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Reading. Class #4.

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Reading

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Reading

Reading

Class #4


Reading

I cdnuolt blveiee that I luod aulaclty uesdnatnrd what I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in what order the ltteers in a word are, the olny imprmoatnt tihng is that the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl smes and you can still raed it wouthit a porbelm. This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzanig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt!


Sources of reading information

Sources of reading information

http://www.reading.org/resources/issues/positions_libraries.html

International Reading Association : Classroom and School Libraries

http://www.massreading.org

Massachusetts Reading Association

http://www.readwritethink.org

ReadWriteThink

www.nereading.org/nera.php?id=4

New England Reading Association

http://www.ncte.org/about/over/standards

NCTE – Standards

http://www.sdkrashen.com/main.php3

Books and Articles by Stephen D Krashen


Sources of reading materials

Sources of reading materials

  • http://www.cbcbooks.org

  • The Children's Book Council

  • http://www.highsmith.com

  • Highsmith - Library and School Products - Upstart

  • www.janway.com/default.htm

  • JanWay Company

  • http://www.alastore.ala.org

  • ALA eStore: Home Page

  • http://www.teachingbooks.net/educator.cgi?r=1

  • Welcome to TeachingBooks

  • http://www.knowledgeunlimited.com/

  • Knowledge Unlimited

  • http://www.socialstudies.com/

  • Social Studies School Service


Information power goals for reading

Information Power Goals for Reading

“Model the effective and enthusiastic use of books, videos, films, multimedia, and other creative expressions of information as sources of pleasure and information.

Work collaboratively and individually to design, develop, and implement programs that encourage reading for enjoyment and for information.

Work collaboratively and individually to design, develop, and implement programs that develop skills in media literacy, including the critical analysis of film, television, and other mass media.

Become an advocate inside and outside the school for reading and for literacy in print, graphic, and electronic formats.”


Krashin the power of reading

Krashin – The Power of Reading

Free Voluntary Reading

“reading because you want to: no book reports, no questions at the end of the chapter. In FVR you don’t have to finish the book if you don’t like it.”


Types of fvr

Types of FVR

Sustained silent reading – 5-15 minutes of free reading

Self-selected reading – part of language arts, conferences with teacher

Extensive reading – short summary required


Libraries and fvr

Libraries and FVR

  • Increasing the supply of books by 20% increases # of books taken out by 10%

  • Increasing library hours by 20% increases loans by 17% in high schools and 3.5% in elementary schools


Additional reading

Additional reading

  • Taking a Closer Look at Electronic Reading Programs

    http://www.libsci.sc.edu/miller/CloserLook.htm

  • What is the difference between intrinsic and extrinsic rewards for reading?

  • Should Accelerated Reader or Reading Counts lists be used as selection tools?

  • Readability

    http://developer.gnome.org/documents/style-guide/usability-readability.html


Adaptive technology kurzweil

Adaptive Technology -Kurzweil

  • reading technology for people with learning difficulties and those who are blind or visually impaired.

  • http://www.kurzweiledu.com/k3000demo/k3000demo20.html


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