college book ppt best practices

8/14/2019 College Book PPT Best Practices

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BEST PRACTICES FORREADING

Nicole Brondum

Summer 2009

EDCI 5030

Dr. Wendell


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Section I

lignment with National, State, andProfessional Standards


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National Standards for ReadingInstruction

Understanding No Child

Left Behinds (NCLB)Standards for Readin

Overview of No Child LeftBehinds (NCLB) Standards

and Assessments
http://www.ed.gov/admins/lead/account/sai/edlite-slide001.htmlhttp://www.learningpt.org/pdfs/qkey1.pdf


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Professional OrganizationsResearch

National Reading PanelInternational ReadingAssociations (IRA)

Standards for the EnglishLanguage Arts

Center for the Improvement of Early ReadingAchievement (CIERA)
http://www.nifl.gov/partnershipforreading/publications/Cierra.pdfhttp://www.reading.org/General/Publications/Books/bk889.aspx?mode=redirecthttp://www.nichd.nih.gov/publications/nrp/report.cfm


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State Standards for ReadingInstruction

Louisianas Grade Level Expectations (GLEs)
http://www.doe.state.la.us/lde/saa/1915.html


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Section II

ualities of Best Practice in Reading


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Qualities That Students Need FromTeachers

Hearing books read aloud

Think-a-louds

Safe reading environment Phonics instruction

Authentic activities

Writing experiences Assessments that mirror

classroom activities


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Internalize and

transferstrategies

Teacher support-Before, During, &After

Dailyopportunities for

discussion

Choice

Quick reads Variety of texts

Gain meaning

from print Read, read, and

read some more

Interactions withPrint

Reading Books

Qualities That Students NeedWith. . .


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Section III

est Practice Strategies for Reading


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ReciprocalTeaching

http://www.ncrel.org/sdrs/areas/issues/student

http://www.greece.k12.ny.us/instruction/ELA/6
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htmhttp://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/reciprocal%20teaching.htmhttp://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/reciprocal%20teaching.htmhttp://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm


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LiteratureCircles

http://www.litcircles.org/
http://www.litcircles.org/http://www.litcircles.org/


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Role, Audience, Format, Topic-RAFT

Occurs after reading

http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/RAFT.htm

http://doe.sd.gov/curriculum/6plus1/docs/educators
http://doe.sd.gov/curriculum/6plus1/docs/educators/docs/RAFTS.pdfhttp://doe.sd.gov/curriculum/6plus1/docs/educators/docs/RAFTS.pdf


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WordStudy

Includes: word sorts

word walls

word families

http://www.trcabc.com/resources/teachers-corner/u

hi k
http://www.trcabc.com/resources/teachers-corner/using-word-sorts-in-the-primary-grade-classroom/http://www.trcabc.com/resources/teachers-corner/using-word-sorts-in-the-primary-grade-classroom/


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ThinkAloud

http://www.greece.k12.ny.us/instruction/ela/6-12/Re

G id d di
http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/thinkaloud.htmhttp://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/thinkaloud.htm


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Guided ReadingGroups


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Connecting Strategies to 13Best Practice Principles

Scaffolding process (Cognitive and

Social )

Generating questions based on text

(Constructivist)

Responsible for own learning

(Challenging)

Through dialogue reveal the meaningof text (Expressive)

Choice of book (Student- Centered,

Authentic, and Democratic)

Read whole book (Holistic)

Scaffolding process (Social)

Work in groups (Collaborative)

Discussion topics in groups

(Democratic and Expressive) Immersed in real text (Experiential)

Information discovered through

collaborative efforts (Cognitive )

Generate meaning from text

(Constructivist)

ReciprocalTeaching

LiteratureCircles


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Choice in catagorization of words(Student-Centered and Authentic)

Hands-on and active (Experiential)

Develops critical thinking andreasoning skills (Challenging,Cognitive, and Constructivist)

Choosing categories based on skilllevel (Developmental)

RAFT Word Study Differentiated based on student point

of view (expressive)

Deep understanding of text (holistic,

challenging, and cognitive)

Flexible formatting provides forauthentic experiences (Authentic)

Recreation of original text(Constructivist, Expressive)

Choice in role, targeted audience, typeof format, and topic (Democratic)

i i


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Think Aloud Guided Reading


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Section IV

xemplary Instruction

eas o oo s n rs


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eas o oo s n rsGrade By: Pat Barrett

Dragan


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Section V

etting the Learning Community MoreInvolved


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Getting Principals MoreInvolved

Read to the students in theclassroom

Be seen on campus

Tutor students Each lunch with students

Literacy Nights

Read-ins Request reading specialists to

provide more in-depth training

Request professional journals


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Getting Parents Involved

Provide parents with after-schoolworkshops on:

Homework help

Internet accessible computers

Offer opportunities to volunteer:

Reading stories in the classroom

Assist in learning centers

Tutor other children Communication through:

Newsletters

Translators

Website with parent resources


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Getting Caregivers Involved

Teachers can get caregiversinvolved with:

Website resources

Classroom assistants for learningcenters

After-school tutoring

Access to computers with Internet

capabilities Opportunities for classroom read-ins

Brochure with Homework Help Tips

G i C i M b


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Getting Community MembersInvolved

Teachers can get members of thecommunity involved in readingby:

Enlisting volunteer readers from thelocal community

Invite local celebrities to be guestreaders

Contact local agencies that promotereading and writing, such as JuniorAchievement, that provideenrichment opportunities

Promote fundraising opportunities toincrease classroom library


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Section VI

eferences


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Schedule

Class/Week Topic Reading Assignment

1 Topic Chapter Task




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http://www.ncpie.org/DevelopingPartners

I t d ti /C
http://www.ncpie.org/DevelopingPartnerships/http://www.ncpie.org/DevelopingPartnerships/


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Introduction/CourseDescription

Introduction Introductory notes

Introductory notes

Introductory notes


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Objectives and Results

Objectives Course objective 1

Course objective 2

Course objective 3 Results Expected results

Skills developed Skill 1

Skill 2


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Vocabulary

Term One Definition A

Definition B

Term Two Definition

Term Three

Definition


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Procedures/Lecture Slide

Add procedurehere Step one

Step two


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Graphs/Charts 1


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Graphs/Charts 2


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Conclusion

Add your conclusions here.


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Questions/Discussions

Question One Discussion

Discussion

Question Two Discussion

Questions Three Discussion

college book ppt best practices

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