Iii Supplemental Reading List (Lit Circles & Independent Titles)
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VISIONARY PATHWAYS THE PAST AND FUTURE OF AGRICULTURAL BIOTECHNOLOGY 53 BIOTECHNOLOGY AND THE ENVIRONMENTAL VISON BIOTECHNOLOGY AT THE FOREFRONT OF AGRICULTURE THE PAST AND FUTURE OF AGRICULTURAL BIOTECHNOLOGY Some time ago, at about the same time that I was invited to speak at this meet- ing, I read an article about the invention of agriculture. It was a report on the work of a team of archaeologists at Yale, who believe they have pinpointed the origin of agriculture in time and space: about 10,000 years ago, at the north end of the Dead Sea. This area had already been identified as the location of an unusually advanced WALTER TRUETT civilization. People had been gathering grain there ANDERSON for a long time. But then they made the transi- 1112 Curtis Street Albany, CA 94706 tion—and this must be one of the great transitions in the entire course of human evolution—to Political scientist, environ- mentalist, journalist and planting grain and cultivating it. author, Anderson has been The interesting part of the story is why and how active in environmental they did this. According to the Yale archaeologists, politics for more than 20 years. Currently environ- the civilization—which they call the Nataufian— mental editor of the Pacific was an unusually stable one for the time. The News Service, he is also a Fellow & faculty member at people were no longer merely nomadic hunters the Western Behavioral and gatherers. They had well-built houses and a Sciences Inst, in La Jolla CA. sophisticated social structure. They knew how to harvest wild wheat and barley with flint sickles, and they processed the grains with stone mortars and pestles. -
Recharging Reading Success Getting Struggling Readers Back on Track
—Graeme Sloan/Education Week Braydan Finnerty, 2nd grade, chooses letter magnets off the board while doing a spelling exercise in front of the rest of the class at Beverly Gardens Elementary in Dayton, Ohio. Recharging Reading Success Getting Struggling Readers Back on Track EDITORS NOTE How Do Kids Learn to Read? What OPINION How can educators optimize literacy the Science Says ..........................................2 education among students who struggle to Connecting Reading & Writing ‘Is a read? In this Spotlight, learn how teachers These Schools Filled Vending High-Leverage Move’ .............................12 are implementing scientific research on Machines With Books. Will It Motivate Reading? .....................................6 Why I Created Book Groups for My reading into curriculum, how schools are Students ........................................................15 helping students foster a love of reading, A Look Inside One Classroom’s and how teachers are using writing to Reading Overhaul ......................................8 How to Make Reading Instruction compliment reading instruction. Much, Much More Efficient ................16 ‘Decodable’ Books: Boring, Useful, or Both?.............................................................. 10 Recharging Reading Success Published on October 2, 2020, in Education Week’s Special Report: Getting Reading Right How Do Kids Learn to Read? What the Science Says By Sarah Schwartz and Sarah D. Sparks ow do children learn to read? For almost a century, re- searchers have argued over the question. Most of the dis- agreement has centered on Hthe very beginning stages of the reading process, when young children are first starting to figure out how to decipher words on a page. One theory is that reading is a natural process, like learning to speak. If teachers and parents sur- round children with good books, this theory goes, kids will pick up reading on their own. -
Some Issues in Phonics Instruction. Hempenstall, K
Some Issues in Phonics Instruction. Hempenstall, K. (No date). Some issues in phonics instruction. Education News 26/2/2001. [On-line]. Available: http://www.educationnews.org/some_issues_in_phonics_instructi.htm There are essentially two approaches to teaching phonics that influence what is taught: implicit and explicit phonics instruction. What is the difference? In an explicit (synthetic) program, students will learn the associations between the letters and their sounds. This may comprise showing students the graphemes and teaching them the sounds that correspond to them, as in “This letter you are looking at makes the sound sssss”. Alternatively, some teachers prefer teaching students single sounds first, and then later introducing the visual cue (the grapheme) for the sound, as in “You know the mmmm sound we’ve been practising, well here’s the letter used in writing that tells us to make that sound”. In an explicit program, the processes of blending (What word do these sounds make when we put them together mmm-aaa-nnn?”), and segmenting (“Sound out this word for me”) are also taught. It is of little value knowing what are the building blocks of our language’s structure if one does not know how to put those blocks together appropriately to allow written communication, or to separate them to enable decoding of a letter grouping. After letter-sound correspondence has been taught, phonograms (such as: er, ir, ur, wor, ear, sh, ee, th) are introduced, and more complex words can be introduced into reading activities. In conjunction with this approach "controlled vocabulary" stories may be used - books using only words decodable using the students' current knowledge base. -
Students Who Are Highly Mobile and Reading Instruction
Reading on the Go! Volume 1: Students Who Are Highly Mobile and Reading Instruction Prepared for the National Center for Homeless Education by Patricia A. Popp, Ph.D. The College of William and Mary December 2004 NCHE Profile The National Center for Homeless Education (NCHE) is a national resource center of research and information enabling communities to successfully address the needs of children and their families who are experiencing homelessness and unaccompanied youth in homeless situations. Funded by the U.S. Department of Education, NCHE provides services to improve educational opportunities and outcomes for homeless children and youth in our nation’s school communities. NCHE is housed at SERVE, a consortium of education organizations associated with the School of Education at the University of North Carolina at Greensboro. The goals of NCHE are the following: • Disseminate important resource and referral information related to the complex issues surrounding the education of children and youth experiencing homelessness • Provide rapid-response referral information • Foster collaboration among various organizations with interests in addressing the needs of children and youth experiencing homelessness • Synthesize and apply existing research and guide the research agenda to expand the knowledge base on the education of homeless children and families, and unaccompanied youth Website: www.serve.org/nche HelpLine: 800-308-2145 Contact: Diana Bowman, Director NCHE at SERVE P.O. Box 5367 Greensboro, NC 27435 Phone: 336-315-7453 or 800-755-3277 Email: [email protected] or [email protected] The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. -
Students in a Flutter
Bangor University Students’ Union May 2014 English Language Issue No. 239 Newspaper FREE @SerenBangor Seren.Bangor.ac.uk - SOCIETY OF THE YEAR 2013 - BUSINESS AWARDS RESULTS WIN A SUMMER BALL TICKET COMIC CON WALES 4 Students in a flutter Pigeons interrupt exams causing resit concerns by LJ TAYLOR he School of Law was last week forced to apologise to and re- schedule the exams of hun- Tdreds of students. This comes after two law exams had to be abandoned forty minutes in, due to the noise being created by two pi- geons. “They were on top of the organs in the back of the room and would not just shut up. I guess a few people complained and then they ended the exam” said Kyle Gauvin, an Exchange Student from the University of Maine, who was there for the International Law of Human Rights exam. It is believed that the pigeons got into PJ Hall through two missing win- dow panes. “Knowing that I am leaving tomor- row morning and am not sure or even if I will be able to sit the exam makes it worse. It would make sense to try and stay for the exam, but not at the cost of making completely new arrangements for flights and trains for tomorrow. Hopefully there will be some way that I can take it when I get back state side, there have been some rumours that “Knowing the fact that the univer- Varun stated. to being in different locations, such as but as long as there is no extra cost to the papers will be marked more sity is in the examination season, they For those unable to attend the re- the sick bay students and those with me” worried Kyle at the time. -
Gorgeous Gossip: Blac Chyna Pregnant Again?
Gorgeous Gossip: Blac Chyna Pregnant Again? Author : Lindsey Denn Celebrities. Entertainment News. Rumors. Welcome to Gorgeous Gossip, INSCMagazine’s new weekly entertainment and pop culture feature. Gorgeous Gossip will feature some of today’s hottest news in the realm of entertainment with a touch of style, class, quality in-depth writing and eye- catching images. Spring is here and love is in the air, at least it seems to be for Blac Chyna. She recently confirmed rumors that she has a new man in her life, and a young man at that. Twenty-nine year old Blac Chyna has been dating 18-year-old rapper, RBN Almighty Jay since February. Jay said he stumbled across Chyna's profile on the Christian Mingle dating site. Christian Mingle? Rumors that Chyna might be pregnant really started swirling when the couple was spotted together at LAX and Jay was rubbing Chyna's stomach. Although neither one of them have yet confirmed the pregnancy, Jay has admitted that he doesn't wear condoms and also said, "I would not want to f–k a bitch I did not want to get pregnant. If Chyna got pregnant, I would keep that s–t like ohh daddy love you, I love that ass." And because Chyna, the mother of two, has said in other interviews she would like more kids, this rumor might not be too much of a reach. 1 / 2 Blac Chyna shares 5-year-old son, King Cairo, with rapper Tyga who was recently rumored to be dating Iggy Azalea. Azalea quickly shut that down on Twitter when she sent out a tweet that read, "I thought it was fairly obvious, but I feel I need to clarify again - I'm still extremely single & I'm not dating anyone. -
Independent Reading Time
Grades K–8 Independent Independent Reading Time Providing a quiet, relaxed independent reading time several times Reading Time a week for children to read books at their “just-right” reading level is critical to developing successful readers. Handbook The Independent Reading Time Handbook that accompanies Developmental Studies Center’s AfterSchool KidzLibrary offers strategies and tools for implementing an effective independent reading program at your after-school site. This handbook outlines ways to set up your after-school library and how to introduce and run a successful Independent Reading Time (IRT) program. It also specifies the leader’s role, including ways after-school staff can help children select just-right books. ISBN 978-1-57621-905-8 y(7IB5H6*MLTKPS( +;!z!”!z!” Illustration by GarryWilliams Illustration by ASL-IRTHBK Project Name: AS IRT Handbook Cover Round: Final pages Date: 05/11/10 File Name: ASL_IRTHBK_cover Page #: 1 Trim size: 8.375” x 10.875” Colors used: CMYK Printed at: 80% Artist: Garry Williams Editor: Erica Hruby Comments: Independent Reading Time Handbook Project Name: AS IRT Handbook Round: Final pages Date: 05/18/10 File Name: ASL-IRTHBK_interior Page #: i Trim size: 8.375” x 10.875” Colors used: PMS 2685 Printed at: 80% Artist: Joslyn Hidalgo Editor: Erica Hruby Comments: Copyright © 2010 by Developmental Studies Center All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. -
Independent Reading: What the Research Tells Us
1James Patterson, Award-winning Novelist and Founder of Read Kiddo Read, The Joy and Power of Reading – A Summary of Research and Expert Opinion Independent Reading: what the research tells us The impact of independent reading for 20 minutes per day Independent Words per year Reading rate % reading time (in millions) 21 minutes / day 1.80 90th 9.6 minutes / day .62 70th 4.6 minutes / day .28 50th Anderson, R. C., P. Wilson, and L. Fielding. Growth in reading and how children spend their time outside of school. Reading Research Quarterly 23: 285–303 www.scholastic.com/worldofpossible Independent Reading: what the research tells us Reading builds a cognitive processing infrastructure that then “massively influences” every aspect of our thinking. (Stanovich, 2003) Children between the ages of 10 and 16 who read for pleasure make more progress not only in vocabulary and spelling but also in mathematics than those who rarely read (Sullivan & Brown, 2013) Omnivorous reading in childhood and adolescence correlates positively with ultimate adult success (Simonton, 1988) Avid teen readers engage in deep intellectual work and psychological exploration through the books they choose to read themselves (Wilhelm & Smith, 2013) www.scholastic.com/worldofpossible Independent Reading: what the research tells us Children Who Read… Succeed! www.scholastic.com/worldofpossible Reader Profiling Early Readers “Children exposed to lots of books during their early childhood will have an easier time learning to read than those who are not.” Dr. Henry Bernstein, Harvard Medical School There’s real opportunity in providing parents with The brain develops faster It’s therefore crucial to books and encouragement than any other time foster literacy during the to read to their children between the ages of zero early stages of life. -
Put Reading First 2006
Put Reading First Kindergarten Through Grade 3 The Research Building Blocks For Teaching Children to Read ThirdThird Edition The Research Building Blocks for Teaching Children to Read Put Reading First Kindergarten Through Grade 3 Writers: Bonnie B. Armbruster, Ph.D., University of Illinois at Urbana-Champaign, Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois, Jean Osborn, M.Ed., University of Illinois at Urbana-Champaign Editor: C. Ralph Adler, RMC Research Corporation Designer: Lisa T. Noonis, RMC Research Corporation Contents i Introduction 1 Phonemic Awareness Instruction 11 Phonics Instruction 19 Fluency Instruction 29 Vocabulary Instruction 41 Text Comprehension Instruction This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL) through the Educational Research and Development Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. However, the comments or conclusions do not necessarily represent the positions or policies of NIFL, OERI, or the U.S. Department of Education, and you should not assume endorsement by the Federal Government. The National Institute for Literacy The National Institute for Literacy, an agency in the Federal government, is authorized to help strengthen literacy across the lifespan. The Institute works to provide national leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults by sharing information on scientifically based research. Sandra Baxter, Director Lynn Reddy, Deputy Director The Partnership for Reading This document was published by The Partnership for Reading, a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. -
Report of the National Reading Panel Hearing
S. HRG. 106–897 REPORT OF THE NATIONAL READING PANEL HEARING BEFORE A SUBCOMMITTEE OF THE COMMITTEE ON APPROPRIATIONS UNITED STATES SENATE ONE HUNDRED SIXTH CONGRESS SECOND SESSION SPECIAL HEARING APRIL 13, 2000-WASHINGTON, DC Printed for the use of the Committee on Appropriations ( Available via the World Wide Web: http://www.access.gpo.gov/congress/senate U.S. GOVERNMENT PRINTING OFFICE 66–481 cc WASHINGTON : 2001 For sale by the U.S. Government Printing Office Superintendent of Documents, Congressional Sales Office, Washington, DC 20402 COMMITTEE ON APPROPRIATIONS TED STEVENS, Alaska, Chairman THAD COCHRAN, Mississippi ROBERT C. BYRD, West Virginia ARLEN SPECTER, Pennsylvania DANIEL K. INOUYE, Hawaii PETE V. DOMENICI, New Mexico ERNEST F. HOLLINGS, South Carolina CHRISTOPHER S. BOND, Missouri PATRICK J. LEAHY, Vermont SLADE GORTON, Washington FRANK R. LAUTENBERG, New Jersey MITCH MCCONNELL, Kentucky TOM HARKIN, Iowa CONRAD BURNS, Montana BARBARA A. MIKULSKI, Maryland RICHARD C. SHELBY, Alabama HARRY REID, Nevada JUDD GREGG, New Hampshire HERB KOHL, Wisconsin ROBERT F. BENNETT, Utah PATTY MURRAY, Washington BEN NIGHTHORSE CAMPBELL, Colorado BYRON L. DORGAN, North Dakota LARRY CRAIG, Idaho DIANNE FEINSTEIN, California KAY BAILEY HUTCHISON, Texas RICHARD J. DURBIN, Illinois JON KYL, Arizona STEVEN J. CORTESE, Staff Director LISA SUTHERLAND, Deputy Staff Director JAMES H. ENGLISH, Minority Staff Director SUBCOMMITTEE ON DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, AND EDUCATION, AND RELATED AGENCIES ARLEN SPECTER, Pennsylvania, Chairman THAD COCHRAN, Mississippi TOM HARKIN, Iowa SLADE GORTON, Washington ERNEST F. HOLLINGS, South Carolina JUDD GREGG, New Hampshire DANIEL K. INOUYE, Hawaii LARRY CRAIG, Idaho HARRY REID, Nevada KAY BAILEY HUTCHISON, Texas HERB KOHL, Wisconsin TED STEVENS, Alaska PATTY MURRAY, Washington JON KYL, Arizona DIANNE FEINSTEIN, California ROBERT C. -
Guided Independent Reading
TECHNICAL PAPER | NOVEMBER 2012 Guided Independent Reading Accelerated Reader, Accelerated Reader Best Practices, Advanced Technology for Data-Driven Schools, AR, AR Best Practices, ATOS, Renaissance, Renaissance Learning, the Renaissance Learning logo, and STAR Reading are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. © 2012 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. This publication is protected by U.S. and international copyright laws. It is unlawful to duplicate or reproduce any copyrighted material without authorization from the copyright holder. For more information, contact: RENAISSANCE LEARNING P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 (800) 338-4204 www.renlearn.com [email protected] 11/12 Contents Introduction ......................................................................................................................................................... 1 Accelerated Reader Best Practices: Factors of Interest ..................................................................................... 3 Research Summary ............................................................................................................................................. 6 Research Implications and Accelerated Reader Best Practices ...................................................................... 12 Conclusion ........................................................................................................................................................ -
The Readability of Two Grade 4 Natural Sciences Textbooks for South African Schools
Lucy Sibanda The readability of two Grade 4 natural sciences textbooks for South African schools Abstract This paper, deriving from a larger study, evaluates the readability of two Grade 4 natural sciences textbooks used by learners who speak English as an additional language in two South African schools. The study is set within the context of the reading-related transitional challenges faced by English second language learners when they move from the foundation phase to the intermediate phase. Text readability is critical for educational achievement during this transition. The case study was conducted by means of a qualitative content analysis of factors that are not accommodated in the readability formulae which were used to investigate the textbooks. While the findings from the two instruments were ambivalent for Book 1, with the content analysis showing the book to be largely readable, but the readability calculator indicating it to be beyond the learners’ reading level, both instruments indicated poor readability for Book 2. The study recommends a close consideration of text readability by both authors and teachers. Keywords: readability, readability formulae, reading levels, content analysis, graphics Lucy Sibanda, Rhodes University. Email: [email protected]. South African Journal of Childhood Education | 2014 4(2): 154-175 | ISSN: 2223-7674 |© UJ Sibanda – The readability of two Grade 4 natural sciences textbooks Introduction An understanding of mathematics, science and technology is a prerequisite to meaningful participation in