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“Reading feeds not only writing skill but also wri=
ting
style – without the student even realizing
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comprehend text independently?
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Content-Location: file:///C:/C8F960F3/TishWallaceReadAlouds_files/script.js
Content-Transfer-Encoding: quoted-printable
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sld.style.visibility=3D"visible"
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if( MakeNotesVis() ) return
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=09
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parent.SldUpdated(GetSldId())
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g_origH=3Dsld.style.posHeight
g_origW=3Dsld.style.posWidth
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if( g_scaleHyperlinks )
InitHLinkArray()
if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) )
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_RSW()
if( IsWin("PPTSld") && parent.IsFullScrMode() )
FullScrInit();
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MakeSldVis();
ChkAutoAdv()
if( runAnimations )
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if( document.all("NSPlay") )
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setTimeout( "document.body.start()", sld.filters.revealtrans.duration * =
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SlideObj.filters.revealtrans.Apply()=09
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nObj =3D document.all.item("NotesObj")
parent.SetHasNts(0)
if( nObj ) {=20
nObj.style.display=3D""
parent.SetHasNts(1)
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return 1
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function ChkAutoAdv()
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SlideObj.onfilterchange=3DAutoAdv
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AutoAdv()
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function AutoAdv()
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var sld=3DGetCurSld()
if( (sld.mAdvDelay>0) && !parent.IsFramesMode() )
setTimeout("parent.GoToNextSld()",sld.mAdvDelay)
}
function GetObj(id)
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function SldHasTrans() { return SlideObj.style.filter !=3D ""; }
function GetSldId() { return sId=3Dlocation.href.substring(location.href.la=
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function IsNts() { return IsWin("PPTNts") }
function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) }
function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"=
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function SupportsPPTHTML()
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}
function _RSW()
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if( !g_supportsPPTHTML || IsNts() ||
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return
var padding=3D0;
if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6
cltWidth=3Ddocument.body.clientWidth-padding
cltHeight=3Ddocument.body.clientHeight-padding
factor=3D(1.0*cltWidth)/g_origW
if( cltHeight < g_origH*factor )
factor=3D(1.0*cltHeight)/g_origH
newSize =3D g_origSz * factor
if( newSize < 1 ) newSize=3D1
s=3DSlideObj.style
s.fontSize=3DnewSize+"px"
s.posWidth=3Dg_origW*factor
s.posHeight=3Dg_origH*factor
s.posLeft=3D(cltWidth-s.posWidth+padding)/2
s.posTop=3D(cltHeight-s.posHeight+padding)/2
if( g_scaleHyperlinks )
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function _InitAnimations()
{
animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined';
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g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc=
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if( g_animUseRuntime ) {
collSeq =3D document.all.tags("seq");
if( collSeq !=3D null ) {
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gSldJumpIdx =3D numSlds;
if ( gSldJumpIdx >=3D 0 ) {
if ( gSldJumpIdx =3D=3D 0 )
gSldJumpIdx =3D 1;
var jumpTo =3D parseInt(gSldJumpIdx);
gSldJump =3D 0; gSldJumpIdx =3D "";
win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref )
}
}
}
function _KDH()
{
if( event.keyCode =3D=3D 8 ) {
event.returnValue =3D 0;
parent.GoToPrevSld();
}
}
function DocumentOnClick()
{
if( IsNts() || parent.HideMenu() ) return;
if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) ||
(event && (event.keyCode=3D=3D32) ) )
parent.GoToNextSld();
}
var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""=
, g_bgSound=3D"",
g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser =
=3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1;
var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w=
indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va=
r g_animManager =3D null;
var g_animUseRuntime =3D false;
var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime;
var g_animMainSequence =3D null;
var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram=
es", gIsEndShow=3D0, NUM_VIS_SLDS=3D23, SCRIPT_HREF=3D"script.js", FULLSCR_=
HREF=3D"fullscreen.htm";
var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO=
tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true
window.gPPTHTML=3DSupportsPPTHTML()
var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(=
"slide0002.htm",1,-1,1),new hrefList("slide0003.htm",1,-1,1),new hrefList("=
slide0004.htm",1,-1,1),new hrefList("slide0005.htm",1,-1,1),new hrefList("s=
lide0006.htm",1,-1,1),new hrefList("slide0007.htm",1,-1,1),new hrefList("sl=
ide0009.htm",1,-1,1),new hrefList("slide0010.htm",1,-1,1),new hrefList("sli=
de0011.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("slid=
e0013.htm",1,-1,1),new hrefList("slide0024.htm",1,-1,1),new hrefList("slide=
0014.htm",1,-1,1),new hrefList("slide0015.htm",1,-1,1),new hrefList("slide0=
016.htm",1,-1,1),new hrefList("slide0017.htm",1,-1,1),new hrefList("slide00=
18.htm",1,-1,1),new hrefList("slide0019.htm",1,-1,1),new hrefList("slide002=
0.htm",1,-1,1),new hrefList("slide0021.htm",1,-1,1),new hrefList("slide0022=
.htm",1,-1,1),new hrefList("slide0023.htm",1,-1,1));
/*********************************************
Frameset functions
These functions control slide navigation
and state of the frameset.
**********************************************/
function FullScrInit()
{
g_allowAdvOnClick =3D GetCurSld().mAdvOnClk
document.body.style.backgroundColor=3D"black"
document.oncontextmenu=3Dparent._CM;
document.onkeydown =3D _KDH;
document.ondragstart=3DCancel
document.onselectstart=3DCancel
self.focus()
}
function Redirect( frmId )
{=09
var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId()
if(idx>=3D0) str=3Dstr.substr(1);
if( window.name !=3D frmId && ( sId !=3D str) ) {
obj =3D GetObj("Main-File")
window.location.href=3Dobj.href+"#"+sId
return 1
}
return 0
}
var MHTMLPrefix =3D CalculateMHTMLPrefix();=20
function CalculateMHTMLPrefix()
{
if ( document.location.protocol =3D=3D 'mhtml:') {=20
href=3Dnew String(document.location.href)=20
Start=3Dhref.indexOf('!')+1=20
End=3Dhref.lastIndexOf('/')+1=20
if (End < Start)=20
return href.substring(0, Start)=20
else=20
return href.substring(0, End)=20
}
return '';
}
function GetTags(base,tag)
{
if(g_supportsPPTHTML) return base.all.tags(tag);
else return base.getElementsByTagName(tag);
}
function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP=
refix+GetHrefObj( gCurSld ).mNtsHref ) }
function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() }
function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() }
function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() }
function SetHasNts( fVal )
{
if( gHasNts !=3D fVal ) {
gHasNts=3DfVal
UpdNavPane()
}
}
function ToggleOtlText()
{
gOtlTxtExp=3D!gOtlTxtExp
UpdOtlPane()
}
function ClearMedia()
{
// Clear any sounds playing before launching another browser window. Other=
wise,
// in fullscreen mode, you'll continue to hear the sound in the frames mod=
e.
if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0;
}
function FullScreen()
{=20
if ( PPTSld.g_animUseRuntime )
PPTSld.document.body.pause();
ClearMedia();
var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF =
: FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref;
if(PPTNav.event.ctrlKey) {
var w =3D (window.screen.availWidth * 1.0) / 2.0
var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW
win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top=
=3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h );
if( win.document.body && PPTSld.g_animUseRuntime )
win.document.body.PPTSldFrameset=3Dwindow;
}
else
{
win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" );
if( win.document.body && PPTSld.g_animUseRuntime )
win.document.body.PPTSldFrameset=3Dwindow;
}
}
function ToggleVNarration()
{
rObj=3DPPTSld.document.all("NSPlay")
if( rObj && !PPTSld.g_animUseRuntime ) {
if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) )
rObj.Play()
else if( rObj.playState =3D=3D 2 )
rObj.Pause()
else
return;
}
else if( PPTSld.g_animUseRuntime )
{
narObj =3D PPTSld.document.all("narrationID")
if( narObj )
narObj.togglePause()
}
}
function GetCurSldNum()
{ =20
obj=3DGetHrefObj(gCurSld)
if( obj.mOrigVis =3D=3D 1 )
return obj.mSldIdx
else =20
return gCurSld
}
function GetNumSlds()
{ =20
if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 )
return GetSldList().mNumVisSlds;
else
return GetSldList().mList.length
}
function GetSldNum( href )
{
for(ii=3D0; ii 1 )
PopSldList();
else if( !IsFramesMode() ) {
if( gLoopCont )
GoToFirst()
else
EndShow()
}
}
function GoToPrevSld()
{
ii=3DgCurSld-1
if( ii > 0 ) {
obj=3DGetHrefObj(ii)
while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) )
obj=3DGetHrefObj(--ii)
if( ii =3D=3D 0 ) ii=3D1
GoToSldNum(ii)
}
}
function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) }
function GoToLast()
{
ii=3DGetSldList().mList.length
if( ii !=3D gCurSld )
GoToSld( GetHrefObj(ii).mSldHref )
}
function GoToSldNum( num )
{
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
obj =3D GetHrefObj( num )
obj.mVis=3D1
gPrevSld=3DgCurSld
gCurSld =3D num;
PPTSld.location.replace(MHTMLPrefix+obj.mSldHref)
if( IsFramesMode() ) {
UpdNavPane(); UpdOtlPane(); UpdNtsPane()
}
}
function GoToSld( href )
{
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
GetHrefObj( GetSldNum(href) ).mVis=3D1
PPTSld.location.replace(MHTMLPrefix+href)
}
function SldUpdated( id )
{
if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return
gPrevSld=3DgCurSld
gCurSld=3DGetSldNum(id)
if( IsFramesMode() ) {
UpdNavPane(); UpdOtlPane(); UpdNtsPane()
}
}
function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) }
function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO=
bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) }
function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) }
function CloseWindow() {
if( HideMenu() ) return;
=09
var event =3D PPTSld.event;
if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D=
=3D32 || event.type=3D=3D"click" ) )
window.close( self );
CatchNumKeys( self, event );
}
function Unload() { gIsEndShow=3D0; }
function SetupEndShow() {
gIsEndShow=3D1;
PPTSld.document.body.scroll=3D"no";
PPTSld.document.onkeypress=3DCloseWindow;
PPTSld.document.onclick=3DCloseWindow;
PPTSld.document.oncontextmenu=3D_CM;
}
function EndShow()
{
if( IsFramesMode() ) return
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
doc=3DPPTSld.document
var dir =3D doc.body.dir
if( dir !=3D "rtl" ) dir =3D "ltr";
doc.open()
doc.writeln(' 0) {
PushSldList(sldList,fEnd);
gCurSld =3D 1;
}
else
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
}
function PushSldList(arr,fEnd) {
var ii =3D gSldStack.length;
gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd);
GoToSld( gSldStack[ii].mList[0].mSldHref );
}
function PopSldList() {
if (gSldStack[gSldStack.length-1].fEndShow)
EndShow()
else {
gCurSld =3D gSldStack[gSldStack.length-1].mCurSld;
gSldStack[gSldStack.length-1] =3D null;
gSldStack.length--;
var sldList =3D gSldStack[gSldStack.length-1];
GoToSld( sldList.mList[gCurSld - 1].mSldHref );
}
}
var custShowList=3Dnew Array();
/*********************************************
Navigation button implementation
There are 2 types of buttons: ImgBtn, TxtBtn
implemented as function objects. They share
a similiar interface so the event handlers
can call SetActive, for example, on a button=20
object without needing to know exactly=20
what type of button it is.
**********************************************/
//----------------------------------
function ImgBtn( oId,bId,w,action )
//----------------------------------
{
var t=3Dthis
t.Perform =3D _IBP
t.SetActive =3D _IBSetA
t.SetInactive=3D _IBSetI
t.SetPressed =3D _IBSetP
t.SetDisabled=3D _IBSetD
t.Enabled =3D _IBSetE
t.ChangeIcon =3D null
t.UserAction =3D action
t.ChgState =3D _IBUI
t.mObjId =3D oId
t.mBorderId=3D bId
t.mWidth =3D w
t.mIsOn =3D t.mCurState =3D 0
}
function _IBSetA()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _IBSetI()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0=20
}
}
function _IBSetP()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 )
obj.style.posLeft+=3D1; obj.style.posTop+=3D1
}
}
function _IBSetD()
{ =20
obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 )
obj.style.posTop=3D0=20
}
function _IBSetE( state )
{
var t=3Dthis
GetObj( t.mBorderId ).style.visibility=3D"visible"
if( state !=3D t.mIsOn ) {
t.mIsOn=3Dstate
if( state )
t.SetInactive()
else
t.SetDisabled()
}
}
function _IBP()
{
var t=3Dthis
if( t.mIsOn ) {
if( t.UserAction !=3D null )
t.UserAction()
if( t.ChangeIcon ) {
obj=3DGetObj(t.mObjId)
if( t.ChangeIcon() )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth
else
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth
}
t.SetActive()
} =20
}
function _IBUI( clr1,clr2,nextState )
{
var t=3Dthis
SetBorder( GetObj( t.mBorderId ),clr1,clr2 )
obj=3DGetObj( t.mObjId )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj=
.style.posTop
t.mCurState=3DnextState
return obj
}
//-----------------------------------------
function TxtBtn( oId,oeId,action,chkState )
//-----------------------------------------
{
var t=3Dthis
t.Perform =3D _TBP
t.SetActive =3D _TBSetA
t.SetInactive=3D _TBSetI
t.SetPressed =3D _TBSetP
t.SetDisabled=3D _TBSetD
t.SetEnabled =3D _TBSetE
t.GetState =3D chkState
t.UserAction =3D action
t.ChgState =3D _TBUI
t.mObjId =3D oId
t.m_elementsId=3D oeId
t.mIsOn =3D 1
}
function _TBSetA()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gHiliteClr,gShadowClr,0,0 )
}
function _TBSetI()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
}
function _TBSetP()
{
if( this.mIsOn )
this.ChgState( gShadowClr,gHiliteClr,1,1 )
}
function _TBSetD()
{ =20
this.ChgState( gFaceClr,gFaceClr,0,0 )
this.mIsOn =3D 0
}
function _TBSetE()
{
var t=3Dthis
if( !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
else
t.ChgState( gShadowClr,gHiliteClr,1,1 )
t.mIsOn =3D 1
}
function _TBP()
{
var t=3Dthis
if( t.mIsOn ) {=20
if( t.UserAction !=3D null )
t.UserAction()
if( !t.GetState )
return
if( t.GetState() )
t.SetPressed()
else
t.SetActive()
} =20
}
function _TBUI( clr1,clr2,lOffset,tOffset )
{
SetBorder( GetObj( this.mObjId ),clr1,clr2 )
Offset( GetObj( this.m_elementsId ),lOffset,tOffset )
}
function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle=
ft }
function SetBorder( obj, upperLeft, lowerRight )
{
s=3Dobj.style;
s.borderStyle =3D "solid"
s.borderWidth =3D 1=20
s.borderLeftColor =3D s.borderTopColor =3D upperLeft
s.borderBottomColor=3D s.borderRightColor =3D lowerRight
}
function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] }
function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() }
function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() }
function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() }
function BtnOnUp()
{
b=3DGetBtnObj()
if( b !=3D null )
b.Perform()
else
Upd()
}
function GetNtsState(){ return parent.gNtsOpen }
function GetOtlState(){ return parent.gOtlOpen }
function GetOtlTxtState(){ return parent.gOtlTxtExp }
function NtsBtnSetFlag( fVal )
{
s=3Ddocument.all.item( this.m_flagId ).style
s.display=3D"none"
if( fVal )
s.display=3D""
else
s.display=3D"none"
}
function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etActive() }
function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etInactive() }
function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etPressed() }
function _BSetA_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]=20
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _BSetI_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0
}
}
var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"=
THREEDFACE"
var gBtnArr =3D new Array()
gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan=
e,GetOtlState )
gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt=
lPane,GetOtlState )
gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN=
tsPane )
gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg;
gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg;
gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.=
ToggleNtsPane,GetNtsState )
gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To=
ggleNtsPane,GetNtsState )
gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n=
b_prevBorder",30,parent.GoToPrevSld )
gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n=
b_nextBorder",30,parent.GoToNextSld )
gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent=
.FullScreen )
gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa=
rent.FullScreen,null )
gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent=
.FullScreen,null )
gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice=
","nb_voiceBorder",18,parent.ToggleVNarration )
gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT=
xt","nb_otlTxtBorder",23,parent.ToggleOtlText )
gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts"
gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag
gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState
/*********************************************
Context menu implementation
_CM() is the function that's hooked up to
the oncontextmenu event. Once we're asked to
show the menu, we first build it by creating
DIVs on-the-fly. Then we position it=20
within the screen area so it doesn't get
clipped.
Creating the DIVs using createElement() means
we don't have to write out any extra HTML
into the slide HTML files.
**********************************************/
var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr=
row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval"
function ShowMenu()
{
BuildMenu();
var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y=
=3DPPTSld.event.clientY+doc.scrollTop
m =3D PPTSld.document.all.item("ctxtmenu")
m.style.pixelLeft=3Dx
if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) )
m.style.pixelLeft=3Dx-m.scrollWidth
m.style.pixelTop=3Dy
if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) )
m.style.pixelTop=3Dy-m.scrollHeight
m.style.display=3D""
}
function _CM()
{
if( !parent.IsFullScrMode() ) return;
if(!PPTSld.event.ctrlKey) {
ShowMenu()
return false
} else
HideMenu()
}
function BuildMenu()
{
if( PPTSld.document.all.item("ctxtmenu") ) return
var mObj=3DCreateItem( PPTSld.document.body )
mObj.id=3D"ctxtmenu"
mObj.style.visibility=3D"hidden"
var s=3DmObj.style
s.position=3D"absolute"
s.cursor=3D"default"
s.width=3D"120px"
SetCMBorder(mObj,"menu","black")
var iObj=3DCreateItem( mObj )
SetCMBorder( iObj, "threedhighlight","threedshadow" )
iObj.style.padding=3D2
CreateMenuItem( iObj,sNext,M_GoNextSld,M_True )
CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld )
=09
CreateSeparator( iObj )
CreateMenuItem( iObj,sEnd,M_End,M_True )
mObj.style.visibility=3D"visible"
}
function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa=
lue=3Dfalse }
function Highlight() { ChangeClr("activecaption","threedhighlight") }
function Deselect() { ChangeClr("threedface","menutext") }
function Perform()
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() )
e.Action()
else
PPTSld.event.cancelBubble=3Dtrue
}
function ChangeClr( bg,clr )
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() ) {
e.style.backgroundColor=3Dbg
e.style.color=3Dclr
}
}
function M_HasPrevSld() { return( parent.HasPrevSld() ) }
function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() }
function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();=
PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() }
function M_True() { return true }
function M_End() { window.close( self ) }
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Read Aloud
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‹footer›
‹#›
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Read
Aloud
Tish Wallace
Rick Schneider Middle
School
Pasadena ISD
What is a Read Aloud?
A Read Aloud is
when the teacher reads aloud to the whole class or small
groups.
Purposes:
<=
span
style=3D'font-size:50%'>§<=
span
style=3D'font-size:50%'>Demonstrates reading for a purpose as well as flue=
ncy
and phrasing.
<=
span
style=3D'font-size:50%;visibility:hidden'>§
<=
span
style=3D'font-size:50%'>§<=
span
style=3D'font-size:50%'>Expands knowledge of linguistic structures and lan=
guage
syntax.
<=
span
style=3D'font-size:50%;visibility:hidden'>§
<=
span
style=3D'font-size:50%'>§<=
span
style=3D'font-size:50%'>Creates a community of readers through enjoyment a=
nd
shared knowledge.
<=
span
style=3D'font-size:50%;visibility:hidden'>§
<=
span
style=3D'font-size:50%'>§<=
span
style=3D'font-size:50%'>Makes complex ideas accessible to all students.=
3;
Personal Objective:
l=
“It is part of my role as a teacher to be politica=
lly
aware of my own practice and to deconstruct
the oppressive structures of society that work against my students.”
l“Create
classroom contexts in which difference is a resource for learning, democra=
tic =
understanding, and work, not an obstacle to be
overcome. Democracy is =
complementarity: People use different strengths to=
make
unique contributions towards=
a
common project. Therefore, I must
strive to find the value in students’ positions, even if I disagree. I must try to see things not through m=
y own
lens, but through the lens of
another’s creation. Teaching a mi=
ndset
of multiculturalism and diversity
means teaching democracy. This me=
ans
cultivating a desire and an ability to
see that everyone has a particular background and perspective on the
world.”
=
l-Theresa McGinnis
=
l-Jeffrey D. Wilhelm
=
l
Objectives:
lCondition the brain to associate reading with plea=
sure
and creates a community of readers
through enjoyment and shared knowledge
=
syntax
=
and phrasing
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lCreate background
knowledge and makes complex ideas accessible to all students
<=
span
style=3D'font-size:50%;visibility:hidden'>l
lBuild vocabulary by
expanding knowledge of linguistic structures and language <=
span
style=3D'font-size:50%;visibility:hidden'>l
lProvide a reading m=
odel
and demonstrates reading for a purpose as well as fluency Rationale
l In an effort to
address the decline in the nation’s reading scores, the National Academy of Education and the National Institute of
Education organized the Commission
on Reading committee. In 1985, th=
is
committee found that “the single most
important activity for building the knowledge required for eventual succes=
s in
reading is reading aloud
to children, a practice that should continue throughout the =
=
grades.”
=
l-Jim Trelease
=
“Educational policy has us running as fast as we c=
an in
the wrong direction, narrowi=
ng
what should be broad, standardizing what should be diverse, open, and daring to innovate.”
“We need a radically different policy of literacy
education, one that really does seek to
develop excellence in students across their life history.”
“We need policy that supports flexibility in stude=
nt
learning, so that as literacy continues
to morph – as it will – students have already developed habits of learning=
that prepare them to respond to changes.”
=
“We need policy that invites inquiry into language=
and
literacies that are varied and multidimensional,
even if it means moving the lexical language of English out of the =
center.”
“We need policy that enriches, rather than subtrac=
ts,
the languages and literacies students
already have.”
-Randy
Bomer
<=
span
style=3D'font-family:Georgia;font-size:41%'>We create schooltime readers – graduates who know how to r=
ead
well enough
to graduate.
We NEED to createlifetime
readers – gra=
duates
who continue to read and educate themselves throughout their adult lives.
We NEED to create
l
Basic reading facts of
life:
“Reading is an accrued skill. It is like riding a bicycle, driving a=
car,
or sewing: in order t=
o get
better at it, you must do it. The=
more
you read, the better you get at it.”
-Jim Trelease
<=
span
style=3D'font-size:41%'>“Listening comprehension feeds reading comprehensi=
on.
Grammar is more caught=
than
taught, and the way you catch it is the same way you catch the flu: you’re exposed to it.”
“We
learn through immersion (hearing words, phrases, sentences over and over),
watching
role models, and hearing in a meaningful context. Whenever an adult is
reading
to a child, three important things are happening simultaneously and
painlessly:
(1)
a pleasure-connection is being made between student and book; (2) both tea=
cher
and
student
are learning something from they book they’re sharing; and (3) the teacher=
is
pouring
sounds and syllables called words into the student’s ear. These words pour into
a
reservoir, listening vocabulary, that begins to overflow pouring words into
the speaking
vocabulary,
reading vocabulary, and writing vocabulary.
All have their origin in the
listening
vocabulary.”
=
l-Jim Trelease
=
<=
span
style=3D'font-size:50%'>§<=
span
style=3D'font-size:50%'>Richness of words and influence in speech and
writing
<=
span
style=3D'font-size:50%;visibility:hidden'>§
<=
span
style=3D'font-size:50%'>§<=
span
style=3D'font-size:50%'>Toni Morrison – “tongue suicide”
<=
span
style=3D'font-size:50%;visibility:hidden'>§
§<=
span
style=3D'font-size:50%;visibility:hidden'>§
§<=
span
style=3D'font-size:50%'>Copycat experience: What do good writers do? Read!=
They
watch how other people throw
words around to catch meaning. Th=
e more
you read, the better you write.
=
l-Jim Trelease
=
“Story is the vehicle =
we use
to make sense out of the world.”
-Jim Trelease=
-Jim Trelease=
“At the center of the curriculum are not the works =
of
literature…but rather the mind as it
meets
the book. The response. When we invite readers’ minds to meet
writers’ books in
our
classrooms, we invite the messiness of human response – personal prejudice=
s,
tastes,
habits, experiences. But we also =
invite
personal meaning and the distinct
possibility
that our kids will grow up to become a different kind of good reader – an
adult
who
sees reading as logical, personal, and habitual, someone who just plain lo=
ves
to
read. A new set of priorities for the second=
ary
English curriculum emerges.
Pleasure.
Fluency. Involvement.
Insight. Appreciation. Initiative.
At the center are readers’
responses
– to the world of the book, to the worlds of other books, to their own wor=
lds,
to
the
meanings they make, to the choices the author made, to the literate commun=
ity
of
which
they automatically become members the minute they lose themselves in a
book.”
=
l-Nancie Atwell
Questions to ask of
literature before admitting into the curriculum:
<=
span
style=3D'font-size:50%'>lCan the text be use=
d to
strengthen individual student identity?
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lWill the text chall=
enge
students cognitively?
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lWill it move studen=
ts to
examine their in-school and out-of-school lives?
<=
span
style=3D'font-size:50%;visibility:hidden'>l
lWill it give studen=
ts the
opportunity to practice the reading strategies needed to <=
span
style=3D'font-size:50%;visibility:hidden'>l
=
l-Tom Romano
Stages of Read Aloud
Before
Be alert to subject matter in the novels. Ask yourself as you read it through, “=
Can my
class handle not only the vocab=
ulary
and the complexity of the story, but its emotions =
as well? Is there anything here that will do more =
harm
than good to my class? Anything
that might embarrass someone?”
<=
span
style=3D'font-size:50%;visibility:hidden'>§
§<=
span
style=3D'font-size:50%'>Start slowly and build (short picture books, longer
picture books that can be spread over
several days, short novels already broken into convenient chapters,
full-length novels =
that
are longer than one hundred pages).
Goal: immerse student enough to challenge the mind and memory, weaning the student=
away
from a complete depende=
ncy on
illustrations for comprehension and into more words.
<=
span
style=3D'font-size:50%;visibility:hidden'>§
§<=
span
style=3D'font-size:50%'>In approaching longer books, remember that all boo=
ks are
not meant to be read aloud.<=
span
style=3D'mso-spacerun:yes'> “What is meant to be heard is necessar=
ily
more direct in expression, and perhaps
more boldly coloured, than what is meant for the reader.”
§In choosing novels at the elementary and secondary levels, avoid fall=
ing
into the old book re=
port
trap of ‘thicker is better.” That=
’s how
you kill a reader! There is no connection
between thickness and goodness.
Create
a high-morale climate. Paint beau=
tiful
relationships, evoke a warm feeling tone, =
and develop an atmosphere of fellowship and
collaboration. “Nothing is more <=
/span>=
important than the relationships your students hav=
e with
you and with each other. If you don’t have a productive, energetic, high-morale
climate, you’re sunk. If you can’=
t trust kids to work effectively with all their clas=
smates
without hovering over them every
minute, you’re in trouble. If the
community does not gel, then it’s back to Old School: you with a whip and a chair, lecturing
uncooperative kids in six rows of five.
Fun, not.”
§
§-Jim
Trelease
=
l-Harvey Daniels
§Six
things to do at the beginning of the year and revisit throughout the
year:
§Create widespread acquaintance and friendship patterns in the room.&#=
13;
§
§Make sure that you and all students have realistic and mutual
expectations about how peo=
ple
will act together in this community.
§Create with the students a set of simple norms, not a list of
misbehaviors and punishm=
ents,
but statements about how we work and treat each other in this place.
<=
/span>
§Open up every possible channel of communication among the people in t=
he
room, both oral and wri=
tten,
one-to-one, girls to boys, in pairs, small discussion groups, and <=
/span>whole-class conversations.
§
§Distribute responsibilities and opportunities for leadership to every
student in the class.<=
span
style=3D'mso-spacerun:yes'> Structure academic tasks so that indiv=
idual
students can demonstrate, and others
recognize, each person’s unique talents and strengths.
<=
/div>
§Develop with students a structure and pattern for dealing with confli=
ct
when it arises, as it
inevitably will, and then use it consistently.
§
§-Harvey Daniels
During
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§<=
span
style=3D'font-size:50%'>Explain to students that listening to the text is =
like
going on a blind date with the author. The students will not always get to kn=
ow the
author’s story after the first chapter
(first date); often they will need a couple of chapters (couple of dates)
before they get comfortab=
le
with the book. It would be rude t=
o ask
too many intrusive questio=
ns on
the first date, we need to give the author some space to tell his or her <=
/span>=
story. Ho=
ld the
questions for a little bit; don’t rush the date!
After
Students from classrooms where there <=
/span>were more book discussions tended to score higher =
in
nation reading assessments.
§<=
span
style=3D'font-size:50%'>Discuss the text! It is of critical importance.
=
l-Jim Trelease=
How To Get And Keep Kids Motivated : Advice from students
§Be passionate about your material and your work.
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§
§Connect to issues we care about outside school.
§Give us choices on things that matter.
§Make learning a social thing.
§
§Make sure we understand.
§
§Respond with interest when we show interest.
§Care about us and our progress.
§Help us keep on top of our workload.
§
§Show your pride in our good work.
§
§Provide role models to inspire us.
§
§-Kathleen Cushman
Teaching Difficult Material: Advice from students
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<=
span
style=3D'font-size:50%'>lFind out what we kn=
ow
already and link it to new material.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lBreak down complica=
ted
material.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lTry different ways =
to
approach things.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lAsk questions that =
really
make us think.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lChallenge our
assumptions.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lDon’t stick to
textbooks.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lHelp us with
resources.
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lGive us time to thi=
nk, to
draft, and to revise.
=
l-Kathleen Cushman
Teaching English – Language Learners: Advice from students<=
/span>
lFocus on the important thinking we do, not just la=
nguage
mistakes.
l
lShare our goal to excel academically, not just get
by.
l
lMake connections between academic content and our =
own
experiences.
<=
span
style=3D'font-size:50%;display:none'>
lGive us real and important texts to read – but at a
level we can handle.
<=
span
style=3D'font-size:50%;display:none'>
lHelp us understand the secrets of “book language.”=
l
lTeach us to take risks in our new language.
l
lGive us alternative methods to present our
knowledge.
<=
span
style=3D'font-size:50%;display:none'>
lHelp us learn from each other.
<=
/div>
<=
span
style=3D'font-size:50%;display:none'>
lDon’t be afraid to let us use our own language as =
we
figure things out.
l
lKathleen Cushman
Read Aloud Lesson
lObjectives: The teacher will be able to predict, i=
nfer,
and make connections to the text.
lKey Vocabulary Word=
s –
epiphany (insight into reality), harried (hurry forcefully), whaddya (what do you)
<=
span
style=3D'font-size:50%'>lBuild Background
Knowledge – Frank McCourt, novel written in prose
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lPersonal
Anecdotes/Connection – Harvey Daniels and literary letter
<=
span
style=3D'font-size:50%'>lQuestions: (Before)=
What
do you think this novel will be about? Explain.
(During) How might using
students’ “sinful ways” (accordin=
g to
Frank) be
us=
eful
in teaching writing?
=
;
<=
span
style=3D'font-size:50%'>lReading of “Teacher=
Man”
by Frank McCourt
<=
span
style=3D'font-size:50%;visibility:hidden'>l
lSmall group and who=
le
class discussion – What connections did you make to the story?
<=
span
style=3D'font-size:50%;visibility:hidden'>l
lTransfer Activity –=
How
can you incorporate the read aloud lesson into your =
curriculum this year? What objectives could you te=
ach?
Do you plan to do a read aloud
for enjoyment only?Assessment
Goal: Look for strengths and weaknesses over time.
Goal: Look for strengths and weaknesses over time.
<=
span
style=3D'font-size:50%'>lRetell
<=
/span>
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lObservations - small
group/whole group discussions
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lDramatization – Rea=
der’s
Theatre (GT)
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lForced Associations
(GT)
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lReading Response Jo=
urnal
(ELL)
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lListen-Read-Discuss=
(ELL)
Resources
lReading and Writing Together: Collaborative Lit=
eracy
in Action by Nancy Steineke (2002, Heinemann)
<=
span
style=3D'font-size:50%;visibility:hidden'>l
lWorth a Thousand
Words: Annotated Guide to Picture Books for Older Children by Bette
D. Ammon and Gale W. Sherman
<=
span
style=3D'font-size:50%;visibility:hidden'>l
<=
span
style=3D'font-size:50%'>lUncle John’s Gre=
at Big
Bathroom Reader <=
p:onmouseclick
hyperlinktype=3D"url" href=3D"http://www.bathroomreader.com/pilot.asp"/>=
www.bathroomreader.com
<=
span
style=3D'font-size:50%;visibility:hidden'>l
Bibliography
lAtwell, Nancie. (1998=
). In
the Middle: New Understandings About Writing, Reading, and <=
span
style=3D'position:absolute;top:20.0%;left:9.73%;width:84.45%;height:3.5%'>=
Learning. 2nd ed. (pgs. 30, 48-49). Portsmouth, NH:
Heinemann.
Bomer, Randy.
(2006). Stories in Our Classrooms: Diverse Human Lives, as Narrated=
by Standardizing Policies. Voices from the Middle: Building Cultural Understanding Through Literature. Vol 13 (3), p. 8.
Cushman,
Kathleen. (2003). Fires in the
Bathroom: Advice for Teachers from High School Students. (pgs. 122, 144, 161). NY:
What Kids Can Do, Inc.
Daniels, Harvey. (2006). The Hunt for Magic. Voices from the Middle: Building Cultural <=
/span>=
Understanding Through Literature. Vol 13 (3), p. 40.
Fountas,
Irene C. and Gay Su Pinnell. (2001).
Guiding Readers and Writers: Teaching =
Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann.
=
Bibliog=
raphy
continued…
lMcGinnis, Theresa. (2006). Considering the Possibilities:=
Using
the Multicultural Literat=
ure to
Transform Practice. Voices from the
Middle: Building Cultural Understanding
Through Literature. Vol 13 (3), p.
23.
l
lRomano, Tom. (2006).<=
span
style=3D'mso-spacerun:yes'> Nourishing the Mind to Improve Literac=
y. Voices from the Middle: Building Cultural Understanding Through Literat=
ure. Vol 13 (3), p.20.
l
lTrelease, Jim. (2001)=
. The Read – Aloud Handbook. 5th=
ed. (pgs.=
1-98).
USA: Penguin Books.&=
#13;
l
lWilhelm, Jeffrey D.
(2006). We Often Miss This Point:
Diversity Always Brings Vitality. Voices
from the Middle: Building Cultural Understanding Through Literature. Vol 13 (3),
p. 34.
=
l
=
l
lNote: Ideas ge=
nerated
from workshop presented by Shannon Trejo,
Assistant Principal for Rick Schneider
Middle School in Pasadena ISD
=
l
‹header›
‹date/time›
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Second level
Third level
Fourth level
Fifth level
‹footer›
‹#›
If you were going to teach a speci=
fic
skill during the read aloud your objective might read: The students will m=
ake
connections between the text and personal experiences.
Discuss before reading slide: Thi=
s cup is
half full (or half empty depending on your perspective). What will happen if I continue to pour=
water
into this cup without stopping? T=
he
same thing happens when we read to our students. We pour vocabulary into a reservoir th=
at
they can dip into when speaking, reading, and writing.
Do after reading this slide: Draw
Constructing Meaning from Sets of Knowledge on the board and explain.
=
;Refer
to VFM handout (p.38-39): Tool for teaching students how to make connectio=
ns.
Do before reading this slide: Rev=
iew Read
Aloud Lesson Plan handouts
Review do’s and don’ts handout af=
ter
finish this slide.
Do during slide: McCourt is grew =
up
poor. He’s an Irishman. He taught high school students in New =
York
City. Taught for 30 years. Repeatedly fired because he talked bac=
k to
his superiors. Last taught at
Stuyvesant High School. He’s the
Pullitzer winning author of Angela’s Ashes and ‘Tis. States, “Doggedness is not as glamorou=
s as
ambition or talent or intellect or charm, but still the one thing that got=
me
through the days and nights.”
Prose – ordinary form of written and spo=
ken
language without metrical structure
Do after reading this slide: Refer to VFM Handout pg. 50-51
Refer to Trelease pg. 218
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