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- Teaching Reading K-2 Workshop
- Individual Program Descriptions
Individual Program Descriptions1. Workshop 1. Who Owns the Novel? This workshop probes the living nature of the novel by illustrating how each reader makes a novel his or her own. It shows how the interpretation of a novel can change, depending on the reader's culture, class, generation, gender, and personality. 2. Workshop 2. What's the Story? This workshop explores how an author spins a story and why it is the most important aspect of the novel. In the program, participants examine the importance of the hook, and the "why" behind the events. They also consider various ways into difficult novels. 3. Workshop 3. Are Novels Real? Must a novel's setting and characters — and the characters' motivations and stories — bear some likeness to reality? This program explores how novels connect with readers. Teachers, students, and novelists probe the origins of stories. 4. Workshop 4. Where Do Novels Come From? This program explores the genesis of characters, plot, themes, and interpretation from the novelist's point of view. Participants examine the relationship between the novel and the objective reality from which it may spring. 5. Workshop 5. Why Do I Have To Read This Book? The workshop's 10 novels are examined to see why they appear on recommended reading lists and why they have earned numerous awards. The program looks at the essential elements of good writing and storytelling and explores positive reasons for reading. It also examines ways in which novels are challenged by students and communities. 6. Workshop 6. What's in It for Me? A novel can transport readers to other places and times, real or imaginary, allowing the readers to meet people and experience life in many different ways. In this program, teachers explore ways to help students respond to novels on deeply personal levels. 7. Workshop 7. Who Am I in This Story? A reader can take on a number of roles in a novel: the protagonist, the narrator, the author, or another character. In this program, students and novelists examine the complex ways readers may identify with characters in a novel. 8. Workshop 8. Am I Getting Through? In this summary, teachers examine their effectiveness in helping students comprehend and appreciate novels and become lifelong readers. Teachers also discuss and demonstrate strategies for evaluation. 9. 9 and 10. Authors' Notes In this supplement to In Search of the Novel, contemporary authors — including Orson Scott Card, Horton Foote, Ernest Gaines, Arthur Golden, Daniel Keyes, Katherine Paterson, J. K. Rowling, and Leslie Marmon Silko — reveal even more of their own writing process. Guided by thematic questions, they discuss everything from how they first conceived their novels to what it’s like to be a writer — and how they imagine teachers should teach their works. Teaching Reading K-2 WorkshopA video workshop for K-2 teachers and reading specialists; 8 one-hour video programs, workshop guide, and Web site; graduate credit available This video workshop addresses critical topics in teaching reading for K-2 teachers. Boston University professor of education Jeanne Paratore moderates the eight sessions with practicing K-2 teachers, reviewing current research on reading instruction and drawing out how it can inform classroom practice. In this workshop, participating teachers can compare their experiences with the onscreen teachers and review the video clips of real reading classes as they discuss the challenges of developing the literacy skills of their diverse students. Using the video programs, Web site, and print guide, K-2 teachers and reading specialists will gain confidence to adopt new strategies and refine their current practices to meet the needs of all their students. Produced by WGBH Educational Foundation. 2003. ISBN: 1-57680-681-2 Individual Program Descriptions1. Workshop 1. Creating a Literate Community A print-rich environment is essential to building emerging literacy skills. Just as important are literacy routines and classroom management. In this session, teachers will look at the big picture of building a learning community where reading and writing are the cornerstones of all learning and communication. 2. Workshop 2. Supporting the English Language Learner This session explores how teachers can distinguish among and build upon the range of literacy skills English language learners bring to the classroom. Guest moderator Dr. Mileidis Gort explains how teachers can often address the needs of English language learners using the same instructional strategies and literacy routines used with general education students. 3. Workshop 3. Word Study and Fluency This session examines the foundations of early literacy through a review of research-based principles for explicit and effective teaching of word study and fluency. Teachers will critique a word study lesson plan and compare approaches to teaching phonics. 4. Workshop 4. Comprehension and Response A solid foundation in reading comprehension is the key to success in all subjects throughout school as well as to the development of a lifelong love of reading. Teachers will review key comprehension skills and match them with explicit teaching strategies, learning how to help students build their own set of strategies to use on increasingly more difficult texts. 5. Workshop 5. Teaching Writing as a Process Teaching writing is an important component in a comprehensive literacy program. In this session, teachers will discuss the stages of the writing process — planning, drafting, revising, and editing — and brainstorm ways to inspire their students’ narrative writing. 6. Workshop 6. Differentiating Instruction In this session, the effects of common classroom grouping practices on children’s achievement in reading are discussed and scrutinized. Teachers will examine grouping practices in classroom video clips and discuss applications in their own practice. 7. Workshop 7. Using Assessment To Guide Instruction This session explores the types of assessment that lead to sound instructional decisions, showing the importance of taking multiple measures of student progress and embedding those assessments within daily instructional routines. Teachers will practice these ideas by creating an instructional plan based on the evaluation of a student’s literacy portfolio. 8. Workshop 8. Connecting School and Home In this session, teachers will examine their beliefs on how parents contribute to students’ literacy and their own roles in engaging parents as partners in student motivation and learning. They will discuss their own interactions with parents and explore ways they might build on existing practices. Directory: Uploads Uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 Uploads -> Department of science and humanities department of mathematics part-a questions and answers Uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It? 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