This powerpoint presentation outlines the culminating academic inquiry project. This project focused on helping students develop literacy goals for themselves.
The document describes a process for students to create a rubric for evaluating self-questioning as a reading strategy. First, students were taught the steps of self-questioning and practiced explaining how they use it. Then students analyzed sample student work applying self-questioning to different texts and categorized them as high, medium, or low quality. The students then wrote descriptions of what made each sample exemplify its category level to inform the creation of a rubric.
The document discusses introducing student-generated rubrics in an elementary classroom writing program. It describes the teacher's current practice of using teacher-generated rubrics and daily writing activities. The teacher questions whether student involvement in rubric generation could improve writing growth. Research suggests student-generated rubrics help students better understand quality standards and assessment criteria. The teacher plans to have students assess and revise their own writing using a rubric they helped create, and compare results to the teacher-generated rubric approach.
The document discusses three common myths about learning: 1) that students learn best in their preferred learning style, 2) that increasing student interest results in more learning, and 3) that re-reading is an effective study strategy. For each myth, the document reviews relevant research studies that show these beliefs are not supported. The research finds that learning is improved through presenting information in multiple modes, interest does not necessarily cause learning, and self-testing is more effective for long-term retention than re-reading. The intuitions about effective learning do not align with evidence from scientific studies.
This document summarizes a study on teaching high school AP Environmental Science students to use study methods that match their learning style preferences. Most students initially used outlining to study, which did not always match their tactile/kinesthetic preferences. After learning about different study strategies, several students changed their methods, reporting increased reading, less outlining, and use of new strategies like Quizlet and self-quizzing. Students said the new methods helped them study better and felt they would perform better on tests. The study suggests students may not know how to match study methods to their preferences, but will adopt helpful strategies when taught how.
This document discusses comprehension and instructional strategies for literacy learners in grades 4-6. It describes two comprehension strategies - the Reading Strategy Use Scale for assessing narrative texts and Becoming a Word Detective for developing vocabulary from informational texts. It also outlines two instructional strategies - Making Words to improve phonetic understanding and vocabulary, and Vocabulary Bingo for reviewing vocabulary. The document then discusses how these strategies support literacy learners at different stages and how cognitive and affective aspects inform comprehension. It provides an example of modeling a comprehension strategy through book discussion groups.
Meeting the reading needs of lower elementary school students blogger powerpointkvcelestine1
1. The goal is to increase reading achievement for students in grades 1-3 and decrease the number identified as at-risk by analyzing student data, administering learning style and reading assessments, providing teacher training, and implementing reading tutorials and strategies with progress monitoring.
2. A series of assessments and teacher trainings are outlined from July to May including learning style inventories, TPRI, ITBS, walkthroughs and benchmarks to identify students for support and evaluate progress.
3. Meetings will be held with teachers to analyze data from assessments and determine effectiveness of strategies for improving student reading.
This document outlines a proposed action research study to investigate students' attitudes towards native and non-native English speaking teachers. The study will utilize questionnaires and interviews to examine university students' perceptions of the strengths and weaknesses of each type of teacher. The methodology section indicates the study will use both qualitative and quantitative methods, collecting data through a 5-point Likert scale questionnaire distributed to 200 students, which will then be analyzed using SPSS. A 4-week procedure is outlined that involves expert validation of the questionnaire, distribution and completion of the questionnaire, optional follow-up interviews, data analysis, and preparation of results for supervisor consultation.
The document describes a process for students to create a rubric for evaluating self-questioning as a reading strategy. First, students were taught the steps of self-questioning and practiced explaining how they use it. Then students analyzed sample student work applying self-questioning to different texts and categorized them as high, medium, or low quality. The students then wrote descriptions of what made each sample exemplify its category level to inform the creation of a rubric.
The document discusses introducing student-generated rubrics in an elementary classroom writing program. It describes the teacher's current practice of using teacher-generated rubrics and daily writing activities. The teacher questions whether student involvement in rubric generation could improve writing growth. Research suggests student-generated rubrics help students better understand quality standards and assessment criteria. The teacher plans to have students assess and revise their own writing using a rubric they helped create, and compare results to the teacher-generated rubric approach.
The document discusses three common myths about learning: 1) that students learn best in their preferred learning style, 2) that increasing student interest results in more learning, and 3) that re-reading is an effective study strategy. For each myth, the document reviews relevant research studies that show these beliefs are not supported. The research finds that learning is improved through presenting information in multiple modes, interest does not necessarily cause learning, and self-testing is more effective for long-term retention than re-reading. The intuitions about effective learning do not align with evidence from scientific studies.
This document summarizes a study on teaching high school AP Environmental Science students to use study methods that match their learning style preferences. Most students initially used outlining to study, which did not always match their tactile/kinesthetic preferences. After learning about different study strategies, several students changed their methods, reporting increased reading, less outlining, and use of new strategies like Quizlet and self-quizzing. Students said the new methods helped them study better and felt they would perform better on tests. The study suggests students may not know how to match study methods to their preferences, but will adopt helpful strategies when taught how.
This document discusses comprehension and instructional strategies for literacy learners in grades 4-6. It describes two comprehension strategies - the Reading Strategy Use Scale for assessing narrative texts and Becoming a Word Detective for developing vocabulary from informational texts. It also outlines two instructional strategies - Making Words to improve phonetic understanding and vocabulary, and Vocabulary Bingo for reviewing vocabulary. The document then discusses how these strategies support literacy learners at different stages and how cognitive and affective aspects inform comprehension. It provides an example of modeling a comprehension strategy through book discussion groups.
Meeting the reading needs of lower elementary school students blogger powerpointkvcelestine1
1. The goal is to increase reading achievement for students in grades 1-3 and decrease the number identified as at-risk by analyzing student data, administering learning style and reading assessments, providing teacher training, and implementing reading tutorials and strategies with progress monitoring.
2. A series of assessments and teacher trainings are outlined from July to May including learning style inventories, TPRI, ITBS, walkthroughs and benchmarks to identify students for support and evaluate progress.
3. Meetings will be held with teachers to analyze data from assessments and determine effectiveness of strategies for improving student reading.
This document outlines a proposed action research study to investigate students' attitudes towards native and non-native English speaking teachers. The study will utilize questionnaires and interviews to examine university students' perceptions of the strengths and weaknesses of each type of teacher. The methodology section indicates the study will use both qualitative and quantitative methods, collecting data through a 5-point Likert scale questionnaire distributed to 200 students, which will then be analyzed using SPSS. A 4-week procedure is outlined that involves expert validation of the questionnaire, distribution and completion of the questionnaire, optional follow-up interviews, data analysis, and preparation of results for supervisor consultation.
Reciprocal teaching (RT) is a scaffolded discussion technique that uses four comprehension strategies - predicting, clarifying, questioning, and summarizing - to improve reading comprehension. Research shows that RT significantly improves students' reading comprehension test scores when implemented consistently. The document provides guidance on how to implement RT in classrooms at all grade levels, including connecting it to RTI frameworks through different tiers of instruction.
This document outlines a collaborative lesson plan for 6th grade students to learn and apply reading strategies. Students are divided into groups and rotate between stations, each focusing on one of the "Middle School High Five" reading strategies. At each station, students evaluate curated resources on their assigned strategy and collaborate to understand the text. The goal is for students to complete all five strategies by the end of the three-day lesson, gaining experience with different comprehension techniques.
The document discusses reading strategies and skills, defining strategies as conscious, deliberate actions used to achieve comprehension goals, while skills are automatic unconscious processes. It also covers metacognition, or thinking about one's own thinking, and the role of metacognition in reading, which involves planning, monitoring, and evaluating one's comprehension and strategy use. Effective reading instruction should teach students strategies through modeling, practice, and feedback to help them become independent strategic readers.
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
This document outlines different learning strategies categorized into direct and indirect strategies. Direct strategies include memory strategies like creating mental images and reviewing information. Cognitive strategies involve practicing, receiving/sending messages, and analyzing/reasoning. Compensation strategies allow students to compensate for missing knowledge by guessing from context or getting help from others. Indirect strategies are affective strategies for managing emotions, social strategies like cooperating with others, and metacognitive strategies for self-monitoring the learning process. The document provides examples for each type of strategy to help teachers understand different approaches to facilitate learning.
The research proposal examines the use of reciprocal teaching to improve Dzongkha reading comprehension among 10th grade students in Bhutan. It aims to compare academic achievement and student opinions between the traditional teaching method and reciprocal teaching. The study will use tests and questionnaires with experimental and control groups at a local school. The researcher expects reciprocal teaching to benefit future Dzongkha instruction in Bhutan by making students more engaged readers.
This document summarizes an action research project on using movement to promote kindergarten sight word retention. The researcher found that students were not recalling enough sight words through regular instruction. Their methodology involved a pretest-posttest design comparing regular instruction to adding a 12-minute daily movement activity. Results showed higher sight word retention rates with the movement intervention compared to regular instruction alone. Student surveys also indicated enjoyment of the movement activity. The researcher plans to continue implementing movement strategies and sharing results.
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
This document outlines a lesson plan for teaching students about whether milk is a health food using reciprocal teaching. It includes class information, the lesson objective, Bloom's taxonomy levels, the technology and materials used, and the opening, work period, and closing activities. Students will work in groups, taking turns summarizing, questioning, clarifying, and predicting as they read a passage on milk. Their understanding will be evaluated through class participation and short quizzes. The homework is to complete a language chart on reciprocal teaching.
The Effects of Fluency on Reading Comprehensionbelebih
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
1) During the first few weeks of school, teachers should get to know their students personally and academically to help foster literacy learning and build successful teacher-student relationships.
2) Teachers can assess students' reading attitudes, abilities, interests, and skills through surveys, assessments of high-frequency words and reading levels, and other tools to develop a baseline understanding of each student.
3) Choosing a variety of texts at different reading levels and in different formats helps ensure a thorough literacy unit that benefits all students.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
The students need a review lesson on mean, median, mode, and range. They will rotate through four stations, with two stations led by teachers using multiple activities. Students will solve at least three math problems correctly to show their understanding. The co-teachers will use station teaching, with one reviewing the daily calendar with students and the other ensuring students understand the calendar before the math lesson.
This document discusses various reading strategies for non-fiction texts. It outlines strategies that can be used before, during, and after reading. Some key strategies mentioned are using pre-questions to set a purpose, previewing to gain an overview, and anticipation guides to make predictions. During reading, teachers can model think-alouds and have students identify facts versus opinions. After reading, sequencing charts and exit slips can be used to evaluate comprehension, and discussion allows students to share ideas. The strategies give students focus and help them engage more fully with non-fiction material.
This document provides information about reciprocal teaching, including what it is, how to implement it, and examples of its use. Reciprocal teaching involves a dialogue between teacher and students using four strategies: predicting, questioning, clarifying, and summarizing. It enables students to construct meaning and self-monitor as they read. The document outlines a professional development plan to introduce teachers to reciprocal teaching and provide modeling, observation, and support as they begin to implement it in their own classrooms. It also includes links to video examples and a lesson plan template.
The document discusses literacy instruction strategies for beginning readers, including assessing students' reading skills, selecting appropriate texts, and implementing interactive and critical literacy lessons. Assessment data and interest were used to choose texts about bats at students' reading level. Various activities were designed to promote strategic processing, prediction, and critical thinking about read texts.
Strategic teaching uses literacy strategies before, during, and after reading to maximize student understanding and retention of content. It is necessary because student performance declines in middle and high school without explicit comprehension instruction. The strategic teacher plans engaging lessons with clear outcomes in mind and uses strategies like activating background knowledge, questioning, summarizing, and graphic organizers. Some example strategies discussed are quick writes, exit slips, marking texts, and partner discussions to connect with texts. The goal is to benefit all students through purposeful planning and use of multiple strategies.
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
This document discusses methods for teachers to get to know their literacy learners. It describes using cognitive assessments, like the Kaufman Test of Academic Achievement, to examine skills like phonemic awareness and comprehension. Non-cognitive assessments are also important to understand factors like motivation, self-concept, and interests. The document also discusses selecting texts at students' independent, instructional, and frustration reading levels. An interactive literacy lesson incorporated strategies like K-W-L charts, vocabulary introduction, and using schema for comprehension. Finally, the critical perspective encourages deeper thinking about texts, while the response perspective supports personal connections.
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
This document summarizes Melinda Bratton's analysis of literacy assessments and instruction for beginning readers from pre-K to 3rd grade. It discusses the importance of teachers getting to know individual students' strengths and needs through assessments in order to better support their literacy development. A variety of assessment types are explored including cognitive assessments, observations, interviews and inventories to gather information about students' reading abilities and interests. The document also addresses selecting appropriate texts for students based on factors like readability and interest level. Overall it emphasizes using assessment data and interactive instructional strategies to meet students' literacy needs and foster their development as independent readers.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
Reciprocal teaching (RT) is a scaffolded discussion technique that uses four comprehension strategies - predicting, clarifying, questioning, and summarizing - to improve reading comprehension. Research shows that RT significantly improves students' reading comprehension test scores when implemented consistently. The document provides guidance on how to implement RT in classrooms at all grade levels, including connecting it to RTI frameworks through different tiers of instruction.
This document outlines a collaborative lesson plan for 6th grade students to learn and apply reading strategies. Students are divided into groups and rotate between stations, each focusing on one of the "Middle School High Five" reading strategies. At each station, students evaluate curated resources on their assigned strategy and collaborate to understand the text. The goal is for students to complete all five strategies by the end of the three-day lesson, gaining experience with different comprehension techniques.
The document discusses reading strategies and skills, defining strategies as conscious, deliberate actions used to achieve comprehension goals, while skills are automatic unconscious processes. It also covers metacognition, or thinking about one's own thinking, and the role of metacognition in reading, which involves planning, monitoring, and evaluating one's comprehension and strategy use. Effective reading instruction should teach students strategies through modeling, practice, and feedback to help them become independent strategic readers.
The document discusses the reciprocal teaching strategy, which involves students taking turns leading a dialogue about a text by predicting, questioning, summarizing, and clarifying, and describes how reciprocal teaching benefits students by promoting reading comprehension and monitoring of their own learning. It also provides guidance on assessing students, determining how long to monitor students, and what support teachers need to implement reciprocal teaching.
This document outlines different learning strategies categorized into direct and indirect strategies. Direct strategies include memory strategies like creating mental images and reviewing information. Cognitive strategies involve practicing, receiving/sending messages, and analyzing/reasoning. Compensation strategies allow students to compensate for missing knowledge by guessing from context or getting help from others. Indirect strategies are affective strategies for managing emotions, social strategies like cooperating with others, and metacognitive strategies for self-monitoring the learning process. The document provides examples for each type of strategy to help teachers understand different approaches to facilitate learning.
The research proposal examines the use of reciprocal teaching to improve Dzongkha reading comprehension among 10th grade students in Bhutan. It aims to compare academic achievement and student opinions between the traditional teaching method and reciprocal teaching. The study will use tests and questionnaires with experimental and control groups at a local school. The researcher expects reciprocal teaching to benefit future Dzongkha instruction in Bhutan by making students more engaged readers.
This document summarizes an action research project on using movement to promote kindergarten sight word retention. The researcher found that students were not recalling enough sight words through regular instruction. Their methodology involved a pretest-posttest design comparing regular instruction to adding a 12-minute daily movement activity. Results showed higher sight word retention rates with the movement intervention compared to regular instruction alone. Student surveys also indicated enjoyment of the movement activity. The researcher plans to continue implementing movement strategies and sharing results.
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
This document outlines a lesson plan for teaching students about whether milk is a health food using reciprocal teaching. It includes class information, the lesson objective, Bloom's taxonomy levels, the technology and materials used, and the opening, work period, and closing activities. Students will work in groups, taking turns summarizing, questioning, clarifying, and predicting as they read a passage on milk. Their understanding will be evaluated through class participation and short quizzes. The homework is to complete a language chart on reciprocal teaching.
The Effects of Fluency on Reading Comprehensionbelebih
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
1) During the first few weeks of school, teachers should get to know their students personally and academically to help foster literacy learning and build successful teacher-student relationships.
2) Teachers can assess students' reading attitudes, abilities, interests, and skills through surveys, assessments of high-frequency words and reading levels, and other tools to develop a baseline understanding of each student.
3) Choosing a variety of texts at different reading levels and in different formats helps ensure a thorough literacy unit that benefits all students.
Comprehension Strategies and Instructional Strategiescaswellj
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
The students need a review lesson on mean, median, mode, and range. They will rotate through four stations, with two stations led by teachers using multiple activities. Students will solve at least three math problems correctly to show their understanding. The co-teachers will use station teaching, with one reviewing the daily calendar with students and the other ensuring students understand the calendar before the math lesson.
This document discusses various reading strategies for non-fiction texts. It outlines strategies that can be used before, during, and after reading. Some key strategies mentioned are using pre-questions to set a purpose, previewing to gain an overview, and anticipation guides to make predictions. During reading, teachers can model think-alouds and have students identify facts versus opinions. After reading, sequencing charts and exit slips can be used to evaluate comprehension, and discussion allows students to share ideas. The strategies give students focus and help them engage more fully with non-fiction material.
This document provides information about reciprocal teaching, including what it is, how to implement it, and examples of its use. Reciprocal teaching involves a dialogue between teacher and students using four strategies: predicting, questioning, clarifying, and summarizing. It enables students to construct meaning and self-monitor as they read. The document outlines a professional development plan to introduce teachers to reciprocal teaching and provide modeling, observation, and support as they begin to implement it in their own classrooms. It also includes links to video examples and a lesson plan template.
The document discusses literacy instruction strategies for beginning readers, including assessing students' reading skills, selecting appropriate texts, and implementing interactive and critical literacy lessons. Assessment data and interest were used to choose texts about bats at students' reading level. Various activities were designed to promote strategic processing, prediction, and critical thinking about read texts.
Strategic teaching uses literacy strategies before, during, and after reading to maximize student understanding and retention of content. It is necessary because student performance declines in middle and high school without explicit comprehension instruction. The strategic teacher plans engaging lessons with clear outcomes in mind and uses strategies like activating background knowledge, questioning, summarizing, and graphic organizers. Some example strategies discussed are quick writes, exit slips, marking texts, and partner discussions to connect with texts. The goal is to benefit all students through purposeful planning and use of multiple strategies.
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
This document discusses methods for teachers to get to know their literacy learners. It describes using cognitive assessments, like the Kaufman Test of Academic Achievement, to examine skills like phonemic awareness and comprehension. Non-cognitive assessments are also important to understand factors like motivation, self-concept, and interests. The document also discusses selecting texts at students' independent, instructional, and frustration reading levels. An interactive literacy lesson incorporated strategies like K-W-L charts, vocabulary introduction, and using schema for comprehension. Finally, the critical perspective encourages deeper thinking about texts, while the response perspective supports personal connections.
This document summarizes a literacy environment analysis conducted by Melinda Bratton at Walden University. It discusses the importance of teachers getting to know individual student's strengths and needs through reading inventories and assessments. The analysis focused on gaining insights into students' reading motivation and abilities through cognitive and non-cognitive assessments at the beginning of the year. Through this research, the author learned to select texts that are appropriate to students' literacy levels, interests, and backgrounds to best support their learning. Literacy lessons incorporated reading aloud, working in small groups, asking questions to check comprehension, and promoting critical reading and personal responses. The goal is for students to become independent literacy learners.
This document summarizes Melinda Bratton's analysis of literacy assessments and instruction for beginning readers from pre-K to 3rd grade. It discusses the importance of teachers getting to know individual students' strengths and needs through assessments in order to better support their literacy development. A variety of assessment types are explored including cognitive assessments, observations, interviews and inventories to gather information about students' reading abilities and interests. The document also addresses selecting appropriate texts for students based on factors like readability and interest level. Overall it emphasizes using assessment data and interactive instructional strategies to meet students' literacy needs and foster their development as independent readers.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
This document discusses the importance of creating a literate environment for early readers. It explains that a literate environment exposes students to engaging texts and instructional practices that develop their reading, writing, and critical thinking skills. The document also provides examples of how one teacher gets to know her students, selects appropriate books to match their abilities, and teaches literacy strategies through lessons like KWL charts. The goal is for students to become independent and strategic readers.
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
Eastview exemplary reading program award ira poster presentationjenniferplucker
The document summarizes a study on Eastview High School's Academic Literacy 9 course, an intensive literacy intervention program for struggling 9th grade readers. The study examined reading growth for students in the program compared to a control group and general student population. Results showed that students in the Academic Literacy 9 course accelerated their reading growth over one year at three times the rate of their peers. The program implemented research-backed strategies like independent reading, formative assessment, and student engagement to improve struggling readers' literacy skills.
This document discusses student learning journeys from the perspective of progression through levels of complexity. It outlines two theories on intellectual development (Perry and Baxter Magolda) and challenges such as disconnected curriculum and an over-emphasis on content over concepts. Common barriers to student learning journeys are identified as disconnected curriculum, privileging content over knowing, and lack of active student engagement. Strategies are suggested to address these, including curriculum mapping, focusing on concepts, and increasing formative assessment.
This document summarizes Jessica Thomas's literacy analysis presentation for a class. It discusses key aspects of literacy like definitions, assessments, choosing appropriate texts, and instructional perspectives. The presentation covered interactive, critical, and response perspectives. It emphasized getting to know students, modeling strategies, and using assessment to guide instruction so students reach their full literacy potential.
Students talk back: Opportunities for growth lie in student perceptionsLearning Forward
Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on standardized tests. Read several tips that help teachers capture and use student input to improve practice.
The document discusses literacy instruction and assessment strategies for elementary students. It outlines three perspectives of literacy development: interactive, critical, and response. It also lists the five pillars of literacy: phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document provides examples of cognitive and non-cognitive assessment strategies teachers can use to get to know students as readers, such as observing oral reading, timed writing samples, and attitude surveys. Teachers can use assessment data to select appropriate texts and activities tailored to students' ability levels and interests.
This document outlines Mae Guerra's educational background and teaching experience, and summarizes two studies she conducted on improving student writing. It describes how one study used computer technology and feedback to help 7th graders at Place Middle School improve essay writing. The other used immediate feedback to motivate 4th graders at Valverde Elementary to write more effectively. Both schools served low-income populations and saw writing score gains after the interventions.
This document summarizes a study that examines the effectiveness of the Students Team-Achievement Division (STAD) teaching method compared to direct instruction on students' reading ability, considering students' reading anxiety levels. It provides background on reading skills, STAD and direct instruction methods, and reading anxiety. The study aims to determine if reading achievement differs between the two teaching methods and between high and low reading anxiety students. It also examines potential interactions between method and anxiety. The methodology section describes the study site, research design, sampling, data collection/analysis, and hypotheses to be tested.
This article summarizes a study conducted by the author on cultivating a vision for teaching literacy. The author adopted a self-study methodology, collecting data through student interviews and a reflective journal. The study found that by structuring classroom activities according to her vision of empowering students and engaging them in real-world literacy tasks, students developed confidence in their literacy skills and enjoyed participating in reading activities. However, the study was limited by potential biases and only spanning one year. Future research could incorporate parental feedback to gain a more holistic understanding of how teachers' visions impact students.
To establish a literate environment, the document discusses three key aspects from the Framework for Literacy Instruction: learners, texts, and instructional practices. For learners, it is important to understand their affective and cognitive aspects through assessments. For texts, a variety of structures, types, genres and difficulty levels should be matched to learners' needs and goals. For instructional practices, interactive, critical, and response perspectives should be used through developmentally appropriate strategies to facilitate literacy development. Specific activities like surveys, assessments, and compare/contrast lessons are discussed.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document discusses strategies for understanding literacy learners in PreK-3, including non-cognitive and cognitive assessments. It also addresses selecting appropriate texts using the Literary Matrix model and balancing the "Big 5" areas of literacy - phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document outlines the Interactive, Critical, and Response perspectives for literacy instruction and how they develop strategic and analytical thinking in students. Feedback from colleagues and families is solicited on insights gained about literacy development and supporting student literacy.
Effect Of Subject Matter Knowledge Of Prospective Teacher At The Academic Pe...Pakistan
This document outlines the contents of 3 chapters for a study. The introduction provides background on reading as a cognitive skill. The objectives are to explore teacher strategies to motivate student reading and analyze effective methods. The research question examines how to measure student motivation and implement strategies to increase it. The scope covers students, teachers, administrators and others related to children's education. The purpose is to find barriers to reading motivation and awareness in teachers, and motivate children through activities. The limitations are conducting the study in one primary school. The literature review covers authors and statements on reading motivation. The methodology uses qualitative research with observation, data collection and analysis. The design is deductive and cross-sectional. Data collection uses tools like surveys, activities and workshops
Impact on Student Learning and InstructionDr. James Lake
This document discusses factors that impact student learning and identifies teacher effectiveness as having the greatest impact. It summarizes a study that tracked students over 2 years in different school and teacher environments. The study found that students taught by ineffective teachers for 2 years dropped from the 50th to 3rd percentile, while those with effective teachers rose to the 96th percentile. The document provides research supporting direct instruction models and instructional strategies proven to improve student achievement, such as setting clear learning objectives and checking for understanding. It emphasizes the importance of recruiting and retaining effective teachers to provide students with an exceptional learning environment.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
15. Mr. Low Ms. Medium Ms. High Before Had read from 2 genres. Passage Rate: 4:16 Short, infrequent connections while reading After Expanded to a total of 8 genres. Passage Rate: 3:20 Thoughtful written responses relating to the book.
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19. Rubric 1- Broke a tooth on it. 2- Piece of Candy. 3- Candy Bar. 4- Candy Store. Explanation of the candidate’s academic inquiry. Vague outline of academic inquiry. Sketchy explanation of academic inquiry. Complete explanation of academic inquiry. Informative and thoughtful explanation of academic inquiry. /5 Results of the candidate’s academic inquiry. Didn’t have any examples. Didn’t have ample examples. Data evidence of student growth over time. Specific data evidence of student growth over time relating to academic inquiry process (research was relevant to student results. /5 Impact on K-12 student learning. It was all about you and not the students. Unclear explanation of impact on student learning. Explains impact on student learning. Shows and explains impact on student learning (in the classroom). /5 Engaging and timely presentation. The presentation was way too long and not informative. The presentation was informative. The presentation was compelling and informative. The presentation was in the moment, compelling and informative. /5 Total /20
Editor's Notes
Many times when teachers are instructing the students are unaware of what the learning goal is. Our target was to support students in setting their own learning goals and gain knowledge of how monitor themselves as they progress.
We wanted to make sure that we were not only teaching them how to set their own learning goals, but also how to assess themselves. This could be achieved by sitting down with the students during one-on-one student-teacher conferences.
All of our collective research pointed to the same belief that students feel a greater sense of ownership when they set their own learning goals and are a part of the assessment process. However, an interesting opinion was shared during a conversation with a parent who was interviewed during our research. She stated that she believed that students would have a difficult time with self-assessment because they would not feel comfortable rating themselves poorly.
To begin the intervention students had to define their individual goals. They needed to identify where they would work on their goals, who would help them reach their goals, when they would achieve their goals, why their goal was important to them and how they will reach their goals. During the weekly meetings students would be expected to provide evidence and reflect on their growth. At the end of the intervention they were guided in reviewing their data and determining where they were in terms of their goal.
Each student began the intervention by completing a goal organizer. We were focusing on three students from high, medium and low academic levels. We referred to these students as “Ms. High”, “Ms. Medium”, and “Mr. Low”. We’ll begin by sharing Ms. High’s data starting with her goal organizer.
Ms. High and the teacher worked on revising her plan on how she would meet her goal, as she had stated in her organizer that she would record a connection or a prediction on a sticky note on every page. With teacher guidance she decided that that might be an unrealistic goal and changed that to one per chapter.
This is an example of the work that she was completing the first week of the intervention. As you can see she was writing more than the main idea on the sticky note. Therefore, she was having a difficult time journaling about it because she’d already written so much on a sticky note.
Teacher worked with Ms. High to develop a rubric to assess her journal entries. The audio in this slide is from a part of the student-teacher conference during the creation of the rubric. Student is expressing that she a good journal entry should be based on one short sticky note that she writes on during her reading.
As you can see, after she began using the rubric to self-assess she was able to write short thoughts on the sticky note while reading and expand upon them later in her journal.
During the creation of Ms. Medium’s goal, the teacher asked her to define fluency. This helped both the teacher and the student to clarify the intent of the goal.
The teacher supported Ms. Medium in defining what she needed in order to reach her goal. A “good fit book” is what this classroom calls a book that is at each student’s individual reading level. It is not too challenging, but not too easy. This level is determined by the DRA reading assessment.
Mr. Low is reading at a 1.5 reading level. He expressed that he often only reads fantasy fiction and realistic fiction and he would like to have more experience with nonfiction texts. He said that this goal was important to him because it would “help him read better”.
This graph shows the variety of genres from he read. Although it hard to see, the darker boxes indicate books he had read before the intervention (two fantasy books and six realistic fiction books). The lighter boxes show books he read during the course of the intervention.
This slide shows a table of the progress and growth that was made over the course of the intervention of one month. Before the intervention Mr. Low had read from two genres that trimester, during the intervention he increased that total to eight. Before the intervention Ms. Medium read a passage from a book at second grade level in four minutes and sixteen seconds. At the end of the intervention she could read that same passage in three minutes and twenty seconds. Before the intervention Ms. High made short and infrequent connections while she read, making it challenging to complete quality reading journal entries. At the end of the intervention, using her rubric, she was able to make thoughtful responses to her book.
Because each of the goals was unique the method of assessment was different for each student. It was very easy to assess Mr. Low and Ms. Medium because the assessment was factual (Mr. Low read more genres that were charted, and Ms. Medium read the same passage at a faster rate). However, Ms. High’s assessment was based more heavily on student-voice.
Based on our research we came to conclusion that goal setting is a positive cycle of setting an academic goal, assessing oneself, and determining a new goal. Moving forward these students could use their self-assessment to set new learning goals. For example, Ms. Medium increased her reading rate, but realized after listening to a recording of herself that she was skipping punctuation. She expressed that this was something that she would need to concentrate on in the future, therefore she had already set her next goal.