This document outlines the objectives and content of a seminar on spoken language and exploratory talk. It includes learning objectives around children's language development, key research on speaking and listening, and the role of the teacher in facilitating exploratory talk. The seminar schedule is provided, along with assignments on using exploratory talk to support reading comprehension. Background is given on exploratory talk, including definitions and characteristics. Examples of exploratory talk and ground rules are discussed.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
This document outlines the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase reading achievement and address the needs of talented readers. It discusses three phases: Phase 1 exposes students to a wide range of books and employs questioning to engage students. Phase 2 involves supported independent reading with individual conferences. Phase 3 allows student-directed explorations through interest-based activities. The goal is to encourage joyful, challenging, and self-directed reading through choice, skill development, and creative opportunities that develop students' interests.
The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
This document discusses methods for incorporating student choice in reading within the English Language Arts classroom. It begins by outlining the benefits of choice reading, including improved reading skills, increased engagement and motivation. It then examines how the Common Core State Standards support student choice in reading material. Various methods for facilitating choice are presented, including allowing students to choose from text sets aligned with themes or genres, individual novel selection, and replacing whole-class novels with options like read-alouds. Student feedback indicates that choice reading leads to increased reading enjoyment and motivation. Specific examples of implementing choice units that pair young adult novels with classics are also shared.
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
This document outlines the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase reading achievement and address the needs of talented readers. It discusses three phases: Phase 1 exposes students to a wide range of books and employs questioning to engage students. Phase 2 involves supported independent reading with individual conferences. Phase 3 allows student-directed explorations through interest-based activities. The goal is to encourage joyful, challenging, and self-directed reading through choice, skill development, and creative opportunities that develop students' interests.
The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
MRA2014 Facilitating Choice Within Curriculum Constraints PresentationJillian @heisereads
This document discusses methods for incorporating student choice in reading within the English Language Arts classroom. It begins by outlining the benefits of choice reading, including improved reading skills, increased engagement and motivation. It then examines how the Common Core State Standards support student choice in reading material. Various methods for facilitating choice are presented, including allowing students to choose from text sets aligned with themes or genres, individual novel selection, and replacing whole-class novels with options like read-alouds. Student feedback indicates that choice reading leads to increased reading enjoyment and motivation. Specific examples of implementing choice units that pair young adult novels with classics are also shared.
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
AAC & Literacy: In Partnership to Develop LanguageJane Farrall
This document provides information on strategies for combining augmentative and alternative communication (AAC) with emergent literacy instruction. It discusses why AAC and literacy should be partnered to develop language, noting the need for meaningful communication and engagement. Shared reading is recommended, using techniques like Comment, Ask, Respond (CAR) and its extension, Putting the CROWD in the CAR, which involves completion, recall, open-ended questions, WH- questions, and distancing. Predictable chart writing is also outlined as an interactive writing activity where students compose text with an adult using a repeated sentence structure.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
Focusing in this second session on modelling how to write a double-entry journal, the assessment conference as the students write, feedback and criteria.
Challenging Middle School Readers with the SEM-RAngela Housand
The document discusses implementing the SEM-R framework to engage middle school readers. It provides an overview of the three phases of the SEM-R, with a focus on Phase 1. Phase 1 involves exposing students to a wide range of high-interest books through book hooks, questioning, and exploring connections. Strategies are employed to increase the complexity of reading material based on student needs. The document also addresses finding appropriate books, organizing a classroom library, planning book hooks, identifying student reading levels, helping students select books, and embedding strategy instruction in individual conferences with students.
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
Questioning is asking questions before, during, and after reading to improve comprehension. It involves asking questions of the author, oneself, and the text to make connections, predictions, ensure understanding, and evaluate what was read. Questioning should be used to activate prior knowledge before reading, review content and check understanding during reading, and reflect on the text after reading. The document provides an example poem and questions readers could ask themselves about it to improve their analysis and comprehension.
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
NCTE 2012 Facilitating Choice Within Curriculum ConstraintsMindi Rench
Presentation from 2012 NCTE (National Council of Teachers of English) Annual Convention Session: Facilitating Choice Within Curriculum Constraints
Presenters: Sarah Andersen, Jillian Heise, Danielle Kulawiak, & Mindi Rench
This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, and reporting. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
Danielle Leonard - Literate Environment Analysisddlteacher12
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
This document provides 10 tips for effective writing conferencing:
1) Teachers should do some writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and struggles.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
Walden University Literate Environment Analysis Presentation Ashleyfandelkelly
This document summarizes a presentation about creating a literate environment. It discusses getting to know literacy learners through formal and informal assessments, selecting texts using the literacy matrix model, and conducting guided reading lessons using interactive and critical perspectives. Specific assessments, texts, and lesson plans are described to demonstrate how these perspectives were applied with three young boys to develop their reading abilities.
This document provides strategies and resources for teaching close reading to students. It discusses three strategies: 1) Know/Wonder, where students track what they know and wonder while reading; 2) Six Signposts, where students look for contrasts, realizations, questions, advice, repeated elements, and memories while reading; and 3) Reading Multiple Times with Purpose, where students do an initial independent reading, partner discussion, shared reading with a teacher, and answering text-dependent questions. It also provides examples of implementing these strategies and lists various short story and non-fiction resources suitable for middle grades.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
This document discusses strategies for taking care of readers. It begins with an introduction to Teri Lesesne and her contact information. It then discusses Teri's childhood reading experiences and how her reading interests have changed over time. The bulk of the document focuses on establishing a TBR (to-be-read) stack or shelf, including what TBR means, how to set one up, and recommendations for best books from 2015. It provides tips for finding time to read, including using "edge time," making reading a priority, and allowing time for it in class. It discusses the importance of read-alouds and providing variety, including through audiobooks. It also discusses the role of the librarian in
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Sign language is a visual language that uses hand gestures, facial expressions, and body movements rather than sounds to communicate. It is a fully developed language that deaf communities use, as deaf children cannot acquire spoken language without hearing it. While some credit early humans as developing the first rudimentary sign languages, the early modern sign language is traced to Juan Pablo de Bonet's 1620 book documenting a manual system using hand shapes to represent speech sounds.
AAC & Literacy: In Partnership to Develop LanguageJane Farrall
This document provides information on strategies for combining augmentative and alternative communication (AAC) with emergent literacy instruction. It discusses why AAC and literacy should be partnered to develop language, noting the need for meaningful communication and engagement. Shared reading is recommended, using techniques like Comment, Ask, Respond (CAR) and its extension, Putting the CROWD in the CAR, which involves completion, recall, open-ended questions, WH- questions, and distancing. Predictable chart writing is also outlined as an interactive writing activity where students compose text with an adult using a repeated sentence structure.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
Focusing in this second session on modelling how to write a double-entry journal, the assessment conference as the students write, feedback and criteria.
Challenging Middle School Readers with the SEM-RAngela Housand
The document discusses implementing the SEM-R framework to engage middle school readers. It provides an overview of the three phases of the SEM-R, with a focus on Phase 1. Phase 1 involves exposing students to a wide range of high-interest books through book hooks, questioning, and exploring connections. Strategies are employed to increase the complexity of reading material based on student needs. The document also addresses finding appropriate books, organizing a classroom library, planning book hooks, identifying student reading levels, helping students select books, and embedding strategy instruction in individual conferences with students.
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
Questioning is asking questions before, during, and after reading to improve comprehension. It involves asking questions of the author, oneself, and the text to make connections, predictions, ensure understanding, and evaluate what was read. Questioning should be used to activate prior knowledge before reading, review content and check understanding during reading, and reflect on the text after reading. The document provides an example poem and questions readers could ask themselves about it to improve their analysis and comprehension.
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
NCTE 2012 Facilitating Choice Within Curriculum ConstraintsMindi Rench
Presentation from 2012 NCTE (National Council of Teachers of English) Annual Convention Session: Facilitating Choice Within Curriculum Constraints
Presenters: Sarah Andersen, Jillian Heise, Danielle Kulawiak, & Mindi Rench
This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, and reporting. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
Danielle Leonard - Literate Environment Analysisddlteacher12
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
This document provides 10 tips for effective writing conferencing:
1) Teachers should do some writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and struggles.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
Walden University Literate Environment Analysis Presentation Ashleyfandelkelly
This document summarizes a presentation about creating a literate environment. It discusses getting to know literacy learners through formal and informal assessments, selecting texts using the literacy matrix model, and conducting guided reading lessons using interactive and critical perspectives. Specific assessments, texts, and lesson plans are described to demonstrate how these perspectives were applied with three young boys to develop their reading abilities.
This document provides strategies and resources for teaching close reading to students. It discusses three strategies: 1) Know/Wonder, where students track what they know and wonder while reading; 2) Six Signposts, where students look for contrasts, realizations, questions, advice, repeated elements, and memories while reading; and 3) Reading Multiple Times with Purpose, where students do an initial independent reading, partner discussion, shared reading with a teacher, and answering text-dependent questions. It also provides examples of implementing these strategies and lists various short story and non-fiction resources suitable for middle grades.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
This document discusses strategies for taking care of readers. It begins with an introduction to Teri Lesesne and her contact information. It then discusses Teri's childhood reading experiences and how her reading interests have changed over time. The bulk of the document focuses on establishing a TBR (to-be-read) stack or shelf, including what TBR means, how to set one up, and recommendations for best books from 2015. It provides tips for finding time to read, including using "edge time," making reading a priority, and allowing time for it in class. It discusses the importance of read-alouds and providing variety, including through audiobooks. It also discusses the role of the librarian in
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Sign language is a visual language that uses hand gestures, facial expressions, and body movements rather than sounds to communicate. It is a fully developed language that deaf communities use, as deaf children cannot acquire spoken language without hearing it. While some credit early humans as developing the first rudimentary sign languages, the early modern sign language is traced to Juan Pablo de Bonet's 1620 book documenting a manual system using hand shapes to represent speech sounds.
This document provides instructions for creating a 2D art composition using American Sign Language letters to spell out a name. Students are told to overlap and vary the size and direction of the letters. They are also instructed on techniques for contour lines, shading using pointillism, cross hatching or scrumbling, and the importance of composition. The criteria for the project include value, composition, accuracy of the ASL letters, and craftsmanship.
This introduction to ideas about sign languages was prepared for Stanford University's Linguistics 1 course in November 2008. It emphasizes the 4 myths, shows some authentic ASL vlogs and websites that use ASL as one of the modes of communication. (Links have not been verified again.)
The document provides information on developing communication skills related to speaking and listening. It discusses why studying spoken language is important, both currently and in the future, and how skills in speaking and listening can help students now, in two years, and in ten years. The document also examines key features of spoken language like jargon, turn-taking, instant feedback, and overlaps that can be analyzed and applied to improve communication skills.
This document provides an overview of discourse analysis. It discusses how discourse analysis studies the relationship between language and the context in which it is used, including both written and spoken language. It also describes several models that have been developed for analyzing different types of spoken discourse, such as the Sinclair and Coulthard model for teacher-student interactions. The document notes that discourse analysis examines both spoken interactions and the organization of written texts, seeking to understand how language forms are interpreted based on participants' roles and the social setting.
Spoken Discourse Analysis: awareness-raising activities for high-level learnersHannakf
Whether discourse analysis is a phrase which attracts you or scares you off, this session will have something for you. We will look at how we can use discourse analysis activities with learners of B2 level and above. It will include ways of broadening our students’ understanding and use of spoken English through a range of contemporary sources.
This document outlines the objectives of a spoken language study, which are to define dialects and regional lexicons, understand standard English, and develop an idiolect glossary of youth speak. It discusses dialects, regional words from different areas, received pronunciation vs standard English, idiolects specific to social groups, and asks students to create a glossary of words commonly used among peers and youth with standard English definitions.
Choose the best sign language PowerPoint templates and backgrounds here are you get most attractive PPT slides which you can add your custom text, fully editable PowerPoint themes know more at templatesforpowerpoint.com
This document discusses talking out of turn as a disruptive behavior in the classroom. It proposes implementing a token economy system to reward appropriate behavior and reduce instances of talking out of turn. The study would take place in a hypothetical second grade classroom and use surveys, observations, and interviews to collect data on student behavior before and after the token economy is introduced. Potential limitations of the study include researcher bias, novelty effects, and the Hawthorne effect skewing results.
The document provides an overview of the expectations and terminology for a course on spoken language. It outlines two objectives - to understand the course expectations and terminology related to spoken language. It also lists three assessment objectives focused on applying linguistic approaches, demonstrating understanding of how language shapes meaning, and exploring relationships between texts.
This document provides an overview of discourse analysis, including its historical development and key concepts. It discusses how discourse analysis examines language use in context beyond the sentence level, analyzing speech acts, conversations, and written texts. The document also covers various models for analyzing spoken and written discourse, how discourse is structured, and how larger patterns in texts are interpreted. Discourse analysis is presented as a broad field that studies both spoken and written language use and how it relates to social contexts.
This document discusses analyzing speech samples to determine a speaker's nationality, background, education level, and age. It provides speech samples from several famous Australians and asks the listener to note any unique pronunciations or words. It then discusses character perceptions based on speech in the TV show "Summer Heights High" and describes three levels of Australian dialects - broad, general, and cultivated. Students are asked to analyze the speech of people they know to categorize them on the dialect continuum and note pronunciation examples.
This document introduces fractions, including their key parts and types. It explains that fractions represent a part of a whole, with the numerator representing the parts and the denominator representing the whole. The three types of fractions are proper fractions, improper fractions, and mixed numbers. Examples are provided to demonstrate how to interpret a fraction in terms of parts of a whole, such as pieces of a pie or cake.
This document discusses teaching speaking skills in a second language. It emphasizes that speaking is an important part of language learning and allows students to communicate effectively. While speaking was once taught through repetition and memorization, it is now recognized that students need opportunities to engage in meaningful communication. The document provides guidance on how to teach speaking skills effectively. It suggests creating a classroom environment where students can complete authentic tasks and activities in small groups to promote oral language development. A variety of short speaking activities are described, such as discussions, role-plays, interviews and using pictures to prompt narration and description.
The document provides guidance to students on creating a podcast for a class assignment, explaining that they should write a script informing listeners about a topic of their choice and consider the genre, purpose, and intended audience. Examples are given of popular podcasts and how to structure a podcast, including writing an introduction, summarizing upcoming topics, and then discussing each topic in detail.
This document discusses how to learn spoken English in half the time. It explains that human speech is a closed-loop system involving the mind, mouth, and hearing providing feedback and control. To learn a new language like English, all of these components must be retrained simultaneously through exercises that involve both memory and physical practice of sounds. Traditional classroom methods focus only on memory, but to learn pronunciation and speaking skills, the tongue and hearing must be retrained at the same time through repetitive exercises.
This mini lesson contains two parts. The first part is the history of American Sign Language. The second is learning the formation of the Manual Alphabet of American Sign Language.
Culture, Communication And Customs Of LearningNewportCELT
Dr Nicola Woods of the University of Wales, Newport, presentation on the PGCert Developing Professional Practice in Higher Education in the Centre for Excellence in Learning and Teaching (CELT) on 20th January 2010.
The document describes strategies used by the author to scaffold informal book talk among students in a Year 2 classroom. These included creating "thinking crowns" cards with prompts to promote discussion about books, and a "recommendation stalk" for students to share books they enjoyed. These approaches helped build students' confidence and engagement in book talk over time. The author aims to continue developing strategies to support interactive reading communities and meet all students' interests.
The document provides guidance for teaching speaking skills at The Speaking Gym. It discusses establishing an engaging topic, preparing students, setting a clear task, and providing feedback. It also addresses common student challenges like lack of fluency or opinions. Tips are given for managing conversations, including participating, engaging with students, modeling conversations, and guiding students to more challenging areas. Sample activities and exercises from English coursebooks are presented.
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
The document provides information about classroom helper sessions to assist with literacy learning over 3 weeks. Week 1 focuses on the role of classroom helpers and how children learn. Weeks 2 and 3 discuss how helpers can assist with speaking and listening, reading, and writing respectively. Helpers are expected to attend 45 minute sessions, keep a journal, and assist in classrooms regularly while maintaining student privacy.
The document outlines recommendations for motivating reluctant readers at a school. It discusses assessing individual struggling readers, devising strategies to encourage reading school-wide, and focusing on internal motivation. The five recommendations are to: 1) establish ways for all readers to share books, 2) introduce readers to different authors and genres, 3) provide individual support for reluctant readers in choosing books, 4) give struggling readers challenging reading responsibilities to boost confidence, and 5) use other media to assist struggling readers.
1) This document summarizes a dissemination event for the Comenius Project, an international research project on children's literature involving Iceland, Spain, Turkey, and the UK.
2) Over 6,000 children and 250 teachers completed surveys about their reading habits and preferences, and researchers interviewed 150 children and teachers in each country.
3) The event included presentations on the research findings and strategies for teaching children's literature in the classroom, including a discussion from an Icelandic representative on vocabulary teaching.
4) Continuing professional development packs were developed based on the research to provide practical strategies for teachers.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
· Promotions· Flyers· Email· Social Media· Advertising· .docxalinainglis
· Promotions
· Flyers
· Email
· Social Media
· Advertising
· Giveaways
· Random chose for :
· Free food
· Free T-shirts
· Discount coupons
· Gift card
· credit for freedom card
information to help
Promotion
Promotion for each sport event at *name of the school * helps to increase attendance , but there are many different way to promote the attendance for example: distribute a flyers, send an email, posts in social media.
Distributing a flyers in and out side of the univerecity should be a clear and concise expression of the event. Also it should include a photos that represent the sports.
Sending a previous email to excitement the students about the games.
Posting in social media some photo about the games and what will be available to giveaway.
Giveaways
There is a joy in receiving free products, so giveaway leave a stronger impression over many and that can help to increase sport attendance.and there are many kind of products to giveaway like RMU caps, can opener, can cooler, key holder, and t-shirts all of these items helps to be remembered.In addition, choosing a random three winer or more in each game give a great impression and interest to come. The winer could win more things like coupons discount, cash, gift card, free food in the cafeteria, and credit for freedom card. All of these giveaways and gift help to increase sports attendance at RMU.
Running Head: MODULE 5 O.D.A.R.
MODULE 5 O.D.A.R. FIELD ASSIGNMENT 2
M. Brown
Module 5 O.D.A.R. Field Based
November 25, 2018
Observe
At a primary school at which I substitute I asked an English teacher if there was a project I could do with an individual or a group. Later in the day she told me there was a 4th grader named Daniel who had joined the school after the start of the year, and also joined a class where the teacher had a leave of absence. I was actually Daniel’s substitute teacher a few days, and I know more about substitute teaching now. I was unaware he was having problems. The teacher told me Daniel was seeing a speech therapist later in the week, but she would let me work with him to test one of the hypotheses they had about him. This was that he was unusually weak in phonics, which is the relation between sounds and letters. She gave me some books and pages of materials to look at. I came back the next day and was introduced to him in an empty classroom. We got a couple of chairs and sat at the corner of a table so that he was next to me but around the corner. Behind us was a row of windows which was nice because some of the classrooms had no windows. The sun was shining in. He seemed shy. He didn’t know me. He didn’t know why this was happening.
Describe
As I understood it, there was a feeling that Daniel had a weakness in understanding basic phonics to some degree or in some situations. They wanted me to spend part of an hour with him to see what I could find .
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
House on Mango Street Adult Education Guide 2008Cheyenne Tuller
This document provides an introduction and recommendations for using an adult education guide created to help low-level adult readers participate in a community book reading project of The House on Mango Street. It was created by staff at the Donald H. Londer Learning Center in Portland, Oregon for a 2005 reading event. The guide divides the book into themes, provides vocabulary lists and activities for each section, and offers tips for making the reading accessible for adults with literacy challenges. The goal is to help more community members be included in the book discussion through planning and background materials.
Cultural Awareness & Mindful CommunicationMania Butler
This document outlines an agenda and guidelines for a cultural awareness and intercultural communication training. The agenda includes an introduction, survey results, privilege walk activity, discussions of microaggressions, racism, cultural assumptions, and intercultural communication. Guidelines emphasize respect, participation, honesty, and avoiding judgments. Survey results show a preference for mixed learning styles and techniques for managing cultural misunderstandings. Cultural competence is defined as an ongoing process of self-reflection. The training covers recognizing privilege, biases, cultural assumptions, advocacy, and continuing education. Microaggressions and racism are differentiated. Empathic communication techniques are presented using a formula of reflecting the other person's feelings and experience. Feedback from participants is requested at the end
This document discusses teaching speaking skills in secondary schools. It defines speaking as an interactive process of constructing meaning through producing, receiving, and processing information. There are several skills involved in speaking like using proper stress, intonation, vocabulary and organizing thoughts. The document outlines different types of classroom speaking activities like imitative, responsive, transactional and interpersonal. It also discusses teaching monologue and dialogue, providing stages and structures. Suggestions are given to maximize student speaking opportunities and reduce teacher talking time to develop oral communication skills.
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Seminar 1: Spoken Language
1. Year 1
Seminar 1
22nd September 2014
NC 2013: Spoken Language
2. Learning objectives
To understand children learn to explore , develop and
sustain ideas through talk
To be aware of some key research related to speaking and
listening
To become familiar with exploratory talk
Consider the relationship between thought and language
Understand that spoken language is central to learning
Know about the role of the teacher in facilitating
exploratory talk
3. Share the books you have brought
with you
Please use the book
prompt grids and show
the copies of the books if
you have them
One book I enjoyed as a child
Title and Author
The story is about… The author/ illustrator has been
particularly successful in my
opinion because s/he…
The best characters are… Why I liked this book and what it
meant to me when I read it.
I found out about the book because (e.g. it was a TV tie in,
my friends, Blue Peter, teacher or friend recommended it
etc)…
4. Week
Number
Lead Lecture Seminar
1 Spoken language: talking
together
2 Reading comprehension
3 Reading and talk
4 Lead Lecture
Talking and the reading environment
Reading into writing
5 Lead Lecture
Creative talking and reading
Phonics 1
6 Essay preparation micro
seminars
7 Phonics 2
12 Reflection and application
Choice of seminars
5. Assignment
Everything we talk about in this seminar will be relevant
to your assignment to be handed in Monday 10th
November W8 of semester 1 and for the essay
preparation seminar in W6. You are advised to look at
your handbook this week to familiarise yourself with the
assignment title and guidance.
6. How can teachers use exploratory talk to support
comprehension skills in guided reading?
Essay: 2000 words
Hand in: Week 8 Monday
10th November
understanding of:
comprehension skills
exploratory talk
guided reading
the teacher’s role
comprehension teaching strategies
Identify reasons why exploratory talk
supports reading comprehension
Reference to key research, reports and
academic texts both within the reading
pack and beyond
Appropriate use of English and referencing
7. Reading Logs
In addition you should take the opportunity to read as
many children’s books as you can, as the study of
children’s literature is an important aspect of the
programme. Read books from every level, from picture
books to more complex books for older children and
include anthologies, poetry and children’s non-fiction.
If possible, spend some time sharing books with
children so that you can experience their reactions too.
You should begin to build up a collection of books
which you can draw on when you are working in
schools. Your reading should include a range of
authors and genres (e.g. historical, fantasy, myths,
legends, fairy stories, science fiction, contemporary
realism, and humorous). Some authors worth
exploring are: Philip Pullman, Jon Scieszka, Jacqueline
Wilson, Malorie Blackman, Anthony Brown, Quentin
Blake, Michael Morpurgo, Anne Fine, Martin Waddell,
Philip Ridley, Gillian Cross, John Burningham, Joan
Aiken, but the list could be endless, so enjoy reading
and discover the good authors for yourselves (and
rediscover some from your own childhood reading!).
For poetry, you could make a good start with John
Agard, Allan Ahlberg, Charles Causley, Ted Hughes,
Grace Nichols, Michael Rosen, Jackie Kay, Judith
Graham. For non-fiction you could look at texts by
Dan Green and by Philip Ardagh, as well as exploring
the Insiders series and the Infinity series
Make a reading log
30 books
A selection of
picture books
novels, non fiction
Different age groups
Watch the Film on
the Learning
Network
8.
9. What do you already know about
exploratory talk ?
Answer these questions
with a friend on your table
What is a definition of
exploratory talk?
What is a community of
inquiry?
What is IRF?
Who is Neil Mercer?
10. What does the research tell us about talk
that goes on in the classroom?
I Initiation
R Response
F Feedback
(Sinclair and Coulthard 1975)
11. Alma a chilling doll story
http://www.literacyshed.com/the-ghostly-shed.html
14. Relationships
I broke up with a guy and two
weeks later he went out with
my best friend. I was really
upset as she has done this
before and knew how sad I
was then. They’ve broken up
now, but we still haven’t
talked. I feel all of our friends
have taken her side. I’m
really alone and I just want
all my friends back. Please
help!
Shout, D.C. Thompson 527 September 2014
15. Relationships
I like this boy in my class
and he’s really popular. He
used to be fine with me but
now he’s suddenly started
being mean. He says stuff
like “I hate you” and “you
rally annoy me”. I don’t
know what I’ve done, and
I’ve tried asking him but he
won’t give me a straight
answer.
Shout, D.C. Thompson 527 September 2014
16. Mates
I’m always down and get
upset easily over small
things. I’m really
uncomfortable around
my friends – they’ve said
I’m a nobody and have
sent me horrible
Facebook messages. I
don’t know what to do.
Can you help me?
Shout, D.C. Thompson 527 September 2014
17. Life
My best fiends are all going
to a party but my mum
won’t let me go. My friends
keep talking about how
excited they are and what
they are going to wear – I’m
starting to feel a bit left
out. Everyone in my year is
going-should I keep trying
to persuade my mum? I’m
worried people will think
I’m a freak if I don’t go…
Shout, D.C. Thompson 527 September 2014
18. Life
I can’t sleep. Every night I feel
like someone is watching me
when I am alone, and trying
to warn me about something.
When my dog comes into my
room, he gets uncomfortable
and starts whining. I’ve also
been screaming, “Leave me
alone!” in my sleep! My mum
is taking me to see a doctor
but I’m scared they’ll think
I’m crazy. Am I crazy?
Shout, D.C. Thompson 527 September 2014
19. Talking in groups
Voting should be allowed at 16
Sixteen and 17-year-olds
should be allowed to vote in
UK elections, say youth
campaigners.
It follows calls from the Welsh
government to lower the
voting age.
At the moment you can join
the armed forces, get married
and pay taxes at 16.
The British Youth Council (BYC)
believes people from that age
should also get to influence
decisions that affect their lives.
20. Joint activity
Interthinking
Intermental space
Intramental space
Articulate
Analyse
Chains of response
Modify in the light of other people’s contributions
21. Exploratory talk is thinking aloud together - constructing
knowledge through talk
Exploratory talk is hesitant and incomplete because it
enables the speaker to try out ideas, to hear how they
sound, to see what others make of them, to arrange
information and ideas into different patterns…in
exploratory talk the speaker is more concerned with
sorting out his or her own thoughts
Mercer, N. & Hodgkinson, S. (eds) (2008) Exploring Talk in School London: Sage
22. What does exploratory talk look
like Actively participate
Ask each other questions
Share relevant information
Give reasons for their views
Constructively criticise
Try to reach agreement
Mercer (2007)
o Asking questions
o Including relevant
information
o Justifying ideas
o Having ground rules
o Using reasoning words –
if, but, because
o Trying to reach an
agreement
o Trusting each other and
acting as a team
Mercer et al (1999)
23. Ground Rules – Teacher Version
Partners engage critically but constructively with each other’s ideas
Everyone participates
Tentative ideas are treated with respect
Ideas are offered for joint consideration may be challenged
Challenges are justified and alternative ideas or understandings are offered
Opinions are sought and considered before decisions are jointly made
Knowledge is made publicly accountable (and so reasoning is visible in the
talk)
Mercer M. & Hodgkinson, S. (eds) (2008) Exploring Talk in School London: Sage pp.
66-67
24. Ground rules
Share ideas
Give reasons
Question ideas
Consider
Agree
Involve everybody
Everybody accepts
responsibility
On a poster in classroom
We share our ideas and
listen to each other
We talk one at a time
We respect each other’s
opinions
We give reasons to explain
our ideas
If we disagree we ask ‘why?’
We try to agree in the end
25. Spoken Language in the National
Curriculum
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_docum
ent_-_FINAL.pdf
Pupils should be taught to:
listen and respond appropriately to
adults and their peers
ask relevant questions to extend their
understanding and build vocabulary
and knowledge
articulate and justify answers,
arguments and opinions
give well-structured descriptions and
explanations
maintain attention and participate
actively in collaborative conversations,
staying on topic and initiating and
responding to comments
use spoken language to develop
understanding through speculating,
hypothesising, imagining and
exploring ideas
speak audibly and fluently with an
increasing command of Standard
English
participate in discussions,
presentations, performances and
debates
gain, maintain and monitor the
interest of the listener(s)
consider and evaluate different
viewpoints, attending to and building
on the contributions of others
select and use appropriate registers
for effective communication.
26. Examples from New Curriculum for
English
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf
Year 1
participate in discussion about what is read to
them, taking turns and listening to what others
say
explain clearly their understanding of what is
read to them
discuss what they have written with the teacher
or other pupils
Year 2
listening to, discussing and expressing views
about a wide range of poetry (including
contemporary and classic), stories and non-fiction
at a level beyond that at which they can
read independently
Y3&4
plan their writing by:
discussing writing similar to that which they are
planning to write in order to understand and
learn from its structure, vocabulary and grammar
discussing and recording ideas
Y5&6
discuss and evaluate how authors use
language, including figurative language,
considering the impact on the reader
distinguish between statements of fact
and opinion
retrieve, record and present information
from non-fiction
participate in discussions about books that
are read to them and those they can read
for themselves, building on their own and
others’ ideas and challenging views
courteously
explain and discuss their understanding of
what they have read, including through
formal presentations and debates,
maintaining a focus on the topic and using
notes where necessary
provide reasoned justifications for their
views.
27. Locking it in Go back to the
questions we
asked at the
beginning of
the seminar
and see if you
can answer
them a little
better now?
28. Preparation for next seminar
Read the article and
annotate it. Be prepared to
discuss it with peers in
seminar 2 next week:
Mercer, N. (2004)
‘Development through
Dialogue’ in Grainger, T. (ed)
The Routledge Falmer
Reader in Language and
Literacy London : Routledge
Falmer pp.121-137
Start a reading log with at
least 1 book in it
Write a 50+ word paragraph
defining exploratory talk e.g.
‘Exploratory talk is…
29. Bibliography
Corden, R. (2000) Literacy and Learning Through Talk Buckingham: OUP
Mercer, N. (1995) The Guided Construction of Knowledge Clevedon: Multilingual
Matters
Mercer, N. (2000) Words and Minds London: Routledge
Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children's
Thinking London: Routledge
Mercer, N. & Hodgkinson, S. (eds) (2008) Exploring Talk in School London: Sage
Sinclair J. & Coulthard, M. (1975) Towards an Analysis of Discourse: The
Language of Teachers and Students London: Oxford University Press
Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002) Researching
Effective Pedagogy in the Early Years Research Briefing 356, Nottingham: DfES
30. Alma animation teaching ideas
Teaching Ideas
Let the children listen to the soundtrack of the film, turn off IWB, can they guess what
kind of film this is? Thriller etc? What moods? There is quite a lot of suspense etc.
Children could predict what happens at certain points e.g. What will happen when she
goes into the shop?
Children could ask questions at specific points e.g. Why is the town empty? Why does
the doll just look like her? Where is the shopkeeper? What does he do with the dolls?
The children could write a sequel to this film perhaps changing parts of it.
Can the children draw/describe what they think the owner of the shop looks like? Maybe
produce a wanted poster.
Here is some fabulous work create by the Year 6 class at Greenfields Primary School.
http://www.mapleclassgreenfields.blogspot.co.uk/2012/05/story-writing.html?m=1
These are tremendous stories with some very sophisticated plots and sentence
structures.
31.
32. School experience focus
Activity - C Focus on Language
Observe, listen and make notes on the range of speaking
and listening in the classroom. How does the teacher
encourage groups to use speaking and listening to solve
problems? For one lesson note all the questions the teacher
asks. How do the children respond, e.g. hands-up,
whiteboards, talking to a friend?
Activity - D Focus on English
What opportunities do the children have to choose and
talk about books? What reading resources are available for
children? How does the teacher organise reading
opportunities in the classroom?
33. Reading log
English
The study of English involves understanding how children acquire language and literacy, what factors affect this and
what knowledge teachers need to be able to teach effectively. You will need to study English at your own level as well as
studying the primary curriculum.
Useful introductory supporting texts are:
Browne, A (2009) Developing Language and Literacy 3-8 London: Sage
Corden, R. (2000) Literacy and Learning Through Talk Buckingham: OU Press
Graham, J. & Kelly, A. (2007) Reading under control Teaching reading in Primary School London: David Fulton
Graham, J. & Kelly, A. (2009) Writing under control Teaching writing in Primary School London: David Fulton
Grugeon, E. (2005) Teaching Speaking and Listening in the Primary School London: David Fulton
Lewis, M. & Ellis, S. (2006) Phonics: Practice, Research and Policy London: Sage
Lockwood, M (2008) Promoting Reading for Pleasure in Primary School London: Sage
Myhill, D. et al. (2006) Talking Listening Learning: Effective Talk in the classroom Maidenhead: OUP
In addition you should take the opportunity to read as many children’s books as you can, as the study of children’s
literature is an important aspect of the programme. Read books from every level, from picture books to more complex
books for older children and include anthologies, poetry and children’s non-fiction. If possible, spend some time
sharing books with children so that you can experience their reactions too. You should begin to build up a collection of
books which you can draw on when you are working in schools. Your reading should include a range of authors and
genres (e.g. historical, fantasy, myths, legends, fairy stories, science fiction, contemporary realism, and humorous).
Some authors worth exploring are: Philip Pullman, Jon Scieszka, Jacqueline Wilson, Malorie Blackman, Anthony
Brown, Quentin Blake, Michael Morpurgo, Anne Fine, Martin Waddell, Philip Ridley, Gillian Cross, John Burningham,
Joan Aiken, but the list could be endless, so enjoy reading and discover the good authors for yourselves (and rediscover
some from your own childhood reading!). For poetry, you could make a good start with John Agard, Allan Ahlberg,
Charles Causley, Ted Hughes, Grace Nichols, Michael Rosen, Jackie Kay, Judith Graham. For non-fiction you could look
at texts by Dan Green and by Philip Ardagh, as well as exploring the Insiders series and the Infinity series