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Sydney King

Text Complexity Grade Bands and Lexile Bands | The Lexile® Framework for Reading - 42 views

  • 11–CCR  1070L–1220L 1185L–1385L
  • In the subsequent grade or grades within a band, students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level.
  • As students advance through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The proportion of texts that students read each year should come from a particular text complexity grade band.
John Howell

Educational Leadership:Literacy 2.0:Teaching Media Literacy - 71 views

    • John Howell
       
      ..."students who are proficient online readers are not necessarily proficient offline readers and vica versa." I think this an interesting consideration that even our strong readers will still need good first instruction on how to read online. Also, those who struggle with the bound book may find more success with online reading is certainly a refreshing thought for those students.
  • the study found that explicit media literacy instruction increased both traditional literacy skills, such as reading comprehension and writing, and more specific media-related skills, including identification of techniques various media use to influence audiences.
Enid Baines

Top 10 Ways to Wake-up Students in Class - SimpleK12 - 51 views

  • . Require students to give answers in their best British accent.
  • Have Chuck Norris randomly appear in one of your Power Points roundhouse kicking a wolf. For some reason, students are obsessed with him.
  • Play a sound clip of the Mission Impossible theme, have them act as 007 until the music stops. Then, whoever they end up next to, that is their partner for the activity
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  • Place random discussion or reading comprehension questions on sticky notes underneath a handful of desks. When you are ready to ask questions, ask them to peek and read-aloud the questions.
kris james

Making and reading maps in the 21st century - 109 views

  • Time Charts of Cartography: Includes a comprehensive index of maps from ancient times to the present, with links to images.
    • kris james
       
      This resource sounds like it would be helpful in multiple history lessons.
  • types of information (geographical, political, and demographic) that digital maps can provide
    • kris james
       
      A vital tool for a problem-based learning lesson
Lisa C. Hurst

Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans - - 148 views

shared by Lisa C. Hurst on 15 Oct 11 - Cached
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    Free Reading Instruction Resources for Teachers and Parents
jnet0124

Can Mary Shelley's Frankenstein be read as an early research ethics text? | Medical Hum... - 7 views

shared by jnet0124 on 13 Nov 17 - No Cached
  • Can Mary Shelley’s Frankenstein be read as an early research ethics text?
    • jnet0124
       
      SEE HEAR
  • Frankenstein is an early and balanced text on the ethics of research upon human subjects and that it provides insights that are as valid today as when the novel was written.
  • Mary Shelley conceived the idea for and started writing Frankenstein in 1816 and it was first published in 1818.1 In its historical context, the earlier 17th and 18th centuries had seen the early signs of the rise of science and experimentation. Francis Bacon (1561–1626) had laid the theoretical foundations in his “Great Insauration”2 and scientists such as Boyle, Newton, and Hooke developed the experimental methods. Sir Robert Talbor, a 17th century apothecary and one of the key figures in developing the use of quinine to treat fevers, underlined this: “the most plausible reasons unless backed by some demonstrable experiments seem but suppositions or conjectures”.3
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  • The 18th century saw the continued construction of foundations upon which all subsequent medical experimentation has been built.
  • Lady Mary Montagu promoted smallpox vaccination; its proponents experimented on prisoners to study its efficacy, and James Jurin, the secretary of the Royal Society, developed mathematical proof of this in the face of ecclesiastical opposition.4 Many of the modern concepts of therapeutic trials were described although not widely accepted. Empirical observation through experimentation was starting to be recognised as the tool that allowed ascertainment of fact and truth. An account of Dr Bianchini’s experiments on “Le Medicin Electrique”, reported to the Royal Society explains that “The experiments were made by Dr Bianchini assisted by several curious and learned men … who not being able to separate what was true … determined to be guided by their own experiments and it was by this most troublesome though of all the others the most sure way, that they have learned to reject a great number of what have been published as facts.”5
  • Similarly, Henry Baker’s report to the Royal Society, describing Abbe Nollet’s experiments, outlined the need for comparative studies and that “treatment should not be condemned without a fair trial”6 and a Belgian doctor, Professor Lambergen, describing the use of deadly nightshade for the treatment of breast cancer wrote “Administration of this plant certainly merits the attention of the medical profession; and surely one may add entitles the medicine to future trials … nevertheless the most efficacious medicines are such if its efficacy by repeated trials be approved.”7 In the mid 18th century James Lind conducted the first controlled trial to establish a cure for scurvy and his Treatise on the Scurvy contains what could be seen in modern terminology as the first “review of the current literature” prior to a clinical trial.8
  • Her motives for writing Frankenstein are more difficult to define. In her introduction to the 1831 edition she writes that she wanted her work to … speak to the mysterious fears of our nature and awaken thrilling horror—one to make the reader dread to look round. If I did not accomplish these things, my ghost story would be unworthy of its name … (p 7, p 8)
  • The 1818 preface, written by Percy Bysshe Shelley, indicates a deeper purpose. He wrote that the story recommends itself as it “…affords a point of view on the imagination for the delineating of human passions more comprehensive and commanding than any which the ordinary relations of existing events can yield…” (p 11) and that “…I am by no means indifferent to the manner in which ... moral tendencies (that) exist in the sentiments of characters shall affect the reader…”(p 12).
Sirkku Nikamaa-Linder

CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views

    • Sirkku Nikamaa-Linder
       
      Question: What are the goals set out on the political level? What does Gove want to achieve?
  • lacks
  • guardrails
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  • which makes transformational change
  • ifficult
  • In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
  • nowhere in the UK do they really drive the terms under which schools are assessed.
  • In England, the government has defined its approach as being based on curriculum rigour.
  • This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
  • best schools
  • areas of high disadvantage
  • define the outcome they need
  • in the face of the complex and inconsistent demands the system places on them.
    • Sirkku Nikamaa-Linder
       
      Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
  • One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
  • Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
  • It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
  • shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
  • Focus on raising the ambition and attainment for every child as far as their abilities permit
  • guide young people effectively on their choice of enabling subjects…
  • thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
  • Have a school accountability and assessment framework that supports these goals rather than defining them.
  • social literacy
  • a range of core subjects
  • ncluding critically maths, English, the sciences
  • effective use and understanding of computer science.
  • ‘enabling subjects’
  • humanities, languages, arts, technical and practically-based subjects
  • equip a young person to move on
  • o university, or to an apprenticeship or vocational qualification
  • a set of behaviours and attitudes,
  • An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
  • ‘employability skills’
  • Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
  • right context at school
  • A supportive culture, pastoral care and the right ethos are all needed to make the difference.
  • a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
  • enable all of our young citizens to reach the desired standards.
  • conflicting expectations placed on schools.
  • renewed system should be able to judge performance against the goals based on more complex metrics.
  • judgement
  • on overall culture and ethos, teaching and governance
  • group of data points, including testing but also outcomes data.
  • Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
  • beyond the merely academic, into the behaviours and attitudes schools should foster
  • basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
  • Ofsted
  • asked to steward the delivery of these outcomes
  • resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
deborah moore

Creative Spirits - Aboriginal Australia, Photography and Poems - 24 views

  •  
    Quite a comprehensive site with much information about Indigenous history and culture. Read the "Can you trust this site" section for more info.
Al Tucker

Education 2011: A case study in seniority-and burn-out - Buffalo Spree - September 2011... - 74 views

  • The following year teachers are required to “map” curriculums, a long process with no apparent functional use. Teaching for Understanding and Cross Curriculum Literacy are two trendy new programs promoting the latest hot topic. Everyone reads Active Literacy before author Heidi Hayes Jacobs arrives amidst great fanfare to promote her comprehensive program, which administrators cherry-pick, then forget. By 2008 the latest buzz-phrase is Professional Learning Communities. The high school adopts this concept at considerable cost and strife. Three years later Principal Power moves on, and PLCs fizzle. With each new initiative Sara’s enthusiasm diminishes. She has twenty-two years of books, binders, and workshop folders stacked in a file drawer, representing hundreds of hours of abandoned work. Sara digs through the strata like a scientist noting geologic eras. She ponders the energy spent on each new program, technological advance, and philosophical shift, and decides the only way she’ll make it to retirement is to stop caring so much. President Obama introduces the Race to the Top Fund, and by 2010 New York has successfully secured its slice of the cash cow. Common Core Standards are developed in 2011, and a system is put into place to rate teachers based on student test scores. Epilogue In 2013 the anti-union movement hits NY State and teacher unions lose the right to collectively bargain. With the help of key Assembly members, New York Mayor Mike Bloomberg and Governor Andrew Cuomo push through legislation they had endorsed for years eliminating the time-honored practice of laying-off teachers by seniority—“last hired, first fired.” A new math teacher is hired at Sara’s school. Being young and unattached, Bob impresses the new principal, who sees to it that he is not assigned the “problem” kids. Sara remains a competent and dedicated teacher, but the fire is out. She is asked to mentor Bob, but feels no motivation to train the competition. Bob can’t help but notice that Sara shows little interest in the newest reform initiatives. In 2014 a math position is cut due to budget constraints. At half the pay, Bob is clearly the better choice. Sara is laid off, and at age fifty, with a son in college, she joins the unemployed.
  •  
    this article seems to chronicle the last fifteen years of my career - but the characters names are all different.
Mark Gleeson

MyRead - Four Resources Guideposts - 3 views

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    The guideposts are a useful assessment tool based on how individual guides integrate the Four Roles/Resources of the Reader. The guidepost indicators may be used to monitor student learning. However, use the guideposts flexibly. While the guideposts do cover each of the Four Roles/Resources of the Reader, teachers may choose to focus on one or two roles or fewer indicators for each role. Teachers may also find that there are other learning outcomes which they would like to focus on and which reflect the particular needs of their students.
Sara Stanley

Center on Instruction - 74 views

  •  
    Welcome to the Center on Instruction, your gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning. Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S.
Kathy Fiedler

Lexile® at School - 5 views

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    "Lexile measures are powerful, versatile tools that educators can use to help their students grow as readers. When you use both Lexile reader measures and Lexile text measures, you can treat each student as an individual learner, rather than as below-grade, on-grade or above-grade. Site includes a "find a book" feature which allows you to search a book by title or author and find out the lexile level. There is a conversion chart on the site which will give you a guide to the approximate grade level equivalents as well. Here are some classroom ideas and applications to help you differentiate instruction for all readers in various situations."
Roland O'Daniel

STEM Planet | - 77 views

  •  
    Great resource for STEM topics that are up to date, short, contain data and information. Highly suggested for mathematics and science teachers.
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