Your first set of slides (for Chapters 1 and 2) These slides will establish the basis for using play as a learning tool as well as
Part 1
Your first set of slides (for Chapters 1 and 2) These slides will establish the basis for using play as a learning tool as well as the theoretical foundation. Be careful not to be too wordy – remember parents want this information but in short snippets. Check out PowerPoint examples if you are unsure about formatting, wording, etc. Each set of slides will be evaluated, and points awarded per module.
Each module will require you to discuss the high points of each chapter in 3-5 slides per chapter. For example, for Chapter 1 you will want to discuss the importance of play-based learning and explain the research used to support play as a learning tool; Chapter 5 discusses how to set up a classroom with learning centers. For Chapter 2 you will want to show the importance of establishing an emotionally supportive and equitable environment.
Here is the book for Part 1:
Part 2 Assignment Look at the attachment and fill out reading chapter 2 and 4 Attached is a chart that includes the terms you will encounter in this week's readings. Begin to fill out the chart from the multiple resources provided. You will only fill out the chart for Module 1 at this time.
Here is the book link https://yuzu.vitalsource.com/reader/books/9780134090283/epubcfi/6/20%5B%3Bvnd.vst.idref%3DP700049921000000000000000001597D%5D!/4
A great deal of Reading instruction is understanding the definitions of the abundance of terms used in this field of study. This includes the use of reading comprehension strategies, explicit and implicit instruction, vocabulary development, understanding of grammar and language constructs, levels of text complexity and reading levels, use of expository and literary texts. The resources each week will provide an in-depth and concentrated exposure to all of these concepts and are full of rich information, including definitions and classroom teaching practices.
Your work for each week is to begin and then build on a personalized “file” of information that categorizes and provides an explicit and implicit approach that you may use in your as you gain a better understanding of the process of teaching, assessing, and remediating reading instruction for your students.
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Concept |
Explain what the concept is (in your own words, NOT a definition) |
Examples |
Citation/source (List the resource, author, date, page, url, etc) |
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5 stages of the reading process (M1) |
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Interactive Read-Aloud (M1) |
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Shared Reading (M1) |
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Grand conversations (M1) |
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Close Reading (M1) |
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5 stages of the Writing Process (M1) |
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3 considerations for writing instruction for English Learners (EL) (M1) |
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Think alouds (M1) |
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Interactive writing (M1) |
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Phonology (M1) |
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Syntax (M1) |
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Semantics (M1) |
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Pragmatics (M1) |
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Links between Oral Language and Literacy (M1) |
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Language Experience Approach (M1) |
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Quick Writes (M1) |
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Running Records (M2) |
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Informal Assessments to Monitor Progress (M2) |
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Ways to evaluate student learning |
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Independent Reading Level (M2) |
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Instructional Reading Level (M2) |
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Frustration Reading Level (M2) |
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Leveled Books (M2) |
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Quantitative vs. Qualitative Leveling (M2) |
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Leveling books vs. readers (M2) |
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Informal Reading Inventories (M2) |
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High Stakes testing (M2) |
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Challenges of High-Stakes Tests (M2) |
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Differentiated Instruction (M2) |
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Differentiated Content (M2) |
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Differentiated Product (M2) |
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Tiered Activities (M2) |
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Differentiated Projects (M2) |
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Response-to-Intervention: Tier 1 (M2) |
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Response-to-Intervention: Tier 2 (M2) |
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Response-to-Intervention: Tier 3 (M2) |
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Tier1: Basic Words (M3) |
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Tier 2: Academic Vocabulary (M3) |
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Tier 3: Specialized Terms (M3) |
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EL Tier 1, 2, and 3 words (M3) |
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Homonyms (M3) |
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Root Words (M3) |
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Morpheme (free and bound) (M3) |
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Affixes (M3) |
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Literal meanings (M3) |
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Figurative meanings (M3) |
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Explicit Instruction (M3) |
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Context Clues (M3) |
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Open syllables (M3) |
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Closed Syllables (M3) |
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cognate (M3) |
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Contextual analysis (M3) |
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Context Clues (M3) |
Language and Lit Charting
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