Balanced Literacy Model Used in Many Classrooms

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● Balanced Literacy Model Used in Many Classrooms
● Why this model?
● Balanced Literacy

نوع زبان: انگلیسی حجم: 3.13 مگا بایت
نوع فایل: اسلاید پاورپوینت تعداد اسلایدها: 23 صفحه
سطح مطلب: نامشخص پسوند فایل: pptx
گروه موضوعی: زمان استخراج مطلب: 2019/06/14 11:49:00

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عبارات مهم استفاده شده در این مطلب

عبارات مهم استفاده شده در این مطلب

level, strategy, literacy, student, ., reading, text, comprehension, instruction, asd, support, group,

توجه: این مطلب در تاریخ 2019/06/14 11:49:00 به صورت خودکار از فضای وب آشکار توسط موتور جستجوی پاورپوینت جمع آوری شده است و در صورت اعلام عدم رضایت تهیه کننده ی آن، طبق قوانین سایت از روی وب گاه حذف خواهد شد. این مطلب از وب سایت زیر استخراج شده است و مسئولیت انتشار آن با منبع اصلی است.

https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/literacy_presentation.pptx

در صورتی که محتوای فایل ارائه شده با عنوان مطلب سازگار نبود یا مطلب مذکور خلاف قوانین کشور بود لطفا در بخش دیدگاه (در پایین صفحه) به ما اطلاع دهید تا بعد از بررسی در کوتاه ترین زمان نسبت به حدف با اصلاح آن اقدام نماییم. جهت جستجوی پاورپوینت های بیشتر بر روی اینجا کلیک کنید.

عبارات پرتکرار و مهم در این اسلاید عبارتند از: level, strategy, literacy, student, ., reading, text, comprehension, instruction, asd, support, group,

مشاهده محتوای متنیِ این اسلاید ppt

مشاهده محتوای متنیِ این اسلاید ppt

asd and literacy asd literacy initiative literacy characteristics matrix and overlapping characteristics and integrated interventions guiding principles literacy hierarchy literacy intervention analysis literacy strategies literacy guiding principles kluth chandler olcott ۲ ۸ maintain high expectations provide models of literate behavior elicit students’ perspectives promote diversity as a positive resource adopt elastic instructional approaches use flexible grouping strategies differentiate instruction factors influencing comprehension carnahan williamson christman ۲ ۱۱ research evolving but still not sufficient reader information processing attention memory background knowledge related to topic perspective taking and empathy interest in topic and word knowledge context purpose for reading text text type narrative expository content readability level including complexity of vocabulary visual support text length environment organization physical organization visual supports group size etc. environmental or internal distractions student comfort level theory of mind emotional reciprocity restricted interests motivation joint attention social engagement executive function central coherence literal thinking repetitive patterns of behavior pragmatics language communication prior knowledge balanced literacy model used in many classrooms reading workshop word study interactive read aloud shared reading writing workshop why this model heavily grounded in reading research provides clear structures for differentiating teaching fits within a larger context of balanced literacy balanced literacy mini lesson independent reading share reading workshop class wide integrated strategies visuals modeling graphic organizers gauge understanding. small group peer or teacher led questions and feedback. integrated strategies and moderate differentiation. independent direct instruction with teacher or peers computer based learning to supplement and practice for generalization classroom literacy instruction. integrated strategies and targeted differentiation. literacy intervention supports for asd elementary age level ۳ individual level supports level ۲ group level supports level ۱ universal level supports reading comprehension assessments fountas and pinnell benchmark assessment system bas —systems ۱ ۲ identify child’s instructional and independent reading levels according to the f p text gradient a z provides ۱ ۱ formative and summative assessments precise tools and texts to observe and quantify specific reading behaviors provides information about comprehension skills that extend beyond retelling bas comprehension conversation system ۱ levels a n system ۲ levels l z within the text literal meaning of text recalling information in summary form beyond the text making predictions inferring synthesizing new information about the text identification of literary elements of text recognizing elements of the writer’s craft thinking critically about the text reading comprehension assessments qualitative reading inventory ۵th edition informal assessment instrument contains narrative and expository passages pre primer through high school level measures comprehension by retelling passages using implicit and explicit questions provides diagnostic options to identify reading levels to match students to appropriate materials determining a reader strengths needs and suggestions for intervention instruction newest version will be released in ۲ ۱۷ reading comprehension strategies serve as tools in supporting students in constructing meaning monitoring comprehension and thinking critically about texts research indicates that a repertoire of reading comprehension strategies explicitly taught in authentic contexts results in purposeful active readers harvey goudvis ۲ ۷ asd and quality literacy instruction carnahan williamson quill ۲ ۱ ۱۴ characteristics of asd emerging research on literacy and asd quality literacy instruction framework for building comprehension with asd carnahan williamson christman ۲ ۱۱ link literacy to student’s special interests. make explicit connections to student’s prior experiences e.g. texts already read television shows movies games etc. . individualize instruction and adapt text to meet student’s needs e.g. add visuals at sentence or paragraph levels alter passage length present text in a variety of alternative mediums to determine which promotes greatest comprehension. use a variety of instructional techniques including grouping and specific strategies including small and large group reading combined with partner reading and individualized one on one lessons utilizing explicit instruction and computer assisted instruction priming before introducing new material. teach specific strategies e.g. summarizing identify main idea question and answer strategies anaphoric cueing teaching connections words referring to other words ۱۵ level ۲ explicit asd reading comprehension strategy instruction components harvey goudvis ۲ ۷ ۱. direct explanation of the purpose of the strategy and when to apply the strategy ۲. modeling of the application of the strategy while reading a text shared with the student ۳. guided practice of the student’s application of the strategy ۴. continued application of the strategy with the provision of teacher feedback to assist the student in developing independence in applying the target strategy level ۲ explicit strategy instruction targets cognitive processes necessary for the following identification of key information summarization and synthesis of information inferencing perfetti landi and oakhill ۲ ۵ level ۲ start literacy checklist targets cognitive processes necessary for the following core characteristics level ۲ support strategies level ۳ literacy intervention model most intensive differentiated form of instruction uses ebp universal support and more targeted interventions based on student need typically administered in one on one setting with teacher or peer or small group with intervention focused on needs of student with asd sample strategies given for each asd characteristic framework for level ۳ created level ۳ literacy framework skill definition setting intervention period materials data define reading comprehension skill in observable and measurable terms conducive to student need one on one group classroom peers are trained to best assist student structured and appropriate length to meet needs of student shorter sessions initially while acquiring new or difficult skills to build interest level and promote success high interest content for engagement supports for teaching note cards graphic organizers computer scripts etc. baseline assessment data collection throughout intervention and assuring comprehension and progress in maintaining and generalizing content alternate strategies and assure prerequisite skills if inadequate or no progress priming in group lessons and student or teacher partners in small group settings. use least to most prompting in most situations and fade prompts provide meaningful more frequent reinforcement to student with more challenging content recognize peer s and fade to intermittent reinforcement generalization of skills level …

کلمات کلیدی پرکاربرد در این اسلاید پاورپوینت: level, strategy, literacy, student, ., reading, text, comprehension, instruction, asd, support, group,

این فایل پاورپوینت شامل 23 اسلاید و به زبان انگلیسی و حجم آن 3.13 مگا بایت است. نوع قالب فایل pptx بوده که با این لینک قابل دانلود است. این مطلب برگرفته از سایت زیر است و مسئولیت انتشار آن با منبع اصلی می باشد که در تاریخ 2019/06/14 11:49:00 استخراج شده است.

https://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/literacy_presentation.pptx

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