Transcript: What is a Text? Definition: What is a text? Real Reading Resources Notes All Texts are consciously constructed and have particular social cultural political and economic purposes Texts come in a variety of representational forms, incorporating a range of grammars and semiotic (meaning) systems The viewer may need to draw on several grammars and semiotic systems in order to process some texts Changes in society and technology will continue to challenge and change texts in their representational forms There may be more than one way of reading and viewing a text depending on the range of contextual (social, cultural, economic or political) and other factors There is a need to consider the possible meaning of a text how it is constructed, the person themselves and the world around them in a particular ways and why this construction is being made Infographics Home/ School partnership Sitehoover Home/ School partnership Innovating texts through shared Reading and Writing Cartoons, comics, magazines, brochures, maps… Innovating texts through shared reading and writing Creating books that change elements of text you are using. Shared writing with your children to create lots of stories together. The experience will create known ways to read the story, with predictability and ownership. Using photopeach and a variety of web 2 tools to create online stories. Use vimeo to create and reread stories. Search on vimeo for known stories. Picture Books Literature Definition: What is a text? P A R E N T S U P P O R T Home/ School partnership Infographs Visual texts to be Multiliterate in the 21st Century Youtube Visual Texts to be Multi-literate in the 21st Century Picture books/literature Digital Stories Real Reading Resources A text is the means for communication. Texts can be written, spoken, visual or multimodal, and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as visual images, soundtracks and spoken word, as in film or computer presentation media. Texts include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs and Braille. The forms and conventions of texts have developed to help us communicate effectively with a variety of audiences for a range of purposes, and so texts in different learning areas can and do use language and other features in different ways. http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Organising-elements/Organising-elements JAN 2013 Categories Social Stories means for communication. can be written, spoken, visual or multimodal, and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as visual images, soundtracks and spoken word, as in film or computer presentation media. include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs and Braille. forms and conventions of texts have developed to help us communicate effectively with a variety of audiences for a range of purposes, texts in different learning areas can and do use language and other features in different ways. http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Organising-elements/Organising-elements JAN 2013 Definition: What is a text? Quality picture books (literature from library, sets Post Office Books) Beginner readers ranging from single words to short sentences Range of types of texts: poems, rhymes, short caption books, information texts, Range of multimodal, oral stories, apps, Simple infographics Real life print: e.g. cereal box, catalogues, brochures, labels, signage, Innovations from classroom big books, literature… Social stories both in book form and online e.g. photo peach Resource link online library : new e library QR codes Maps/ diagrams / treasure/ places of interest Games: E.g. Cards, Snail Race Class creation books from real life events and contexts e.g. Mothers Day Morning Tea: Excursions And there is more to add… How to line up… Eating time with my friends… How to pack up… How to interrupt… How to be a good friend… Innovation of Text Apps for stories Digital stories The 4 Helps This resource has been developed to support teachers in: re-framing home school partnership in reading. provides a variety or resources that can be used to broaden the perspective on what texts could be used to make meaning Education sessions for parents will be necessary over time to develop understanding on why a variety of texts are important for comprehension. Real Reading Resources Real Reading Resources All Texts: are consciously constructed have particular social cultural political and economic purposes come in a variety of representational forms, incorporating a range of grammars and semiotic (meaning) systems The viewer may need to: draw on several grammars and semiotic systems in order to process some texts Changes in
Transcript: Sight-Reading Resources "The best teacher will not be confined to any previously laid out plan, but will from the different methods make out one of his own; not indeed on that is stereotyped and unalterable, but on that he may modify and adapt to the varying wants and circumstances of his different classes." Lowell Mason Smartmusic (assessment) Hymnals Songs for Sight-Singing www.jbschorales.net Patti Dewitt Masterworks Press (www.sightsing.com) Oklahoma Sight-Reading Progressive Sight-Singing Books Harmonic Assessments Melodic 90 Days to Sight-Singing Success Building Choral Excellence by Steven Demorest 90 Days to Sight-Singing Success by Stan McGill Progressive Sight-Singing by Carol Krueger The Singing Musician by Patti Dewitt www.sightreadingfactory.com Patti Dewitt (www.pattidewitt.com) Presented by Jarrod Hendricks Ask questions Recorded tests (audacity) Quartet Singing Smartmusic Individual meetings (auditions)
Transcript: Results & Conclusions The test building was a segmentation of an existing three-story frame structure built in 1983, in which the external walls of the first-story were built in 1955 and other walls were built in 1983. It can be observed that relative deformations of the damper are proportional to the energy dissipation of the control mechanism. Pin supported wall for enhancing the seismic performance of building structures. Seismic response & conclusions. Proposed model For structures with a timber upgrade the increase of total mass is about 20%, hence causing a lower increase of horizontal forces and displacements. Building A is a weak wall-strong frame structure, whereas building B is a strong wall-weak frame system. Results and discussion In all design parameters combinations the energy dissipation is more than 60%. Strengthening of frames structures with hinged walls is effective in reducing the maximum story drift demands and producing a more uniform distribution of story drifts over the height of the structure. Seismic response & conclusions. Adaptable dual control systems for earthquake resistance. Most important is that, in such cases, cracks are formed at very low values of acceleration (of the order of 0.04g, which corresponds to even smaller values of PGA, of the order of 0.01-0.02g, that means very frequent earthquakes. Proposed ADCS relies on the performance of braced frames with cables or tension only rods, following a closed circuit and hysteretic dampers. Methodology Before and after retrofitting was evaluated with ABAQUS 6.8. A strength degradation was introduced in the steel fiber, beyond ultimate deformation stress-strain drops with a negative stiffness. Results & Discussion The stiffness values of the test building were detected by the pulse method. A numerical study on response factors for steel wall-frame systems. Edge column foundation rocking depends mainly on the dynamic properties of the surface layer not on its depth. Rocking on the wall depends on both because an increase of foundation rotation is observed even increasing layer thickness. Inner column seems to be independent on the soil deposit. If flexible boundary is assumed,the box racking would be about half the shear strain of free-field soil. The box racking would be reduced by 50% further, if quiet boundary is assumed. Racking deformation of a station box does not conform to the shear deformation of free-field soil when distinct soil and structure regions are swayed apart under strong motions. According to these plots, it is evident that the ductility reduction factor decreases with an increase in the frame load share. Results & Conclusions The longitudinal reinforcing steel in A is lower than B. The reinforcement ratio of building A is much larger. Lateral capacity of the frames in building A is higher. Overall lateral capacities of the two are identical. SSI increases the lateral deformability of the whole structure. Progressive Collapse Resistance of Two Typical High-Rise RC Frame Shear Wall Structures. The numerical study consisted of 1600 time history analyses employing three-dimensional finite elements. All 40 structures were separately analyzed for elastic and inelastic response by subjecting them to the selected suite of earthquake records. Interstory drifts, top story drift, base shears resisted by the wall, and the frame were collected during each analysis. It is important to mention that the beams were not damaged at all, either on site or in the analyses. The severe column damage necessitating the complete demolition of the low-rise part of the building was due to three major design concepts that were not respected. Firstly, the columns were clearly weaker than the beams. Secondly, the transverse reinforcement was improperly detailed. Thirdly, column shear capacity was inadequate to develop any rotational plastic hinges, therefore leading to fragile failures Study's aim Racking deformation. When comparing different events, structural racking does not increase in proportion to input motion intensity. In particular, the increase in racking due to a 20% rise in Tcu-ew quake is more than double due to a 20% rise in kobe-ew-quake. The present paper proposes modern approaches, nonlinear static and dynamic analysis procedures based on the Applied Element Method, to assess a progressive collapse problem of a RC frame structure with infill walls. Developed of a simplified lumped-parameter analytical models that were created to run in the ZEUS-NL environment and that consisted in beam elements, rigid bars and non-linear springs. A flexible and quiet boundary conditions are separately applied to the side boundary of soil to allow comparison of effects between wave reflection and radiation damping on the maximum structural response during severe earthquakes. Single steel MRFs showed a seismic performance very closed to dual steel frames in terms of overall displacements. Structures designed for soft soil are characterized
Transcript: Go on Exchange present your country abroad Work with different mentalities Diversity Explore different cultures Be a Member Develop your skills Have an impact Enrich your knowledge AIESEC Be a Leader Lead your team Achieve your vision Coach others Be a mentor EXPERIENCE YOUR AIESEC JOURNEY Gives you a great experience
Transcript: www.awesomestories.com Interactive videos and stories www.tumblebookcloud.com Great tool to be used at school and home! Free Books for students who qualify with a disability. Need an outlet for students to write their own books? Have students that need modified books? Online Reading Resources http://www.readprint.com/ Bookshare Allows teachers to find information about films, famous trials, disasters, history, and biographies. Lesson Plans, Videos, Radio, and Vocabulary that go with certain stories. Free! www.315stories.com Talking Books www.tumblebooks.com Accessible Book Collection: Every student with a disability is eligible for a subscription for free online books! www.accessiblebookcollection.org www.bookshare.org Online Classics for Students and Teachers A great way to use pre-made adapted books! www.tarheelreader.org Free Online Books! http://www.pagebypagebooks.com/\ Blended Reading: Combination of reading book and online stories.
Transcript: My Reading Background By:Travis Sadler My very first book I have ever read was Mrs.Wishy Washy. It is about an old woman who wears a red and white striped apron. She lives on a farm and her animals just keep getting dirty. I was so exhilarated and joyful, and boy was my mom suprised. My favorite book before school was definitely Green Eggs and Ham. I dont know why, but I just absolutely LOVED IT! My mom says I loved it because of the rhyming and bright colors. I also talk with my friends and family about what I read, especially a book I LOVE. For example, Hatchet written by Gary Paulsen. I just love that book because its exciting and at the end of each chapter, you just want to keep on reading! Yeah, I guess i read to my stuffed animals when I was younger. I kind of remember reading to my stuffed animal E.T. I was trying to read Harry Potter! Well, now I dont read to E.T., but I still read to my sisters Sydney, Sabrina, and baby Scarlett! I remember sitting on the staircase and reading to my sisters. I would read My Big Dog and Chewy Louie. I think I am a pretty good reader, and I do plan to excel in my reading and read thicker and juicier books as I get older! I also hope that I can also become a better writer, because I know I can improve in my writing. By: Travis Sadler By Travis Sadler The End ;)
Transcript: Early Literacy Support Reading Resources Suggestions/Ideas for Classroom Use Melissa Besch Early Literacy Specialist Readers Response Journals Phonemic Awareness Making Words Blending Games Beginning, Middle, Ending Sound Games Building Oral Language, Rhyming, Movement Reader's Theater to build fluency Graphic Organizers Integration of Technology Suggestions/Ideas for Teachers Creating a Trusting Environment Observations Survey Teachers Coaching Based on Needs Modeled Reading/Writing Lessons Conferencing with Teachers TPRI Lessons Enrichment and Fluency Group Use of KUD's and TEK's Moodle Videos for Guided Reading , Writing, and Progress Monitoring Reading Continuum - pacing charts, end-of-year reading level goals Fountas & Pinnell Guided Reading Text Gradient TPRI and Benchmark Data Approved Interventions for eRTI Phonics In Content Anecdotal Notes Running Records Conference Reading/Writing Differentiate Instruction to meet needs of all learners Targeted Guided Reading Lessons Building Fluent Readers Anchor Charts Comprehension Connection based lessons Literature Circles Gentry Levels of Writing (Primary) Immersion Charts Mentored Text Center Organization
Transcript: Instructional approaches There's good learning progression, from introducing single letters, to the words they can form, to phonemes that require combinations of letters (e.g., "h-e-a-r") and the words they can form. All articles are Common Core-aligned and available in five Lexile levels, ranging (roughly) from third to 12th grade. Each leveled text features a quiz tailored to that particular article plus a writing prompt that asks kids to write and respond to what they've read. The lessons align with several Common Core States Standards within the primary grades. Light Sail Students are able to improve their critical thinking skills through reading the non fiction content at their own ability level. Students have access to material that meet their reading needs at their level through these interactive digital books which will ensure mastery of that particular level of literacy. Students progress is delivered in actionable insights on your students and lessons, so you can see what’s working and what’s not. Early Childhood Reading/Writing Teachers and students can monitor students' per-page progress through books in addition to students' performance on Common Core-aligned assessment tasks throughout the texts. Enhances Student Learning Teachers can give students detailed feedback about their answers for each question. Benefits to student learning Customized versions of the tool, which include additional instructions and more focused choices, are included with some lessons. Teachers can give students detailed feedback about their answers for each question. This program is an online website that offers variable amounts of text in several complexity levels that are tailored to individual reading levels. Students can study the same content and learn at their own pace Students can also make notes as they read, and their teachers can view students' annotations and then respond to notes, allowing students to engage in dialogue with their teachers as they read. Content is updated daily, with stories from a wide range of sources in both English and Spanish. Teachers and students can choose from several templates to publish class newspapers, informational brochures, and flyers announcing class events. Newsela is an online news-as-literacy platform (and Chrome app) Once students complete these assessments, they earn badges and also earn a Lexile measure, an evaluation of their current reading level based on their answers to the reading-comprehension questions and the difficulty of the particular book. Students will gaining exposure to real life events and have an interactive approach towards responding to relevant thought question using evidence from articles at their level. Instructional approaches Enhances Student Learning An individualized, if repetitive, way for kids to practice reading fluency, interpret texts, build vocabulary, and form arguments. Basic planning sheet are available for any learning to help students gather ideas before working on their interactive tool. This program promotes students creativity and critical thinking skills through several fun interactive formats. No internet connection is needed for the app once it's downloaded They also have a collection of resources and tips in Spanish that parents could use at home. These interactive can also be saved in case it takes a student more than one class period to finish Instructional approaches The professional development section is pretty helpful, too, with strategy guides and information on meetings, events, and online seminars for language arts and literacy teachers. This standards-aligned curriculum – which can be customized to align with classrooms reading program, scope and sequence, or pacing guides Newsela Students can check out texts from their schools' digital libraries and read the books directly on their devices. Every lesson plan has been aligned not only to the IRA/NCTE Standards for the English Language Arts but to individual state standards as well and, when applicable, to the Common Core State Standards. Teachers can get progress reports and information supporting phoneme-directed learning in-app and on the developer's website There is also a format that allows students to create their own fairy tail with several prompts to guide students along the process. Gives kids the extra practice with writing letters, exploring how letters form phonemes, and using phonemes to make words. This tool targets reading foundational skills such as: Phonological awareness, Phonics and Word recognition in a fun interactive format. Abc Pocket Phonics This app allows teachers and students monitor reading progress and achievement in real time Students can gauge their own progress by having access to their scores and collecting badges and viewing their Lexile measures. As students progress through a book, questions appear to gauge their comprehension, from simple multiple-choice to longer narrative responses. Students are able to use a search function to
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