Lesson Plan Search | Lessonopoly.org. Classroom Resources. Home › Classroom Resources Grades K – 12 | Student Interactive Venn Diagram This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically. Grades 3 – 12 | Mobile App Word Mover Word Mover allows children and teens to create "found poetry" by choosing from word banks and existing famous works; additionally, users can add new words to create a piece of poetry by moving/manipulating the text. Grades 3 – 12 | Student Interactive Trading Card Creator This tool provides a fun and useful way to explore a variety of topics such as a character in a book, a person or place from history, or even a physical object.
Go to Lesson Plans Grades 2 – 5 | Lesson Plan Bringing Economic Vocabulary to Life Through Video Posters Imagine if vocabulary could come alive with the click of a button! Grades 6 – 8 | Lesson Plan E-pals Around the World Grades K – 2 | Lesson Plan Grades 8 – 12 | Lesson Plan. For Teens, Phonics Isn't Enough | Adolescent Literacy Topics A-Z. By: Caitlin Johnson Schools often struggle to find appropriate materials and approaches to support adolescent literacy. Strategies that work for children can ignore teens' existing skills, knowledge, and life experience, and exclude them from the critical content that their peers are studying. Here are some effective teaching strategies for struggling older students. Introduction "What do you see here? " teacher Rita Jensen asks, showing her class at John Muir Middle School in San Leandro, California a local road map.
As the students interpret the material, "this road goes here, that one will take you to the freeway," Jensen interrupts to say, "See, you accessed prior knowledge to infer that. " This is how Jensen often begins her Opportunities program, a pull-out class for seventh graders with below-grade reading skills. "Students learn the routines of comprehension on very simple texts. "Kids who are invisible in other classes have nowhere to hide all of a sudden," says Jensen. What works. Imagination and Literacy: A Teacher's Search for the Heart of Learning | Catholic Education. In Search of..... - TV.com www.tv.com/shows/in-search-of Narrarated by Leonard Nimoy, In search of was a 30 minute syndicated show that covered a wide range of paranormal topics.
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Readers' Theater: Oral Language Enrichment and Literacy Development for ELLs. Home > ELL Topics from A to Z > Reader's Theater: Oral Language Enrichment and Literacy Development for ELLs By: Kristina Robertson (2009) Drama is life with the dull bits cut out.— Alfred Hitchcock One of my favorite movies is The Princess Bride, which is based on the novel by William Goldman. For those of you haven't experienced this classic, the movie begins with a little boy who is sick and home from school, and his grandfather, who offers to read the boy a fairy tale that he had enjoyed when he was young. The boy isn't very interested at first, but soon realizes that he has nothing better to do, and agrees to at least hear the beginning. The story that follows, of course, is an enchanting tale filled with unforgettable characters and exciting plot twists. What resonates with me in the movie is the experience of a child falling in love with a good story.
When English language learners (ELLs) read, they may have difficulty engaging with a story if: Video: Vocabulary and Reader's Theater. Curriculum-Based Evaluations. By Tracey Hall, Ph.D., Senior Research Scientist, NCAC, and Missy Mengel, RA This article is also available in Word and PDF formats. Note: Links have been updated on 8/17/09; Please visit the AIM Center home page. Introduction Academic assessment is a long-standing tradition in education. Assessment usually involves measurement of student progress for the purpose of informing. The measurement procedures assess students directly using the materials in which they are being instructed. Typically, CBE is used in the subject areas of math, reading and spelling, but has also been found effective in other areas.
Top Definition Curriculum-Based Evaluations are best defined by Deno (1987) as "any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions" (in Shinn, 1989; p. 62). The Table below provides a brief description of types of Curriculum-Based Evaluations. The Role of Storytelling in Early Literacy Development - by Louise Phillips. Oral Language Activites that Develop Reading Readiness. Research Articles | Oral Language Supporting Early Literacy - OLSEL. Phonological awareness and other resources - Prof Gail Gillon - People - College of Education - University of Canterbury - New Zealand.
Top 10 Resources on Reading Aloud. Strategies for Developing Reading Skills. Using Reading Strategies Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language they are learning. Instead, they seem to think reading means starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until they reach the end.
When they do this, students are relying exclusively on their linguistic knowledge, a bottom-up strategy. One of the most important functions of the language instructor, then, is to help students move past this idea and use top-down strategies as they do in their native language. Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. Strategies that can help students read more quickly and effectively include Reading to Learn Reading to learn the language: Reading material is language input. Margot E. Kelman Early Language Literacy Consultant Margot Kelman Margot Kelman. Issues in Published StudiesIt is widely acknowledged that learning to read depends on phonological skills (Carroll & Snowling, 2004; Goswami & Bryant, 1990); therefore, children who have phonologically based speech impairments are vulnerable to reading difficulties.
There is a large body of research indicating that children with speech and language difficulties are at risk for later associated literacy problems (Bird, Bishop, & Freeman, 1995; Bishop & Adams, 1990; Catts, 1993; Catts, Fey, Zhang, & Tomblin, 2002; Snowling, Bishop, & Stothard, 2000; Stackhouse, 2000); however, most of the research in this area has focused on children with language impairment or those with speech and language deficits. Only a limited number of studies have examined the relationship between phonological deficits and reading skills. Children often receive intervention services to address a phonological impairment. Terminology Severity. Phonological Awareness Intervention for Children: From the Research Laboratory to the Clinic.
Rapidly reading words on a page is a process most of us take for granted. When we were youngsters, we progressed from speaking our native language to reading and writing with relative ease. Yet, for some individuals, school entry marks the beginning of a long struggle in learning to read during which the ability to efficiently decode or "sound out" words in print is never really mastered. Many interventions for children with reading disorder have been developed over the years, but one intervention that has attracted much recent attention is phonological awareness.
Speech-language pathologists working with preschool and school-aged children are embracing phonological awareness intervention with enthusiasm. Amidst the excitement of integrating phonological awareness into our clinical practices, it is important to take time to reflect upon the types of activities we include under the umbrella of phonological awareness and methods that may increase its effectiveness. Definition. Phonemic Awareness: What Does it Mean? Over the past two decades, but particularly in the last 10 years, there has been a burgeoning consensus about the critical importance of phonemic awareness to beginning reading success, and about its role in specific reading disability or dyslexia (Hatcher, Hulme, & Ellis, 1994; National Reading Panel, 2000; Share, 1995; Stanovich, 1986).
Various terms have been employed as synonyms, such as phonological awareness, acoustic awareness, phonetic awareness, auditory analysis, sound categorisation, phonemic segmentation, phonological sensitivity, and phonemic analysis. Some authors such as Goswami and Bryant (1990) reserve the term phonemic awareness to imply awareness of individual phonemes; whereas, phonological awareness is a more global term that includes the earlier stages, such as rhyme and syllable awareness. There has been much discussion about how best to define phonemic awareness. What is clear is that phonemic awareness concerns the structure of words rather than their meaning.