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Yuri Liu, Ed.D.
Email: yuri.yuan.liu@gmail.com

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Yuri Liu, Ed.D. - Grade-Level PLC Lead; Chinese Immersion Teacher - Singapore American School | LinkedIn

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Yuri has worked in the USA, China and Singapore as a researcher, teacher, instructional coach, and program director in PreK-G16 since 2006. Prior to her journey in Singapore, she was director of the Chinese immersion program at a K-G8 public school in Portland, Oregon. For many years, she directed the STARTALK language programs funded by US Federal grants and developed teacher training programs for PreK-G12 Chinese teachers in the USA. She also speaks at international conferences and consults with schools around Asia on implementing engaging, responsive reading and writing instruction. Yuri holds a Bachelor of Arts in Teaching Chinese as a Foreign Language from East China Normal University, and two Masters from the University of Oregon - Master of Science in Educational Methodology, Policy and Leadership and Master of Arts in Applied Linguistics. She has attained her Doctor of Education at the University of Southern California, with a specific research focus on the application of culturally relevant pedagogy in Chinese language immersion education. She believes in a holistic and interdisciplinary approach to education. Her primary interests are data-informed instruction, curriculum design/implementation, program development, and organizational change. Yuri calls both Shanghai and Portland home indefinitely. Her personal interests are travel, reading, hiking, biking, swimming, and culinary tasting. She is also enjoy the outdoors, and can be found at a local rock climbing gym, on her yoga mat, or an island on the Pacific or Indian Ocean. | Learn more about Yuri Liu, Ed.D.’s work experience, education, connections & more by visiting their profile on LinkedIn

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哪些內容对你最有帮助？你可以

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哪些內容对你最有帮助？你可以开始怎样实践？

哪些內容你想在以后的培训中了解更多一些？

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期待能学习一些中文汉字解码的策略帮助学生的阅读

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期待能学习一些中文汉字解码的策略帮助学生的阅读

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教学除了知识建构，还需要激发学生的好奇心和自我学习和探究的能力，成为一个终生学习者/reader

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教学除了知识建构，还需要激发学生的好奇心和自我学习和探究的能力，成为一个终生学习者/reader

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非常有帮助的是：整个Science of Reading 的系统知识（是什么，为什么，怎么样）

下次想要继续了解的是：Science of Writing

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清晰的教学流程，给学生很多支持，有独立阅读时

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清晰的教学流程，给学生很多支持，有独立阅读时间。

识字方法。

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汉字教学，解构汉字，帮助学生提高识字量，扫除中文阅读路上的识字障碍

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汉字教学，解构汉字，帮助学生提高识字量，扫除中文阅读路上的识字障碍

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学到了中文阅读和英文阅读在脑科学中的差异性，

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学到了中文阅读和英文阅读在脑科学中的差异性，中文的特点以及相应的教学重点难点。

学到了今天上课的三个步骤清晰的模式。

想要知道在学生自主阅读之后老师如何跟进下一步的教学。

想要知道如何迅速高效提高学生的识字量和写字量，为后续学习打好基础。

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针对中文课堂教学的实践很有帮助，我可以开始尝

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针对中文课堂教学的实践很有帮助，我可以开始尝试在教学中把时间多多留给学生自主学习，老师在旁边辅助

以后想了解有何种方法增加学生的认字量，以及各种不同类型文本的教学demo想多看看

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前半段的理论部分很有价值，reconfirm了很多原来的知识，并且把中文教学不同于英文教学的关键点明确出来。期待更多地给学生赋能，让学生成为有能力的自主读者。

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前半段的理论部分很有价值，reconfirm了很多原来的知识，并且把中文教学不同于英文教学的关键点明确出来。期待更多地给学生赋能，让学生成为有能力的自主读者。

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今天的demo课让我感触非常深，老师和学生的

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今天的demo课让我感触非常深，老师和学生的互动以及给予学生的正向反馈，让学生勇于尝试。以后的教学中可以选取多一点让学生感兴趣的内容。

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知道了帮助学生熟悉背景知识对于学生理解文本很

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知道了帮助学生熟悉背景知识对于学生理解文本很重要。同时，教学步骤及分组流程图让我很受启发。期待了解更多的汉字教学方法。

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最我最有帮助的是：1 在学生做独立阅读的时候要加入小组学习，之后会多花一点时间在这部分差异教学的准备上2“识字+语言理解=阅读理解”让我对中文阅读的教学有了更清晰的认识。我想要了解更多的是“互动朗读”的课堂教学形式以及“视觉正字意识”如何运用。

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最我最有帮助的是：1 在学生做独立阅读的时候要加入小组学习，之后会多花一点时间在这部分差异教学的准备上2“识字+语言理解=阅读理解”让我对中文阅读的教学有了更清晰的认识。我想要了解更多的是“互动朗读”的课堂教学形式以及“视觉正字意识”如何运用。

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Guiding preschool and early elementary students to interact with texts can engage and empower them to develop their reading skills.

When teachers read aloud and also let students interact with a text in meaningful ways, they're offering one of the highest-impact instructional moves-interactive read-alouds (IRAs). Interactive read-alouds are important all year, but especially at the beginning of the year.

Through IRA, students can see themselves and learn about others; we can build community and normalize the range of feelings that students have at the beginning of the school year. When we offer a range of texts, we honor students' funds of knowledge. When teachers read to students, we provide a model of expert reading. The following are some ideas for high-quality IRAs to start the school year.

Making a Read-Aloud Interactive

Stop and think.

Stop and jot down a few words or a quick sketch.

Turn and talk: After some time to think, students turn and talk to a partner. (Often partners are assigned, so the students have built a relationship and a talk routine.)

Gesture by giving a thumbs-up/thumbs-down, a fist to five, etc.

Act it out: Make a facial expression or use body language to show an emotion that a character may be feeling.

A read-aloud becomes interactive when a teacher strategically plans for opportunities for students to interact with the text. By reading the text to students, the teacher is taking on the cognitive load of decoding, enabling students to think deeply about a text. I recommend stopping for interaction four times during a 10-minute read-aloud; don't stop too many times-it feels choppy and inauthentic. The interaction can include a question or noticing followed by asking students to do one of the following:

When planning for interactions, I consider the standards I'm teaching. Then I preview the text and choose where I'll stop and what I'll ask students to do, and then write these on a sticky note to refer to when I read. Often I'll also provide sentence stems to support discourse and thinking.

IRA is one of the most impactful teaching strategies teachers can use; it gives students opportunities to interact with complex, grade-level text, which is necessary for rigor and growth. It provides a teacher with modeling fluency, effective comprehension, and vocabulary strategies, all of which students need for strong reading development.

An interactive read-aloud builds listening comprehension, which is important for our youngest students. Beginning readers read simpler texts, so teachers need to expose young students to texts with higher language demands early in order to prepare them for later reading. (Students can read from within several levels, depending on interest and background knowledge, so you'll be choosing texts more personalized for each student during their small group and individual reading.)

Interactive reading provides oral language opportunities that are crucial for building vocabulary and knowledge. It helps unpack the code of written text that empowers students both as readers and in their own choices as writers. According to Shifting the Balance, by Jan Burkins and Kari Yates, "Interactive read-aloud provides an important bridge between spoken and written language combining a more conversational guided experience with the more complex and formal language of books."

Selecting a narrative text

An effective IRA begins with carefully selecting a text. I ask myself, "Of all the texts in the world, why am I choosing this one for this group of students?" Students need to feel a sense of belonging in order to learn and that a sense of belonging can grow from seeing one's identity represented in the texts read.

Over time, I strive to provide a variety of narratives with diverse characters to expose my students to new perspectives. By offering a variety of perspectives, I model that we value and learn from differences. By presenting a range of human experiences, I strive to normalize the range of emotions we have as humans. Carefully selected texts provide windows and doors into others' experiences and reflections of one's own experiences. They have the potential to humanize the classroom and the curriculum.

Choosing a range of texts

IRAs can take the form of a variety of texts beyond narratives. I use Gholdy Muhammad's definition of text: " anything that can be read-both print texts and nonprint texts." I've used poetry, lyrics, images, video clips, letters, and nonfiction texts, depending on the priority standards of a lesson and what students will find the most engaging.

Texts can both honor the funds of knowledge, interests, and expertise that students bring to the classroom and expose students to new topics and build background. Nonfiction texts can help students grow skills and expertise in a variety of subject areas, increasing their disciplinary literacy. They can read like a scientist, an artist, and more. This is empowering and helps nurture a learner identity.

When we choose texts intentionally, students feel seen, heard, valued. Stories and texts can normalize the range of human experiences. We sit together in community to read and delve into the text, which builds a sense of belonging. IRA is a beautiful and important strategy to use at the beginning of the school year and throughout the year.

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Interactive Read-Alouds in the Early Grades

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Guiding preschool and early elementary students to interact with texts can engage and empower them to develop their reading skills.

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Eyes wide and mouths agape, 24 8th graders are waiting with bated breath as the villain sneaks up behind our protagonists. I pause. "Should we stop for today?" I ask with a smirk.

"Noooo!" the class collectively reacts, and I laugh and continue. It's rare to have the rapt attention of two dozen adolescents around anything, but when I garner that attention for a book, I am particularly grateful.

Their engagement should hardly be surprising, however. Reading aloud is a strategy elementary school teachers have capitalized on for generations. Teachers use storytelling and drama to get younger students engaged with and loving literature, only to mourn when those same students appear to lose that love once they reach middle and high school. We rarely acknowledge that reading quickly turns from a group experience to an individual one once kids reach middle school.

For the past six years, I've used "read-along," a twist on reading aloud, as a staple of my middle and high school teaching practice. Based on the Performance English program from the Curriculum Research and Development Group at the University of Hawai'i at Mānoa, my students and I read about 75 percent of our texts together in class (they also have independent reading books that they choose). Unlike traditional read-alouds, all students follow along with their own copy of the text, and I stop periodically to explain vocabulary, model note-taking in the margins, or engage in class discussion.

This strategy has been hugely beneficial for my students. Reading texts aloud in class has helped me build community. And the experience of hearing a story together has helped build student enjoyment, engagement, and camaraderie. Since I began doing read-along, my students have started discussing the books we read the way an audience talks after a movie: They walk out of class chatting about what happened. They ask their peers in other classes about the voices I used, or if I added sound effects. Other teachers tell me they catch students reading ahead or discussing what we read in class with their peers.

This love of storytelling can snowball into an overall love of literature that extends beyond our classroom walls. I often have students ask me if Harper Lee has written anything else they can read after we finish To Kill a Mockingbird as a class.

By reading the book with students, I'm also able to engage more deeply in discussions mid-text. When we encounter a difficult word, we stop and work through it as a class. I'll model metacognitive thinking as we read, stopping after a line and questioning my reactions to plot points or literary devices, or connecting the story to other things we've read. Later, I'll ask students to pause and share their reactions and reflect on where those feelings are coming from, as well as have them create text-to-text connections.

Reading aloud can be nerve-wracking for those new to the method. Here are some ways to reap its full benefits:

Use performance and storytelling techniques.

Do I use a subtle Southern affect while reading To Kill a Mockingbird? Absolutely! Not only does it show students that reading can be playful and imperfect (their reactions to different voices are always amusing), but it also helps conjure the world of the novel and attract interest in the story. I create different voices using pitch, vocal placement, and speech patterns to differentiate characters. I also play with pacing to build suspense or excitement. I'll even turn off the lights or project images on the board for ambience.

Build in time and activities to purposefully engage with the text.

Reading along gives us the opportunity to discuss not just the overall story, but the intricacies of the writing. We can model and use a variety of skills to understand new vocabulary, and give students chances to explain their reasoning when they infer meaning. Stopping to help students recognize "sign-post" moments in a story-strategically placed words, phrases, or plot points that help readers recognize that something important is happening-can help them learn and practice deeper analytical skills in a group setting. I'll have students share their thoughts, questions, and epiphanies ( TQEs, as teacher Marisa Thompson calls them) at the ends of sections or even mid-paragraph, ensuring we read actively. These strategies also allow students to have critical conversations with themselves and each other as they read the text, not just after they've read it. Students can hone these skills together before they have to use them independently.

Practice, practice, practice.

Read-aloud is like any performance: We do better when we know what's coming and how we want to create feeling. When I practice, I time myself reading a page so I can better plan for how much we'll get through in class. I also make notes on different voices, difficult words to address, and where I want to stop to engage in discussion or activities.

Only ask students to read if they've had time to prepare or are reading in small groups.

This a question I'm often asked when I share my read-along practice: How much do I read and how much do the students read? I read a majority of the text in a whole-class setting. While reading aloud can build fluency, research shows that forcing students to read aloud, in front of their peers, and without preparation is not only unhelpful, but potentially damaging. When I do have students read aloud, I use a number of strategies that lower the stakes (such as partner or small-group reading) or give them time to prepare a passage on their own. This gives them a chance to practice fluency while ensuring we don't do more harm than good.

Beyond its practical benefits, read-along has provided me some of my most rewarding teaching experiences. Students frequently share that is one of their favorite, most memorable parts of their experiences with me, and nothing quite beats the feeling of hearing a classroom full of students gasp, laugh, or squeal in delight in response to a great story-ultimately leaving us feeling just a little closer to one another at the end of the day.

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Bringing the Joy of Read-Alouds to Middle School Students (Opinion)

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Eyes wide and mouths agape, 24 8th graders are waiting with bated breath as the villain sneaks up behind our protagonists. I pause. "Should we stop for today?" I ask with a smirk. "Noooo!" the class collectively reacts, and I laugh and continue.

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“一起读” 、“独立阅读”、“分享” 三个教

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“一起读” 、“独立阅读”、“分享” 三个教学活动非常清楚，我马上可以用这个框架在课堂中使用。

”独立阅读“的时间：让我可以用”小组学习“ 的方式，专注在需要帮助或挑战的学生。

从 standards中提炼出 teaching point 和 学习目标或是阅读策略，我还需要再多多学习和练习。

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

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The Simple Phrase that Increases Effort 40% - Daniel Coyle

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

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提高初高中语言理解的主要教学策略

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提高初高中语言理解的主要教学策略

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二年级教学实例：5天教学计划

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"Love brings us in close, leads us to study the details of a thing, and asks us to return again and again. These are the motivations and ideas that built this book." ―Chris Lehman and Kate Roberts

You and your students will fall for close reading. In Falling in Love with Close Reading , Christopher Lehman and Kate Roberts show us that it can be rigorous, meaningful, and joyous. You'll empower students to not only analyze texts but to admire the craft of a beloved book, study favorite songs and videogames, and challenge peers in evidence-based discussions.

Chris and Kate start with a powerful three-step close-reading ritual that students can apply to any text. Then they lay out practical, engaging lessons that not only guide students to independence in reading texts closely but also help them transfer this critical, analytical skill to media and even the lives they lead.

Responsive to students' needs and field-tested in classrooms, these lessons include:

strategies for close reading narratives, informational texts, and arguments

suggestions for differentiation

sample charts and student work from real classrooms

connections to the Common Core State Standards

a focus on viewing media and life in this same careful way.

"We see the ritual of close reading not just as a method of doing the academic work of looking closely at text-evidence, word choice, and structure," write Chris and Kate, "but as an opportunity to bring those practices together to empower our students to see the subtle messages in texts and in their lives." Read Falling in Love with Close Reading and discover that the benefits and joy of close reading don't have to stop at the edge of the page.from the book to learn more about Chris and Kate's close-reading ritual for students and for an annotated text that shows how it works.

Read a

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Falling in Love with Close Reading: Lessons for Analyzing Texts--and Life

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Amazon.com: Falling in Love with Close Reading: Lessons for Analyzing Texts-and Life: 9780325050843: Christopher Lehman, Kathleen Roberts, Tobey Antao, Donalyn Miller: Books

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汉子表-词汇表-语法等级大纲

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汉子表-词汇表-语法等级大纲

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引导阅读亦或是小组教学？

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引导阅读亦或是小组教学？

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上海美校阅读教学 Onsite 实践学习反思

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如您对教学有进一步的疑惑与需求，可以记录在这

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如您对教学有进一步的疑惑与需求，可以记录在这里， 我们会随时跟进。

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Comprehension Planning for Shared Texts + Independent Read

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Comprehension Planning for Shared Texts + Independent Read

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Comprehension Planning for Shared Texts + Independent Read

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文本：《剃头大师》

教学点：用标题作为关键词在文中寻找重要细节

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学习了阅读科学的教学基本流程

希望能进一步深入各部分的教学操作细节

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Puxi小学试讲资料-通过动作来分析人物的特点

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Puxi小学试讲资料-通过动作来分析人物的特点

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通过动作来分析人物的特点