what the
book is really about, like an idea or something, then it can help you.
When reflecting on the student’s ability to make connections the teacher needs to
think about:
Are children making real connections to the story?
Do they understand how these connections help them?
What kind of language do they use when they talk to each other?
8. Talking Drawings
Purpose:
To activate schema
To provide information that shapes future teaching
To provide a vehicle for students to measure learning
Process:
Invite students to draw or sketch a picture that shows everything they know about
the subject they are going to explore. Ask them to let their drawings carry their
entire background knowledge. Provide a short time for sketching.
Once everyone has their schema represented in their drawing, have the students
turn to a neighbor and tell the neighbor about their drawings and all about the
topic. The students can look for differences between their drawings. The
students can also discuss how they know what they know. The students can
now add one or two word labels to their drawings, which capture major concepts
from their background knowledge.
Collect the drawings and use the information they contain to develop the unit of
study. These initial drawings can also be used as a basis of comparison after the
unit of study is completed and compare it to a post drawing.
Source: Talking Drawings: A Strategy for Assisting Learners by Suzanne
McConnell, Journal of Reading, Dec.92-Jan. 93.