Tonight I'm leading a study group for my elementary school on brain research and how students learn to read(Sousa, 2005). For this lesson we will also be learning how to turn a word document into a powerpoint presentation.
We will copy the text below (notes we developed while reviewing a chapter) and change the questions by highlighting them and assigning them a "Heading 1" font style. We will highlight the questions and give them a "Heading 2" font style(I'll add an asterisk in front of the content that should be formated "Heading 2". The document doesn't need any extra returns. Then we will click "Send to Power Point" from the file menu and it will populate powerpoint slide
s with "Heading 1" text at the top of the slide and "Heading 2" text below. Then it's up to everyone to add a color background or style. *EDITED We found that when we sent the document to Powerpoint all the data was on one slide and the font was too big. FIX: Put a hard return between the Headers and then once you are in Power Point change the font by going to VIEW, MASTER, then SLIDE MASTER and selecting font 20 for the Header and font 32 for the text.
We will copy the text below (notes we developed while reviewing a chapter) and change the questions by highlighting them and assigning them a "Heading 1" font style. We will highlight the questions and give them a "Heading 2" font style(I'll add an asterisk in front of the content that should be formated "Heading 2". The document doesn't need any extra returns. Then we will click "Send to Power Point" from the file menu and it will populate powerpoint slide
s with "Heading 1" text at the top of the slide and "Heading 2" text below. Then it's up to everyone to add a color background or style. *EDITED We found that when we sent the document to Powerpoint all the data was on one slide and the font was too big. FIX: Put a hard return between the Headers and then once you are in Power Point change the font by going to VIEW, MASTER, then SLIDE MASTER and selecting font 20 for the Header and font 32 for the text.
The option now is to select slide design and give it a style or color.
Text to copy:
How the Brain Learns to Read (Sousa, 2005).
Discuss the difference between learning to speak and learning to read. Why does this difference exist? (pages 31-32)
*Speaking is a natural, genetically hardwired capability and areas of the brain are not specialized for reading.
Were you surprised to see that learning to read is not strongly related to intelligence? Do you agree? Why or why not? What skill does Sousa say children must have if they are to learn to read? (page 33)
*Learning to read is dependent upon learning the alphabetic principle and phonological awareness.
Sousa states that “being aware of sound differences in spoken language is crucial to learning to read written language (2005, p33).
Why is the English language considered to have deep orthography? How does this make English more difficult to learn to read than many other languages? (pages 35-36)
*In English one letter has many sounds. English has a poor correspondence between how a word is pronounced and how it is spelled. (1,100 ways to spell the 44 phonemes).
Discuss Ehri’s four phases of word recognition in early reading. Do you agree with Ehri’s model? Explain your answer. (pages 37-40)
*We, Kemp, believe there might be more stages than just the four and we teach specific parts such as multi-syllabic etc.
What are morphemes? How does morphological awareness help students learn to read?
*Smallest word element that can change a words meaning. Morphological awareness helps students learn to read by allowing them to understand chunks of meaning.
Discuss the six syntactic variations found on pages 43 and 44. Does your teaching experience confirm that these variations are difficult for young readers? What strategies have you used to address the reading problems caused by these variations?
*We found negation, word order, and passive voice to be difficult for our students.
How does morphological awareness contribute to reading comprehension? (page 45)
*It adds meaning to what they’re reading. If students understand affixes and other morphemes it can lead to understanding of unknown words.
Why are children’s reading comprehension often less than their comprehension of spoken language? (page 46)
*The complexity of written language is greater than that of oral speech. We also don’t always talk in complete sentences.
Sousa, David A., 2005: How the Brain Learns to Read. Thousand Oaks, CA. Corwin Press
Text to copy:
How the Brain Learns to Read (Sousa, 2005).
Discuss the difference between learning to speak and learning to read. Why does this difference exist? (pages 31-32)
*Speaking is a natural, genetically hardwired capability and areas of the brain are not specialized for reading.
Were you surprised to see that learning to read is not strongly related to intelligence? Do you agree? Why or why not? What skill does Sousa say children must have if they are to learn to read? (page 33)
*Learning to read is dependent upon learning the alphabetic principle and phonological awareness.
Sousa states that “being aware of sound differences in spoken language is crucial to learning to read written language (2005, p33).
Why is the English language considered to have deep orthography? How does this make English more difficult to learn to read than many other languages? (pages 35-36)
*In English one letter has many sounds. English has a poor correspondence between how a word is pronounced and how it is spelled. (1,100 ways to spell the 44 phonemes).
Discuss Ehri’s four phases of word recognition in early reading. Do you agree with Ehri’s model? Explain your answer. (pages 37-40)
*We, Kemp, believe there might be more stages than just the four and we teach specific parts such as multi-syllabic etc.
What are morphemes? How does morphological awareness help students learn to read?
*Smallest word element that can change a words meaning. Morphological awareness helps students learn to read by allowing them to understand chunks of meaning.
Discuss the six syntactic variations found on pages 43 and 44. Does your teaching experience confirm that these variations are difficult for young readers? What strategies have you used to address the reading problems caused by these variations?
*We found negation, word order, and passive voice to be difficult for our students.
How does morphological awareness contribute to reading comprehension? (page 45)
*It adds meaning to what they’re reading. If students understand affixes and other morphemes it can lead to understanding of unknown words.
Why are children’s reading comprehension often less than their comprehension of spoken language? (page 46)
*The complexity of written language is greater than that of oral speech. We also don’t always talk in complete sentences.
Sousa, David A., 2005: How the Brain Learns to Read. Thousand Oaks, CA. Corwin Press
1 comment:
Cool trick. Have you loaded your powerpoints to Google Presently to share with colleagues? Looks like you can share and simultaneously edit presentations.
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