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Amethyst Hinton Sainz

Information Is Beautiful! - 0 views

www.informationisbeautiful.net

infographics visual literacy visualization rubrics

shared by Amethyst Hinton Sainz on 02 May 13 - Cached
  • Amethyst Hinton Sainz on 02 May 13
     
    Visualizations of information, ideas, issues, etc.
Amethyst Hinton Sainz

A Theory of Adolescent Reading: A Simple View of a Complex Process | Adolescent Literac... - 0 views

www.adlit.org/19751

reading endorsement theory adolescent reading literacy

shared by Amethyst Hinton Sainz on 19 Jun 13 - No Cached
  • conceptual model of adolescent reading
  • global view of the reading process
  • Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990)
  • ...25 more annotations...
  • act of reading is complex,
  • two key components: word recognition and linguistic or language comprehension.
  • are equally important and mutually inclusive
  • both components are necessary for reading success.
  • 5th and 6th grade, decoding accounts for up to 13% and linguistic comprehension for up to 35% of the variability among readers (Hoover & Gough, 1990).
  • word recognition accounted for 27% of the unique variance at the second grade but only 2% at the eighth grade (Catts, Hogan, & Adolf, 2005).
  • instruction in either decoding or linguistic comprehension improves reading so long as neither component is nil (Hoover & Gough, 1990).
  • The word-level skills that seem to support comprehension include accuracy, rate, and prosody (National Reading Panel, 2000)
  • reading rate seems most important;
  • Thus, fluent reading of words matters a great deal in proficient reading, and there is a strong correlation between word recognition and comprehension
  • Kintsch expands the domain of language comprehension to include deep processing of textual information and prior knowledge and adds depth to the Simple View of Reading framework by defining the importance and focus of reading comprehension strategies.
  • cognitive and metacognitive strategies (executive processes) can and must be taught to struggling readers, especially when they encounter unfriendly texts (i.e., poorly written or difficult vocabulary),
  • compensate for lack of prior knowledge.
  • Reading for understanding allows the reader to answer typical comprehension questions such as those found at the end of reading selections.
  • learning from text requires the reader to draw upon information from the text and use prior knowledge to make inferences (highlighting the critical role of prior knowledge in comprehension).
  • allows the reader to use the information in new and novel situations. Learning of this type is much deeper, and is referred to as situational learning
  • Thus, word-level theory (e.g., Catts et al., 2004; Hoover & Gough, 1990; Torgesen et al., 2001; Stahl & Hiebert, 2004) and Kintsch's reading comprehension theory seem compatible and necessary for "deep" reading comprehension.
  • these theories support interventions that teach students a series of rules or cognitive and metacognitive strategies to apply as they process text and learn from reading (Adams et al., 1998).
  • Strategic readers use executive process to self monitor their reading success and deploy repair strategies when necessary (Hacker, 2004). These executive process, while complementary to the language comprehension component of the Simple View, move beyond background knowledge, syntax and semantics, vocabulary, and text structures and may be considered a separate and important theoretical element
  • Strategic Instruction Model (SIM)
  • some struggling readers still need intervention in this area.
  • most adolescents have acquired the foundational word recognition and decoding skills
  • "Bridging Strategy" that provides explicit instruction and scaffolded support to help struggling readers with word-level interventions that improve word recognition and fluency.
  • explicit instruction in language comprehension and reasoning (background knowledge, syntax, vocabulary) should be provided.
  • Integration of cognitive and metacognitive strategies requires that the reader take strategic action and put forth effort to make meaning of the integration of text material and prior knowledge.
Amethyst Hinton Sainz

Coexist-Documentary Film Outreach Project » Thank you for requesting Coexist - 1 views

www.coexistdocumentary.org/ttguide2

film documentary bullying violence genocide Teaching Tolerance

shared by Amethyst Hinton Sainz on 11 Apr 12 - No Cached
  • Amethyst Hinton Sainz on 11 Apr 12
     
    Thank you for requesting Coexist . . . Thanks for requesting Coexist via Teaching Tolerance. Here are the two links to two videos that we encourage all teachers to screen with students when teaching Coexist. . . . 7-minute Rwanda History Video link: http://vimeo.com/20609403 password: teachingcoexist001 . . . Coexist 40-minute film link: http://vimeo.com/39471450 Password: teachingcoexist002 Please save this information for future use. In order to download our copy of the Coexist Teacher's Guide please click on the link: Download PDF (17MB). This file is large so the download may take a few minutes. Click image to download Guide To order the Coexist Educational DVD set for the special discounted price of $5 click the buy now button below to complete your order via PayPal. We value your insight and input. Please help us by completing our questionnaire after you have used Coexist with your students. You can access the questionnaire here: Take the Coexist Teacher's Survey. . . . If you have any problems downloading the PDF, you may request a copy via email. Write an email to: coexistdocumentary@gmail.com to receive your Guide. If you request the Guide via email please note the file is large and many school and office email servers may reject the attachment. We recommend using a personal email address such as Gmail, Yahoo, or Hotmail, which are more likely to accept the attachment. If you have questions please email us at coexistdocumentary@gmail.com.
Amethyst Hinton Sainz

Nutrtition Fact Label Creator - 0 views

www.shopncook.com/nutritionFactsLabel.html

nutrition food web tool label writing

shared by Amethyst Hinton Sainz on 07 Mar 11 - No Cached
  • Amethyst Hinton Sainz on 07 Mar 11
     
    Web tool for creating your own nutrition information fact labels.
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