This document summarizes key points from a course on literacy education. It discusses the importance of understanding students' backgrounds, interests and motivations. Effective classrooms are based on dedication to both the literacy program and students. A variety of formal and informal assessments can provide insights into students' cognitive and non-cognitive needs. Selecting appropriate texts requires considering factors like reading level, interest and text type. Literacy lessons should teach strategies for different goals and text types using an interactive perspective that helps students independently navigate texts. The critical and response perspectives encourage examining multiple viewpoints and responding through activities like journaling.
This presentation analyzes how several key elements as discussed in the framework for literacy helped me create a literate environment in my classroom.
This presentation analyzes how several key elements as discussed in the framework for literacy helped me create a literate environment in my classroom.
Here is the link to the PowerPoint presentation, which includes how I teach my emergent and beginning literacy learners and a story I created for them.
Walden University
Masters in Education Reading and Literacy Program
The Beginning Reader, Pre K-3
(EDUC - 6706R - 6)
Literate Environment Analysis Presentation
Week 7
Christy Thompson
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Getting to know Literacy Learners
This course has taught me the importance of learning about each student beyond
their academics. If I want to be a successful teacher I have to look at their motivation,
interests, and dislikes.I have learned that “motivation can contribute to the increased
reading that in turn contributes to increased reading achievement” (Afflerbach, 2012,
pg. 177).
The design of an effective literacy classroom is one based on dedication to the
literacy program as well as dedication to the students (Laureate Education Inc, 2010a).
The more particular I can be about what students need to be learning, the more
opportunity I have to develop their needs through instruction (Paul & Elder, 2007).
This requires me to get to know each student, especially in terms of culture and
language background.
3. Getting to know Literacy
Learners, continued…
Each person has a literacy autobiography, whether it be a positive or
negative one. Their autobiography is a tool into why they are the way they
are in reference to literacy. All people have experiences that shape how
they see each other as literate beings (Laureate Education Inc., 2010b).
While learning about research practice I acquired different forms of
assessment. One being the cognitive, which is
DIBELS, Fountas&Pinnell, and any other formal reading assessment. The
other is non-cognitive, this one focuses on the students personal
interests, motivators, and dislikes/likes. Examples of a non-cognitive test
would be the Motivation to Read Profile (MRP) and the Elementary
Reading Attitude Survey (ERAS).
4. Selecting Texts
Selecting texts is significant to a student’s
ability to comprehend and become achieving
literacy learners. In order to make appropriate
selections we have to use the literacy matrix
described by Dr. Hartman and take in account
text factors, interest, and the multiple
dimensions of difficulty (Laureate Education
Inc, 2010c).
There is a critical point in a child’s reading
development where they go from learning to
read to reading to learn (Laureate Education
Inc., 2010c). This is why we as educators have
to set our students up successfully by selecting
the very best texts that will meet the individual
students needs.
5. “If motivation is treated as secondary
to the acquisition of basic reading
skills, we risk creating classrooms
filled with children who can read but
choose not to” (Johnson & Blair, 2003,
pg. 183).
The literacy matrix serves as a way
to provide motivation of reading
through a variety of texts. Students
must be exposed to varied including
digital and printed, informational and
narrative, no pictures and pictures. I
was able to use what I had learned
along with the matrix to select
appropriate texts for a group of
students. I considered their literacy
levels, interests, readability and their
family backgrounds when selecting
texts.
Semiotic
Literacy Matrix
Linguistic
N
A
R
R
A
T
I
V
E
I
N
F
O
R
M
A
T
I
O
N
A
L
Selecting Text continued…
6. Literacy Lesson: Interactive Perspective
“The ultimate goal of the interactive perspective is to teach
children how to be literate learners who navigate the textual world
independently” (Laureate Education Inc, 2010d).
It is important for students to become metacognitive in their strategic
use. By keeping an interactive perspective in mind, a teacher must focus
the lesson toward explicit learning objectives, or goals, and emphasize
important literary elements throughout.
As we are teaching students how to read, it is essential to teach
appropriate strategies for different literacy goals. Take for example, how
you would approach a narrative text versus an informational text. With narrative you would be focusing
on plot, climax, settings, and main characters. With an informational text you would use text features that
include headings, sub-titles, pictures, graphs, and so forth to understand the text. Even though teaching
concepts of phonemic awareness and print is essential for success with reading, students must also have
experience with navigating different texts (Laureate Education Inc., 2010d).
7. Literacy Lesson:
Interactive Perspective
“Reading is a complex process of understanding written text. Readers interpret meaning in a way that’s
appropriate to the type of text they are reading and their purpose” (Tompkins, 2013, pg. 4). This process of
understanding text takes on many shapes and sizes. The lesson I taught focusing on students’strategic
processing and metacognition through reading strategies was insightful and influential for the students and
myself. Using the knowledge obtained from the last few weeks of class, I structured my lesson to meet their
textual needs, interest, and level of reading to adequately and effectively instruct them.
Activities to use to reinforce the interactive perspective:
Word Walls
Word Sorts
K-W-L Chart
Grand Conversations
8. Literacy Lesson:
Critical and Response Perspectives
The critical and responsive perspectives go hand in hand with one another.
If students are to respond to questions by the author, the teacher, and/or
ones they are asking internally, then they need to acquire the ability to think
critically about a text. “Critical literacy is a way of thinking and a way of
being that challenges texts as life, as we know it. It promotes reflection,
transformation, and action” (Molden, 2007, pg. 50)
Being able to look at the text and examine it from multiple perspectives
enables one to think critically about it, to be able to evaluate the text and
also be able to make judgments about the validity or veracity of that text
(believability) (Laureate Education Inc., 2010e).
9. Critical and Response Perspective
continued…
Critical Response:
Teaches students how to critically examine, judge, and evaluate text
Who created the text
What perspective might the author have
Was the author female or male
What was the role of race, ethnicity, or social status
Response Perspective
Allows students opportunity to experience and respond
Reader’s lived experiences are of primary importance
Methods for responding:
Journaling
Dramatic Response
Artistic Response
Multi-sensory experiences
Quiet time
10. Critical and Response Perspective
continued…
“Literacy learning for young children grows mainly out of
experiencing in functional and meaningful texts”
(StLabbo&Teale, 2004). This was my purpose for the text I
chose for a lesson I did focusing on the critical and response
perspectives. The text was humorous and engaging while
conveying a message of caring for yourself and embracing
your uniqueness. A Bad Case of the Stripes also encouraged
the readers to have an equal relationship in the message and
distribution of text (Molden, 2007).
Students who successfully implement this perspective are
engaged life long learners who respect the power of text
(Laureate Education Inc., 2010f).
11. References
Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE:
International Reading Association.
Johnson D. & Blair A. (2003). The Importance and Use of Student Self-Selected Literature to
Reading Engagement in an Elementary Reading Curriculum. Scholarworks. Retrieved from
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1155&context=reading_horiz
Laureate Education Inc. (Producer). (2010a). Changes in Literacy Education. [Webcast]. The
beginning reader, PreK-3. Baltimore: MD. Author.
Laureate Education Inc. (Producer). (2010b)Getting to know your students. [Webcast]. The beginning
reader, PreK-3. Baltimore: MD. Author.
Laureate Education Inc. (Producer). (2010c). Analyzing and Selecting Text. [Webcast]. The beginning
reader, PreK-3. Baltimore: MD. Author.
Laureate Education Inc. (Producer). (2010d).Interactive Perspective: Strategic Processing. [Webcast].
The beginning reader, PreK-3. Baltimore: MD. Author.
Laureate Education Inc. (Producer). (2010e). Critical Perspective. [Webcast]. The beginning reader,
PreK-3. Baltimore: MD. Author
12. Laureate Education Inc. (Producer). (2010f). Response Perspective. [Webcast]. The
beginning reader, PreK-3. Baltimore: MD. Author
Molden, K. (2007). Critical literacy, the right answer for the reading classroom:
Strategies to move beyond comprehension for reading improvement. Reading
Improvement, 44(1), 50–56.
Paul R. & Elder L. (2007). Consquestial Validity: Using Assessment to Drive
Instruction. Foundation for Critical Thinking. Retrieved from
http://www.criticalthinking.org/files/White%20PaperAssessmentSept2007.pdf
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).
Boston:Allyn& Bacon.