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Leigh Newton

MyRead Guide - Three Stages Of Reading - 11 views

www.myread.org/guide_stages.htm

resources three stages english reading teaching tools education

shared by Leigh Newton on 12 Jul 10 - Cached
  • The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with ‘new’ information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text.
  • Before Reading Stage
  • One of the purposes of Before Reading is to acknowledge the different experiences and background knowledge that students bring to a text, influencing how they will read and learn from a particular text. By knowing what students bring to a text the teacher can provide students with appropriate scaffolds to make links between what is already known and new information presented in a text.
  • ...4 more annotations...
  • During Reading Stage
  • During this stage of the reading process students need structured means to integrate the knowledge and information they bring to the text with the ‘new or unknown’ within the text. They are processing the text and self-monitoring.
  • After Reading Stage
  • During the After Reading stage students articulate and process their understanding of what they have read and think critically about the validity of the text. Two tools that can be during this stage are Paired Reviews and Story Stars.
  • Leigh Newton on 12 Jul 10
     
    "The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with 'new' information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text."
Ms. Nicholson

Africa: Names And Nations Of Note | Free Lesson Plans | Teachers | Digital textbooks an... - 0 views

www.discoveryeducation.com/...-names-and-nations-of-note.cfm

world literature african history background links discussion questions 9-12 high school free lesson lesson plans plans africa resources south

shared by Ms. Nicholson on 16 Jul 13 - No Cached
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      Look at the names in Things Fall Apart.  
  • Now divide the class into groups of four, and have each group select an African nation to investigate. Explain that each group will be creating a poster on its country. The poster should be divided into four sections, with a small map of the country (with the capital labeled) in the center. The group will be responsible for creating the map, but each member of the group will provide information for each of the four sections: Name origin and information Colonization information Current data and statistics Significant historical events
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      Regions of Nigeria for Things Fall Apart. Regions in South Africa for Cry, the Beloved Country.
  • ...9 more annotations...
  • Each student should research the information for his or her section and complete the poster. Use the evaluation rubric to clarify your expectations before the students begin working.
  • Discuss and define some of the factors involved in colonization. Why do people colonize other places? 2. Throughout history, colonization has had both positive and negative effects. Consider and discuss these in light of the countries you have studied.
  • What are some of the problems that could arise for a country after it achieves independence? What are some of the consequences and responsibilities resulting from independence?
  • What should the role of the United Nations be in supporting and including nations that have achieved independence in the latter part of the 20th century? 7. Compare colonization in Africa with colonization in other parts of the world.
  • Spotlight on Africa Have students imagine they are producers for a news show called This Week in Africa . Ask the students to follow news about Africa for one week and develop a 30-second spot of about 60 to 75 words. Have them "present" their spots to the class. Africa Online provides an effective daily resource for this information (see Internet sites under Materials). After their presentations, categorize major news stories according to whether they show positive or negative aspects of the influence of the nations' colonial pasts.
    • Ms. Nicholson
      Ms. Nicholson on 16 Jul 13
       
      CCSS Speaking and Listening, Writing, Nonfiction texts.
  • Education, Intrigue, and Enjoyment! Ask your students to create travel brochures inviting other high school students to join an expedition to an African country. Explain that their brochures must be interesting and informative to both students and parents. Students should highlight geographic, cultural, educational, and entertainment features this expedition would offer.
  •    imperialism
  •    ethnocentric
tom campbell

Home : Inform - 0 views

inform7.com

interactive fiction writing programming

shared by tom campbell on 14 Mar 13 - Cached
  • tom campbell on 14 Mar 13
     
    from the site: "Inform is a design system for interactive fiction based on natural language. It is a radical reinvention of the way interactive fiction is designed, guided by contemporary work in semantics and by the practical experience of some of the world's best-known writers of IF"
anonymous

All About "All About Explorers" - 0 views

www.allaboutexplorers.com/about.html

fake_explorers critical_literacy activities fake_site

shared by anonymous on 23 Feb 09 - Cached
  • anonymous on 23 Feb 09
     
    All About Explorers was developed by a group of teachers as a means of teaching students about the Internet. Although the Internet can be a tremendous resource for gathering information about a topic, we found that students often did not have the skills to discern useful information from worthless data.
Todd Finley

Jim Burke: English Companion - How To Read an Image - 0 views

www.englishcompanion.com/...readImages.shtml

shared by Todd Finley on 02 Sep 09 - Cached
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
Todd Finley

inventio: Randy Bass Text - 1 views

doit.gmu.edu/...rbass.htm

english

shared by Todd Finley on 09 Jan 10 - Cached
  • Todd Finley on 09 Jan 10
     
    Reflective Protocols for Literary Artifacts "# What do you see here? Describe the document/artifact in terms of content, without being interpretive. # What do you think you know about this document based on reading it and any previous knowledge? # What do you think the document reveals about its era/ What kinds of information can be learned from the document? (There might be more than one kind of information). # What don't you know about the document? What questions would you ask about it? # If you were going to do further research on this document on the World Wide Web or in the library, how would you go about it? # What knowledge or skills are you bringing to this course from other learning experiences you've had that help you make sense of these documents?"
Melody Velasco

Teaching That Sticks: Organizing Thinking - 9 views

teachingthatsticks.blogspot.com/...organizing-thinking.html

graphicorganizers teaching resources literacy blog

shared by Melody Velasco on 27 Mar 10 - Cached
  • Melody Velasco on 27 Mar 10
     
    "Graphic organizers will be beneficial to students whenever they are given new information. They can be used to sequence, brainstorm and organize. During reading and listening students should be encouraged to graphically organize new information."
Cindy Marston

Using OneNote for Web research - 0 views

office.microsoft.com/...HA010982791033.aspx

english onenote research writing

shared by Cindy Marston on 17 Mar 08 - Cached
  • OneNote lets me drag only the relevant bits of information from the Web into my notes, and because OneNote automatically adds a link to the original source, I can always refer back to the Web site later if I want more information or to accurately cite the source. Currently, I'm using OneNote to gather information for a research project about the battleship USS Missouri, where I volunteer as a tour guide in my spare time. I hope the process that I'm using to gather and arrange my research notes will give you ideas for organizing your own research project in OneNote
Sharon Elin

Examples of Linking Verbs - 11 views

examples.yourdictionary.com/examples-of-linking-verbs.html

grammar english verb grammar_verb-linking

shared by Sharon Elin on 08 Nov 14 - No Cached
  • Sharon Elin on 08 Nov 14
     
    "A linking verb connects the subject with a word that gives information about the subject, such as a condition or relationship. They do not show any action; but, they link the subject with the rest of the sentence. For example, in the sentence "They are a problem," the word "are" is the linking verb that connects "they" and "problem" to show the relationship between the two words."
lea magne

Anglais dans l'académie de Versailles - 0 views

www.anglais.ac-versailles.fr

site efficace dans la construction de séquence

shared by lea magne on 03 Feb 12 - No Cached
  • Mais nos regards se tournent aussi vers la session 2013 du baccalauréat, dont les épreuves de langues vivantes apporteront un équilibre entre les différentes activités langagières.
  • lea magne on 03 Feb 12
     
    informations gouvernementales
Sharon Elin

About Us - Newslo "Just Enough News" - 13 views

www.newslo.com/about-us

media_literacy information_literacy current_events politics satire humor

shared by Sharon Elin on 01 Feb 14 - No Cached
  • Sharon Elin on 01 Feb 14
     
    "Newslo is the first hybrid News/Satire platform on the web. Readers come to us for a unique brand of entertainment and information that is enhanced by features like our fact-button, which allows readers to find what is fact and what is satire. Newslo's "No Need to Satirize" brings you completely factual stories that are so ridiculous, they don't need our trademark touch. Whenever you see #NNTS, you're reading COMPLETELY real news that only seems too absurd to be true."
Sajid Hussain

Sentence Fluency - Writing 6-8 - 0 views

write.nsdeagles.org/...sentence-fluency

Sentence

shared by Sajid Hussain on 05 Jul 15 - No Cached
  • Sajid Hussain on 05 Jul 15
     
    Writing Class Information
Leigh Newton

story star - 0 views

star proforma reading story

shared by Leigh Newton on 12 Jul 10 - No Cached
  • Leigh Newton on 12 Jul 10
     
    After students have read a narrative, give students a blank Story Star. Have them fill in the key information in dot points. http://www.myread.org/guide_stages.htm
Melody Velasco

Teacher Guides: Can You Trust the News? - 8 views

newstrust.net/teachers

journalism news resources teacher guides writing

shared by Melody Velasco on 21 Jun 10 - Cached
  • Melody Velasco on 21 Jun 10
     
    NewsTrust.net helps people find good journalism online. Each lesson takes about 45 minutes. During that time, we invite you and your students to read a work of journalism (news or opinion) and evaluate it for journalistic quality using NewsTrust review tools. Students will be asked to rate that story on a variety of criteria, such as: facts, fairness and sourcing (news); insights, information and style (opinion).
Cindy Marston

Choose the Best Search for Your Information Need - 0 views

www.noodletools.com/...adviceengine.html

english research searching tools

shared by Cindy Marston on 29 Mar 08 - Cached
  • Cindy Marston on 29 Mar 08
     
    Great site for finding right search engine - groups them and gives examples of what they do
Leigh Newton

Michelle's Blog - 0 views

www.socialthinking.com/index.php

shared by Leigh Newton on 30 Jun 09 - Cached
  • This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
    • Leigh Newton
      Leigh Newton on 30 Jun 09
       
      Big ideas are not enough by themselves - they need details in order that the reader can understand.
  • 1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
  • 2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
  • ...3 more annotations...
  • 3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
  • To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
  • By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
Dana Huff

The Knowledge Sharing Place - LiveBinders - 5 views

livebinders.com

education english livebinders sharing organization portfolio web2.0 productivity

shared by Dana Huff on 03 Mar 10 - Cached
  • Dana Huff on 03 Mar 10
     
    Gathering information to share? How do you pull everything together? LiveBinders is your online 3-ring binder. Best of all, it's free! Would be great for writing portfolios.
Todd Finley

Huffduffer - 4 views

huffduffer.com

podcasting mp3 podcast podcasts web2.0 audio

shared by Todd Finley on 01 Jan 10 - Cached
  • Todd Finley on 01 Jan 10
     
    "The power is in taking audio content - in podcast form or not - and creating something useful, a soundscape of the things you like or you think others would - and then using the ubiquitous RSS format to distribute that information." - http://portagemedia.com/socialcommentary/2009/12/21/what-the-heck-is-huffduffer/
Dana Huff

Shakespeare Geek: What Can Shakespeare Teach Me About IT? - 5 views

blog.shakespearegeek.com/...espeare-teach-me-about-it.html

shakespeare education literature technology

shared by Dana Huff on 15 May 10 - No Cached
  • Dana Huff on 15 May 10
     
    Shakespeare Geek, a lifelong computer geek and Shakespeare lover, explains how Shakespeare and information technology are connected.
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