The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
: Oral production in a foreign language is a very challenging task that requires certain linguistic skills
as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations.
However, few studies have investigated how both EFL teachers and learners view and analyze situations in
which learners are not producing enough spoken language in class, and the reasons behind them. The present
study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty
EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their
perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show
that both teachers and learners identify vocabulary deficiency as the main factor behind students’ inability to
speak English. In the present article, among the many suggestions that could be proposed to deal with this
situation, it is argued that one efficient way would be to assist the students during the process of L2 vocabulary
learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given
in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners
surveyed.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
: Oral production in a foreign language is a very challenging task that requires certain linguistic skills
as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations.
However, few studies have investigated how both EFL teachers and learners view and analyze situations in
which learners are not producing enough spoken language in class, and the reasons behind them. The present
study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty
EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their
perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show
that both teachers and learners identify vocabulary deficiency as the main factor behind students’ inability to
speak English. In the present article, among the many suggestions that could be proposed to deal with this
situation, it is argued that one efficient way would be to assist the students during the process of L2 vocabulary
learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given
in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners
surveyed.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c ...
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c ...
11 Word Banks and Word SortsWe visited an elementary school in o.docxpaynetawnya
11 Word Banks and Word Sorts
We visited an elementary school in our area not long ago. When entering Sam’s first-grade classroom, we were immediately struck by the variety of activity—children were reading, working with words, writing—literacy activity was everywhere. Little Jeremy soon approached us. “Hey!” he said, beaming. “I learned 17 words last week! Wanna see?” Of course we did, so Jeremy took us to his desk and proudly extracted several words from his word bank. “Here they are. These came from the poem we have been reading. Did I tell you I can read the poem? And these are from the science story we dictated to Mr. Johnson. Want me to read the words to you?” Jeremy was proud of his accomplishments and enthusiastic about the words he had learned. He was well on his way to becoming a reader.
Upstairs, in Chris’s fifth-grade class, we saw small groups of students clustered around words written on slips of paper. Kids were talking and moving words around on their tables. Chris explained, “We just finished a social studies unit about the American Revolution. Students are sorting important vocabulary words into one of three categories: battles, government, or both. I’ve been eavesdropping. The discussions are fascinating, especially for words like liberty and independence. They’re really thinking!”
Beginning readers like Jeremy need meaningful, familiar text to read and reread. They also need to work with words, particularly to develop and maintain their sight vocabularies and to discover features of the graphophonic cueing system. Older students, like those in Chris’s class, need opportunities to think about and use academic vocabulary. Word banks and word sorts, the focus of this chapter, are very useful for these purposes (Stauffer 1980).
11.1 What Is a Word Bank?
A word bank is a collection of words that a child knows (or is in the process of learning). Beginning readers primarily use word banks to reinforce word learning. Beyond the beginning stages of reading, word banks are used as a reference for spelling and writing and as a source of words for instruction and practice in phonics or other related reading skills. Hall (1981) outlines several major functions for word banks:
· To serve as a record of individual students’ reading vocabularies
· To serve as a reference for writing and spelling
· To serve as examples and context for group language study or skills instruction
· To provide reinforcement through repeated exposure to words
Word bank words can come from anywhere. In fact, the child’s own name, family members’ names, and words related to outsideofschool interests often appear in children’s word banks. Inside the classroom, dictations, predictable pattern books, poems, and songs are supportive texts for beginning reading instruction. As children read and reread these texts, they learn the words within them. Older students also keep word banks, in which they deposit interesting or important words they encounter from the liter ...
print out and then cross out all the sins that you do not commit then prioritize the sins that you commit according to their frequency and afterwards focus whenever you commit them and eventually you will leave all, Insha’Allah. May Allah reward me greatly for this effort.
Final project report on grocery store management system..pdfKamal Acharya
In today’s fast-changing business environment, it’s extremely important to be able to respond to client needs in the most effective and timely manner. If your customers wish to see your business online and have instant access to your products or services.
Online Grocery Store is an e-commerce website, which retails various grocery products. This project allows viewing various products available enables registered users to purchase desired products instantly using Paytm, UPI payment processor (Instant Pay) and also can place order by using Cash on Delivery (Pay Later) option. This project provides an easy access to Administrators and Managers to view orders placed using Pay Later and Instant Pay options.
In order to develop an e-commerce website, a number of Technologies must be studied and understood. These include multi-tiered architecture, server and client-side scripting techniques, implementation technologies, programming language (such as PHP, HTML, CSS, JavaScript) and MySQL relational databases. This is a project with the objective to develop a basic website where a consumer is provided with a shopping cart website and also to know about the technologies used to develop such a website.
This document will discuss each of the underlying technologies to create and implement an e- commerce website.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
COLLEGE BUS MANAGEMENT SYSTEM PROJECT REPORT.pdfKamal Acharya
The College Bus Management system is completely developed by Visual Basic .NET Version. The application is connect with most secured database language MS SQL Server. The application is develop by using best combination of front-end and back-end languages. The application is totally design like flat user interface. This flat user interface is more attractive user interface in 2017. The application is gives more important to the system functionality. The application is to manage the student’s details, driver’s details, bus details, bus route details, bus fees details and more. The application has only one unit for admin. The admin can manage the entire application. The admin can login into the application by using username and password of the admin. The application is develop for big and small colleges. It is more user friendly for non-computer person. Even they can easily learn how to manage the application within hours. The application is more secure by the admin. The system will give an effective output for the VB.Net and SQL Server given as input to the system. The compiled java program given as input to the system, after scanning the program will generate different reports. The application generates the report for users. The admin can view and download the report of the data. The application deliver the excel format reports. Because, excel formatted reports is very easy to understand the income and expense of the college bus. This application is mainly develop for windows operating system users. In 2017, 73% of people enterprises are using windows operating system. So the application will easily install for all the windows operating system users. The application-developed size is very low. The application consumes very low space in disk. Therefore, the user can allocate very minimum local disk space for this application.
Welcome to WIPAC Monthly the magazine brought to you by the LinkedIn Group Water Industry Process Automation & Control.
In this month's edition, along with this month's industry news to celebrate the 13 years since the group was created we have articles including
A case study of the used of Advanced Process Control at the Wastewater Treatment works at Lleida in Spain
A look back on an article on smart wastewater networks in order to see how the industry has measured up in the interim around the adoption of Digital Transformation in the Water Industry.
Quality defects in TMT Bars, Possible causes and Potential Solutions.PrashantGoswami42
Maintaining high-quality standards in the production of TMT bars is crucial for ensuring structural integrity in construction. Addressing common defects through careful monitoring, standardized processes, and advanced technology can significantly improve the quality of TMT bars. Continuous training and adherence to quality control measures will also play a pivotal role in minimizing these defects.
CFD Simulation of By-pass Flow in a HRSG module by R&R Consult.pptxR&R Consult
CFD analysis is incredibly effective at solving mysteries and improving the performance of complex systems!
Here's a great example: At a large natural gas-fired power plant, where they use waste heat to generate steam and energy, they were puzzled that their boiler wasn't producing as much steam as expected.
R&R and Tetra Engineering Group Inc. were asked to solve the issue with reduced steam production.
An inspection had shown that a significant amount of hot flue gas was bypassing the boiler tubes, where the heat was supposed to be transferred.
R&R Consult conducted a CFD analysis, which revealed that 6.3% of the flue gas was bypassing the boiler tubes without transferring heat. The analysis also showed that the flue gas was instead being directed along the sides of the boiler and between the modules that were supposed to capture the heat. This was the cause of the reduced performance.
Based on our results, Tetra Engineering installed covering plates to reduce the bypass flow. This improved the boiler's performance and increased electricity production.
It is always satisfying when we can help solve complex challenges like this. Do your systems also need a check-up or optimization? Give us a call!
Work done in cooperation with James Malloy and David Moelling from Tetra Engineering.
More examples of our work https://www.r-r-consult.dk/en/cases-en/
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
Courier management system project report.pdfKamal Acharya
It is now-a-days very important for the people to send or receive articles like imported furniture, electronic items, gifts, business goods and the like. People depend vastly on different transport systems which mostly use the manual way of receiving and delivering the articles. There is no way to track the articles till they are received and there is no way to let the customer know what happened in transit, once he booked some articles. In such a situation, we need a system which completely computerizes the cargo activities including time to time tracking of the articles sent. This need is fulfilled by Courier Management System software which is online software for the cargo management people that enables them to receive the goods from a source and send them to a required destination and track their status from time to time.
Automobile Management System Project Report.pdfKamal Acharya
The proposed project is developed to manage the automobile in the automobile dealer company. The main module in this project is login, automobile management, customer management, sales, complaints and reports. The first module is the login. The automobile showroom owner should login to the project for usage. The username and password are verified and if it is correct, next form opens. If the username and password are not correct, it shows the error message.
When a customer search for a automobile, if the automobile is available, they will be taken to a page that shows the details of the automobile including automobile name, automobile ID, quantity, price etc. “Automobile Management System” is useful for maintaining automobiles, customers effectively and hence helps for establishing good relation between customer and automobile organization. It contains various customized modules for effectively maintaining automobiles and stock information accurately and safely.
When the automobile is sold to the customer, stock will be reduced automatically. When a new purchase is made, stock will be increased automatically. While selecting automobiles for sale, the proposed software will automatically check for total number of available stock of that particular item, if the total stock of that particular item is less than 5, software will notify the user to purchase the particular item.
Also when the user tries to sale items which are not in stock, the system will prompt the user that the stock is not enough. Customers of this system can search for a automobile; can purchase a automobile easily by selecting fast. On the other hand the stock of automobiles can be maintained perfectly by the automobile shop manager overcoming the drawbacks of existing system.
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
TECHNICAL TRAINING MANUAL GENERAL FAMILIARIZATION COURSEDuvanRamosGarzon1
AIRCRAFT GENERAL
The Single Aisle is the most advanced family aircraft in service today, with fly-by-wire flight controls.
The A318, A319, A320 and A321 are twin-engine subsonic medium range aircraft.
The family offers a choice of engines
TECHNICAL TRAINING MANUAL GENERAL FAMILIARIZATION COURSE
The DERF vocabulary
1. Making Words Work:
Building Vocabulary and
Comprehension through
Primary Read-Alouds
Michael C. McKenna
University of Virginia
Sharon Walpole
University of Delaware
2. DERF asks teachers to use
high-quality children’s
literature in interactive read
alouds . . . How well is that
concept implemented in
real life?
3. Children’s books are fun . . . But that’s not
all they are
Listen to some children and think about all
of the work they do to “make it make
sense”
4.
5.
6. T: “In 1612, French explorers saw some Iroquois people
popping corn in clay pots. They would fill the pots
with hot sand, throw in some popcorn and stir it with a
stick. When the corn popped, it came to the top of the
sand and made it easy to get.”
C1: Look at the bowl!
T: Okay, now it’s hot enough to add a few kernels.
C2: What’s a kernel?
C1: Like when you pop.
T: It’s a seed.
C2: What if you, like, would you think … a popcorn seed.
Like a popcorn seed. Could you grow popcorn?
Smolkin & Donovan, 2002
7. T: Oh, excellent, excellent question! Let’s read and we’ll
see if this book answers that question, and if not, we’ll
talk about it at the end.
Smolkin & Donovan, 2002
8. T: “And 1000-year-old popcorn
kernels were found in Peru that
could still be popped.” Now. This
guy is doing different . . . It’s kind
of like two stories are going on.
What is this part giving us?
Cs: (together) Information
T: It is. And what is this doing?
C: It is telling you.
T: It’s giving us, right, steps of
how to make the popcorn.
C: And he has a big old speech
bubble.
T: Yes, because he’s reading
about this, remember? And so his
speech bubble is him reading this
book about this (pointing to
pictures of native peoples).
9. Today’s Goals
Understand why we need to teach
vocabulary to young students
Learn strategies for teaching
vocabulary
Examine differences between fiction
and nonfiction read-alouds
Be able to plan, conduct, and follow-
up a read-aloud lesson focused on
vocabulary instruction.
10. Why are read-alouds
the best way to build
vocabulary and
comprehension?
They may actually
be the only way!
Let’s look at some
reasons.
11. Why Read-Alouds ?
The teacher does the decoding.
Natural contexts for words are provided.
Authentic opportunities for modeling
comprehension strategies occur.
Student engagement is likely.
Discussion is facilitated.
Words and strategies can be reinforced
in new contexts all year long.
12. But I can introduce
vocabulary more
efficiently without
read-alouds.
Maybe, but if you
did, you’d have to
create an entire
curriculum. That’s
why so little is done.
13. “Vocabulary levels diverge
greatly during the primary
years, and virtually nothing
effective is done about this
in schools.” (p. 29)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-
40). New York: Guilford.
Andy
Biemiller
14. But the kids know lots of
words. Why not just focus
on teaching them to
recognize the ones they
know?
Why not do both? If
you ignore vocabulary,
the Matthew effect can
be terrible.
16. Oral vocabulary at the end of first
grade is a significant predictor of
comprehension ten years later.
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading
acquisition and its relation to experience and ability 10
years later. Developmental Psychology, 33, 934-945.
17. But how can a few read-
alouds make a dent in
that huge number of
words?
The cumulative effect
might surprise you.
18. “Adding three root words a day is the
average daily number of words
learned by primary age children with
the largest vocabularies.” (p. 37)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp.
28-40). New York: Guilford.
Andy
Biemiller
19. “Adding three root words a day is the
average daily number of words
learned by primary age children with
the largest vocabularies.” (p. 37)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-
40). New York: Guilford.
3 words x 140 days 400 words per year
20. But why can’t we just
have them look up the
definitions?
You’ll find that
definitions alone are
not enough.
21. Let’s try …
Read the Wye Delta passage
What can you synthesize from the
text?
Now read the dictionary definitions of
the underlined words
Do the definitions help?
22. Why be systematic?
Why can’t the kids just
rely on context?
Context may not be as
powerful as you think.
And besides, many
kids don’t use it.
23. Four Types of Contexts
1. Directive (provides powerful clues)
“Sue was talkative but Bill was taciturn.”
2. General (helps categorize a word)
“She’d had measles, mumps, and varicella.”
3. Nondirective (offers very little help)
“The dress was taupe.”
4. Misdirective (can be misleading)
“He was huge, muscular, and adroit.”
Beck & McKeown (2004)
24. Let’s try …
Read the excerpt from When Marian
Sang
Fill in the missing words based on
context clues
Compare your answers
Are context clues enough?
25. Beck & McKeown (2004)
Teaching Students about Context
Remember that many students may have
difficulty making inferences about words from
context
Remind them that context does not always
provide strong clues
Model the process when possible
26. But what about
comprehension? How
do you teach strategies
to kids who can’t read?
The alternative is to
wait until they can
read. If you do that, it
may be too late.
27. The Domino Theory
Teach children to decode first, and put
off vocabulary and comprehension
instruction until later.
28. Smolkin & Donovan, 2002
“[R]esearch has almost universally
supported the idea that reading
aloud to children leads to improved
reading comprehension.” (p. 144)
29. For a fiction read-aloud,
how do I know which
words to teach?
Target what Beck
and McKeown call
Tier Two words.
30. Beck & McKeown (2004)
Two characteristics that make a
word appropriate for teaching:
1. We can define it in terms that the
students know
2. The students are likely to find the
word useful or interesting
32. Tier 3 • Rare words
• 73,500 word families K-12
• Often content-area related
• Examples: isotope, estuary
Tier 2 • Important to academic success
• 7,000 word families
• Not limited to one content area
• Examples: fortunate, ridiculous
Tier 1 • The most familiar words
• 8,000 word families
• Known by average 3rd grader
• Examples: happy, go
Beck and McKeown’s Three Tiers
33. Tier 2 • Important to academic success
• 7,000 word families
• Not limited to one content area
• Examples: fortunate, ridiculous
“Goldilocks” Words
Stahl & Stahl (2004)
Beck and Mckeown’s Three Tiers
34. Steps in a Bringing Words to
Life Vocab Lesson
1. Say the word. Children repeat.
2. Tell how the word was used in the text.
3. Tell a child-friendly definition.
4. Give example of the word used in
multiple, unrelated contexts.
5. Invite the children to construct an
example.
6. Have children repeat the word.
35. Let’s Try It
Read the Daedalus passage
In small groups, sort the words into tier 1,
tier 2, or tier 3 level categories
Remember, tier 2 level words are words
that are found across contexts and are
more challenging than words found in our
spoken vocabulary
36. Reading Time: “Text Talk”
Read “Text Talk” by Isabel Beck and
Margaret McKeown. It’s an article about
effective read-alouds for young children.
Set a purpose for your reading that
connects to what we’ve discussed so far.
Form a reading group of 3-4 people with
whom you can discuss these ideas.
Attached is a reading guide to help focus
your reading and guide your discussion.
37. What’s the difference
between a fiction and a
nonfiction read-aloud?
There are
differences in both
vocabulary and
comprehension
strategy use.
38. Nonfiction Read-Alouds
Take advantage of clusters of related
terms
Stress the connections among words
Preteach a few key terms
39. Nonfiction Read-Aouds
All strategies may be useful, but
especially
- Focusing on text structure
- Graphic organizers
- Comprehension monitoring (using
“think-alouds to model “fix-up”
strategies for confusing text)
41. Let’s try …
Listen while we demonstrate a read-aloud
with a simple nonfiction text.
Notice that it follows the structure that you
know and love -- we do some things
before reading, some during, and some
after.
Think about that structure.
42. What did you think?
In terms of vocabulary instruction . . .
What did we do before reading?
What did we do during reading?
What did we do after reading?
43. Fiction Read-Alouds
Since the words will not be related and will not
be the essential to comprehending, do not
preteach them
After the read-aloud, create clusters by linking a
new word to familiar words, if you can
Use research-based methods to review, such as
- silly questions
- wordwizards
45. OK, I’ll give it a try.
Where do I start?
Let’s start with
planning.
46. Can you really plan to
focus on comprehension
and vocabulary in the
same read-aloud?
Yes. We’re not trying to
accomplish everything
at once. But we can
still target both areas
with each read-aloud.
47. Fiction Read-Alouds
Rely on such research-based
techniques as:
- Time Lines
- Story Maps
Plan to review words
49. Example of a Story Map
Setting Characters: Jack, his mother, the giant
Place: Jack’s home, road, giant’s castle
When and where did this story occur?
Who is the main character?
Problem Jack must sell cow but trades for beans
Why did Jack trade?
Goal To see if bean stalk is worth the bad trade
What did Jack do when he found the stalk?
Ending Jack steals from giant, flees, cuts down stalk
What did Jack do in the giant’s castle?
What did the giant do?
What happened to the giant?
Was Jack a good guy or a bad guy?
50. Let’s watch Sara try …
Let’s eavesdrop on a few narrative read-
alouds
Remember that they always have a
before-during-after structure
Think about management and
engagement
Think about opportunities to build
vocabulary
51. First-Grade Vocabulary Video
Sara taught a lesson on developing a story
map during reading and ended the lesson
teaching two vocabulary words from the
story.
At the end of the day she pulled a group of
students who struggled with the story map
and vocabulary and repeated the lesson.
52. While watching the video
notice …
How does Sara set the purpose for the
lesson?
How does she maintain a focus on
enjoying the story and learning?
How does she plan for students to talk
during the reading?
How does she maintain focus on the
purpose of the lesson?
53. Before the small group …
When Sara repeats the same lesson with
the same book on the same day with a
group of students struggling with
comprehension and vocabulary, what do
you think will happen?
54. After the 1st-grade video
What are the similarities and differences
between the whole-group and small- group
lesson?
How did she introduce the purpose for
revisiting the book again with the small
group?
55. Planning a Read-Aloud
Choose engaging, well-illustrated books
A number of words should be unknown to about
half the students
Choose 3 target words that are likely to be
unfamiliar but useful later (in fiction, these words
will be unrelated; in nonfiction, they will be key
terms)
For nonfiction, decide how you will introduce the
words and whether they must be introduced first
in order to ensure comprehension
Keep track of the words you choose
56. Planning a Read-Aloud
Plan to repeat the read-aloud
Plan for small-group sessions (3-5
students) to repeat the story
Plan multiple exposures to the vocabulary
items you chose in the days following
57. During the Read-Aloud
Introduce (or review) a comprehension
strategy or focus
Build prior knowledge
Preteach key concepts if the read-aloud is
nonfiction
Focus children’s attention
59. During the Read-Aloud
Include “rich, dialogic discussion”
- Activate relevant prior knowledge
- Link the story to experiences of
students
- Elicit responses from students
Give synonyms or quick explanations of
Tier 3 words as you go (Biemiller)
61. During the Read-Aloud
Pause at the places you’ve chosen to model
comprehension strategies.
Remember to prompt children about strategies
that are becoming familiar.
Keep the children interacting and focused on the
the text
62. After the Read-Aloud
Conduct a discussion.
Get beyond the literal level!
Elicit thoughtful responses.
Don’t just question–encourage questioning!
Practice summarizing.
Review the comprehension strategy.
In nonfiction, review the vocabulary.
In fiction, teach the vocabulary.
63. After the Read-Aloud
Keep track of the words you teach.
Make a chart with words, dates and books.
Look for chances to revisit words.
Record when you do.
65. Be a Word Wizard!
wary scowl ridiculous fortunate
Tom
Sue
Ed
Juan
Maria
Lakesha
Paul
Jack
Beck & McKeown (2004)
66. 9-10 9-11 9-12 9-13 9-14 9-17 9-18 9-19
fortunate I R
scowl I
willing I R
resist I
restful I
joyous I
wander I R
gloomy I
beam I R
I = Introduce R = Reinforce
67. Let’s try …
Work with a partner to choose a trade
book to use
Read the book together, and take a minute
to think about it
Decide what you would do before, during,
and after reading to build children’s
vocabulary
68. Let’s watch Sara with 3rd
Graders
Notice the difference in level of
independence in completing a story map
What evidence do we have that the
children need the graphic organizer?
69. After viewing both videos
How are the whole group read-alouds
similar and different in the first- and third-
grade classes?
What opportunities could Sara provide in
the small group that she could not provide
in the whole-group setting?
What evidence do you have that the
children actually do need re-teaching?
70. Building it into instruction
How could you improve your use of read
alouds to build vocabulary next year
What support would you need? How
could you work together as a team?
71. How do I know when the
kids actually know the
new words?
Knowing a word isn’t all
or nothing. It’s a matter
of degree.
72. A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,
connected to other word meanings
73. That’s a lot to process.
Can you sum it up?
Sure.
74. Primary Read-Aloud Planner
Planning Choose an engaging book.
Decide what to do before, during, and
after the read-aloud to build
comprehension and vocabulary.
Before Reading
Prepare!
Introduce a comprehension strategy.
Develop prior knowledge.
Focus attention.
During Reading
Guide!
Model the strategy by thinking aloud.
Ask and answer questions.
Provide synonyms and explanations
for Tier Three words.
After Reading
Extend!
Discuss and respond.
Summarize the book.
Review the comprehension strategy.
Teach the Tier Two words you chose.