Tools for diverse learners
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The document provides tips and strategies for teaching reading and writing to students. It recommends organizing the classroom library and establishing clear expectations. Key strategies include making reading part of all lessons, identifying students' abilities and interests, encouraging writing and discussion, and tracking student progress. It also suggests having books available in multiple languages, using dictionaries, and consistently guiding students. Additional tips involve engaging students by relating lessons to their peers and lives, providing choice, and beginning with vocabulary to facilitate writing.
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A, B, C and 1, 2, 3 - Pixie 2 in the Elementary Classroom
Add excitement to your classroom curriculum! Explore original student-created activities made with Tech4Learning\'s Pixie 2.
This new creativity tool has an array of paint and easy-to-use editing tools and cross curricular stickers. Accessibility preferences make this software ideal for all ages and learning skills.
Open House Powerpoint
The document provides information about writing portfolios for 7th grade students at Danville Bate Middle School. It explains that portfolios include 3 pieces - a personal/literary piece, a transactive piece, and a reflective piece. The document then outlines the writing process and provides guidance on how parents can support their children during each stage, including prewriting, drafting, revising, editing, and publishing. Parents are encouraged to engage in discussions, ask questions, provide resources and feedback, while allowing their children autonomy over their work.
Teaching Writing
This document provides guidance on how to teach writing. It recommends that teachers consider students' level, interests and number of assignments. The writing process involves pre-writing, organizing, writing, revising and sharing work. Teachers should see errors as opportunities for learning and give students time to self-correct before pointing out mistakes. Suggested activities include writing dictations, newspaper articles, reports and other genres.
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed below:
ype:ย Discussion Board
Unit:ย ย
Culture and the Individual Experience
Due Date:ย ย
Sun, 4/24/16
Grading Type:ย Numeric
Points Possible:ย ย
75
Points Earned:ย ย
0
Deliverable Length:ย ย
3-4 paragraphs
View objectives for this assignment
Go To:
Assignment Details
Learning Materials
Reading Assignment
My Work:
Online Deliverables:ย
Discussion Board
Looking for tutoring?ย
Go to Smarthinking
Collapse Allย |ย Expand All
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Focus your discussion on the following:
How confident are you that companies today take culture into proper account and balance along with other aspects of productivity? Why?
What specific instances can you cite from experience and from academic literature? Be sure to include APA-formatted references in your response.
What can an individual do in any of these areas (music, literature, art, theater, education, or religion) to sustain and grow a healthy and useful culture?
What reasons do you have for doing anything?
What is the role of the individual versus the role of government in sustaining and building a healthy and robust culture through the humanities?
What should be the individualโs role in his or her own community and country, and what should the role be in regions outside of the home country?
What is the role of educational institutions in shaping and encouraging specific cultural and humanities concepts alongside the emphasis on knowledge and facts?
Which areas of the humanities should be emphasized? Why?
For assistance with your assignment, please use your text,.
Authoring cycle
The document outlines the authoring cycle or writing process, which includes generating ideas from personal experiences, drafting, revising with author's circles, editing conventions, and publishing the final work. It emphasizes starting with students' own experiences, using mini-lessons and modeling to teach genres and techniques, and having students work through multiple drafts with peer feedback before final editing and publication. The goal is to help students improve their writing and view themselves as authors through this recursive process.
Nonfiction Inquiry & Literature Circles
The document discusses inquiry-based learning and its benefits. It notes that inquiry-based learning engages students, fosters thinking skills, appeals to adolescents' need for social learning, and can lead to deeper comprehension compared to traditional teaching methods. The document also provides examples of the inquiry process, including establishing background knowledge, shared reading strategies, small group collaboration, investigating topics, and creating final projects to demonstrate understanding.
When Ebooks Go to School
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
HOW TO HELP YOUR CHILD IN ENGLISH
The document provides guidance for parents on how to support their children in key stage 3 English. It covers reading, writing, and talking and listening. For reading, it recommends making a variety of materials available and visiting the library. For writing, it discusses understanding the writing process and purpose/audience, as well as providing feedback and encouragement. For talking and listening, it suggests discussing events, encouraging opinions, and involving children in conversations to expand vocabulary.
Recommended
A, B, C and 1, 2, 3 - Pixie 2 in the Elementary Classroom
Add excitement to your classroom curriculum! Explore original student-created activities made with Tech4Learning\'s Pixie 2.
This new creativity tool has an array of paint and easy-to-use editing tools and cross curricular stickers. Accessibility preferences make this software ideal for all ages and learning skills.
Open House Powerpoint
The document provides information about writing portfolios for 7th grade students at Danville Bate Middle School. It explains that portfolios include 3 pieces - a personal/literary piece, a transactive piece, and a reflective piece. The document then outlines the writing process and provides guidance on how parents can support their children during each stage, including prewriting, drafting, revising, editing, and publishing. Parents are encouraged to engage in discussions, ask questions, provide resources and feedback, while allowing their children autonomy over their work.
Teaching Writing
This document provides guidance on how to teach writing. It recommends that teachers consider students' level, interests and number of assignments. The writing process involves pre-writing, organizing, writing, revising and sharing work. Teachers should see errors as opportunities for learning and give students time to self-correct before pointing out mistakes. Suggested activities include writing dictations, newspaper articles, reports and other genres.
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed below:
ype:ย Discussion Board
Unit:ย ย
Culture and the Individual Experience
Due Date:ย ย
Sun, 4/24/16
Grading Type:ย Numeric
Points Possible:ย ย
75
Points Earned:ย ย
0
Deliverable Length:ย ย
3-4 paragraphs
View objectives for this assignment
Go To:
Assignment Details
Learning Materials
Reading Assignment
My Work:
Online Deliverables:ย
Discussion Board
Looking for tutoring?ย
Go to Smarthinking
Collapse Allย |ย Expand All
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Focus your discussion on the following:
How confident are you that companies today take culture into proper account and balance along with other aspects of productivity? Why?
What specific instances can you cite from experience and from academic literature? Be sure to include APA-formatted references in your response.
What can an individual do in any of these areas (music, literature, art, theater, education, or religion) to sustain and grow a healthy and useful culture?
What reasons do you have for doing anything?
What is the role of the individual versus the role of government in sustaining and building a healthy and robust culture through the humanities?
What should be the individualโs role in his or her own community and country, and what should the role be in regions outside of the home country?
What is the role of educational institutions in shaping and encouraging specific cultural and humanities concepts alongside the emphasis on knowledge and facts?
Which areas of the humanities should be emphasized? Why?
For assistance with your assignment, please use your text,.
Authoring cycle
The document outlines the authoring cycle or writing process, which includes generating ideas from personal experiences, drafting, revising with author's circles, editing conventions, and publishing the final work. It emphasizes starting with students' own experiences, using mini-lessons and modeling to teach genres and techniques, and having students work through multiple drafts with peer feedback before final editing and publication. The goal is to help students improve their writing and view themselves as authors through this recursive process.
Nonfiction Inquiry & Literature Circles
The document discusses inquiry-based learning and its benefits. It notes that inquiry-based learning engages students, fosters thinking skills, appeals to adolescents' need for social learning, and can lead to deeper comprehension compared to traditional teaching methods. The document also provides examples of the inquiry process, including establishing background knowledge, shared reading strategies, small group collaboration, investigating topics, and creating final projects to demonstrate understanding.
When Ebooks Go to School
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
HOW TO HELP YOUR CHILD IN ENGLISH
The document provides guidance for parents on how to support their children in key stage 3 English. It covers reading, writing, and talking and listening. For reading, it recommends making a variety of materials available and visiting the library. For writing, it discusses understanding the writing process and purpose/audience, as well as providing feedback and encouragement. For talking and listening, it suggests discussing events, encouraging opinions, and involving children in conversations to expand vocabulary.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Getting close to the text to read closely handout
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
Summer reading strategies
This document provides an overview of reading instruction strategies for kindergarten through 5th grade, including a summary of Reader's Workshop components and strategies to support reading development at home and over the summer. It discusses focusing on surface reading structures like fluency and decoding in early grades and shifting to deep reading structures like comprehension and making inferences in later grades. Specific strategies are outlined for different grade levels, such as asking questions about characters and settings for younger readers and monitoring comprehension and vocabulary for older readers.
Hands Off Vanna! Giving Students Control of IWB Learning
This presentation by Candace Hackett Shively of TeachersFirst.com was given at ISTE 2011. If you use it, please let us know via the Contact link on TeachersFirst.com. We are a free service from the non-profit. The Source for Learning. You story will help us continue to obtain funding for new content on our free, ad-free service for teachers.
Nonfiction Research Units of Study
This document provides information about implementing a Writer's Workshop model in the classroom. It discusses the key components of Writer's Workshop including a 10 minute minilesson, 40 minutes for independent writing and conferencing, and a 10 minute sharing period. The minilesson should provide explicit instruction on writing skills and strategies. During independent writing time, students work on their own writing with teacher conferencing and small groups. Sharing allows students to celebrate their work. The document also provides examples of minilesson topics and guidelines for setting up a supportive classroom environment.
Bc week 8 lesson notes
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
Thematicplan
This document provides guidance for planning an integrated thematic curriculum unit. It discusses organizing curriculum around a central theme to integrate different subject areas and developmental domains. Key aspects include selecting an appropriate theme based on children's interests and abilities, developing major understandings to be acquired, and creating a plan with goals, activities, assessments and opportunities for family involvement. Sample themes, mind maps, charts and outlines are provided to illustrate the planning process.
Litercay For Everyone March 20, 2014 Providence Public Schools Workshop
This document outlines an agenda for a teacher training workshop on literacy in the classroom. It includes:
- An opening activity where teachers create posters answering "What does literacy look like in a classroom?"
- A mini-lesson defining the four dimensions of literacy: reading, writing, speaking, and listening.
- An activity where teachers apply literacy strategies to their own classrooms in small groups.
- Groups then share their ideas, which include strategies like reading comprehension instruction, writing opportunities, discussions, and incorporating literacy across all subjects.
The goal is for teachers to understand literacy and plan ways to promote it in their own practice.
Day 1 final sbcusd writing pd advanced
Provide daily writing opportunities using the writing process. Have students publish new writing pieces monthly. The writing should demonstrate use of the full writing process.
BC8 P20 week 7 writing1
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
Unit A3: Why use stories?
Unit of learning designed by Julie Noble from Northfield Primary School, Alberton Cluster for the Make It Count project.
Reading comprehension as social constructive: Literature circles
1) The document discusses literature circle discussions as an alternative to the traditional IRE (Initiate, Respond, Evaluate) model of reading comprehension. Literature circles allow students to take a more active role in discussing texts in small groups using assigned roles.
2) Key roles described include the Discussion Director, Character Captain, Connector, Literary Luminator, Word Wizard, and Reporter. These roles are intended to scaffold discussion and encourage deeper comprehension, vocabulary development, and social skills.
3) The goals of literature circles are for students to gain insight into texts, learn about each other through discussion, and develop verbal and social skills around books and reading. Videos are also included showing teachers and students engaging in literature circle
Non fiction workshop ns
This document provides guidance for teaching research and writing skills using a Writer's Workshop model. It outlines the key components of Writer's Workshop including mini-lessons, independent writing time, conferencing, and sharing. It also discusses teaching research skills using frameworks like the Big 6 and Super 3 models. Teachers are encouraged to develop lesson plans that integrate research into the Writer's Workshop using both traditional and digital resources and presentations.
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies various print and digital resources that work well for youth with ASD, including predictable books, formulaic series, non-fiction, rhyming books, and periodicals. Effective reading strategies include using word games, modeling think-aloud reading, and creating picture books. The document also discusses instructional strategies like direct instruction, discrete trial training, constructivist approaches, and ensuring accessibility for visual and language issues. It emphasizes the importance of collaboration, establishing routines, and incorporating the youth's interests.
Serving Children with Autism Spectrum Disorder: Part 2 (June 2018)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies various print and digital resources that work well for youth with ASD, including predictable books, formulaic stories, non-fiction, rhyming books, and periodicals. The document also discusses effective reading strategies, such as using word games, modeling think-aloud reading, and creating picture books. It outlines instructional strategies like discrete trial training, constructivist approaches, and incorporating assistive technologies to aid communication. The overall goal is to make the library experience accessible and supportive for all youth.
Abbreviated literacy
The document discusses the importance of literacy, specifically reading and writing, across all subject areas in the classroom. It notes that students need skills to comprehend content-area texts and that all teachers should provide reading opportunities. When reading and writing instruction are combined, it leads to deeper learning than either process alone. The document also provides strategies and frameworks to help increase student literacy, including having students actively engage with texts through discussions, questions, and connecting ideas to their own lives and experiences.
How To Teach Writing
This document provides guidance on how to teach writing to students. It recommends considering students' level, interests, and number/type of assignments. The writing process involves pre-writing, organizing, writing, revising, and sharing. Teachers should see errors as opportunities for learning rather than failures and focus on meaning over mechanics when providing feedback. Suggested writing activities include altering dictations, writing newspaper articles, reports, letters, menus, posters, emails and advertisements.
Activate Your Learners! Active Learning Strategies for Fostering Participant ...
This document discusses using active learning techniques to engage students in information literacy sessions. It presents various active learning activities that can be used, organized by learning goals and ACRL standards. These include games like Jeopardy and activities using props to demonstrate concepts like Boolean logic. Tips are provided for implementing active learning, such as encouraging participation and using humor. Participants are prompted to reflect on what active learning activities they currently use and which discussed activities could work for their sessions.
Glad
GLAD (Guided Language Acquisition Design) is an instructional model that promotes English language acquisition, academic achievement, and cross-cultural skills. It provides access to core curriculum through four main components: Focus/Motivation, Input, Guided Oral Practice, and Reading & Writing. These components incorporate visuals, modeling, and collaborative activities to develop students' academic language and literacy skills in an engaging way.
Presidential Introduction
This document discusses a lesson on presidential introductions that is split into 5 parts. It asks how the lyrics of the song "Fortunate Son" relate to the American presidency and what the overall message of the songwriter is. The lesson aims to introduce students to concepts around the US presidency.
Fiscal Policy
This document discusses fiscal policy and the multiplier effect through a series of scenarios. It explains that an increase in spending, such as from government spending or tax cuts, can have a multiplier effect as that new spending becomes income for others and continues circulating. However, increased government borrowing to fund spending can raise interest rates and "crowd out" private investment. It also discusses how fiscal policy tools like tax increases can combat inflation by reducing aggregate demand.
More Related Content
Similar to Tools for diverse learners
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Getting close to the text to read closely handout
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
Summer reading strategies
This document provides an overview of reading instruction strategies for kindergarten through 5th grade, including a summary of Reader's Workshop components and strategies to support reading development at home and over the summer. It discusses focusing on surface reading structures like fluency and decoding in early grades and shifting to deep reading structures like comprehension and making inferences in later grades. Specific strategies are outlined for different grade levels, such as asking questions about characters and settings for younger readers and monitoring comprehension and vocabulary for older readers.
Hands Off Vanna! Giving Students Control of IWB Learning
This presentation by Candace Hackett Shively of TeachersFirst.com was given at ISTE 2011. If you use it, please let us know via the Contact link on TeachersFirst.com. We are a free service from the non-profit. The Source for Learning. You story will help us continue to obtain funding for new content on our free, ad-free service for teachers.
Nonfiction Research Units of Study
This document provides information about implementing a Writer's Workshop model in the classroom. It discusses the key components of Writer's Workshop including a 10 minute minilesson, 40 minutes for independent writing and conferencing, and a 10 minute sharing period. The minilesson should provide explicit instruction on writing skills and strategies. During independent writing time, students work on their own writing with teacher conferencing and small groups. Sharing allows students to celebrate their work. The document also provides examples of minilesson topics and guidelines for setting up a supportive classroom environment.
Bc week 8 lesson notes
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
Thematicplan
This document provides guidance for planning an integrated thematic curriculum unit. It discusses organizing curriculum around a central theme to integrate different subject areas and developmental domains. Key aspects include selecting an appropriate theme based on children's interests and abilities, developing major understandings to be acquired, and creating a plan with goals, activities, assessments and opportunities for family involvement. Sample themes, mind maps, charts and outlines are provided to illustrate the planning process.
Litercay For Everyone March 20, 2014 Providence Public Schools Workshop
This document outlines an agenda for a teacher training workshop on literacy in the classroom. It includes:
- An opening activity where teachers create posters answering "What does literacy look like in a classroom?"
- A mini-lesson defining the four dimensions of literacy: reading, writing, speaking, and listening.
- An activity where teachers apply literacy strategies to their own classrooms in small groups.
- Groups then share their ideas, which include strategies like reading comprehension instruction, writing opportunities, discussions, and incorporating literacy across all subjects.
The goal is for teachers to understand literacy and plan ways to promote it in their own practice.
Day 1 final sbcusd writing pd advanced
Provide daily writing opportunities using the writing process. Have students publish new writing pieces monthly. The writing should demonstrate use of the full writing process.
BC8 P20 week 7 writing1
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
Unit A3: Why use stories?
Unit of learning designed by Julie Noble from Northfield Primary School, Alberton Cluster for the Make It Count project.
Reading comprehension as social constructive: Literature circles
1) The document discusses literature circle discussions as an alternative to the traditional IRE (Initiate, Respond, Evaluate) model of reading comprehension. Literature circles allow students to take a more active role in discussing texts in small groups using assigned roles.
2) Key roles described include the Discussion Director, Character Captain, Connector, Literary Luminator, Word Wizard, and Reporter. These roles are intended to scaffold discussion and encourage deeper comprehension, vocabulary development, and social skills.
3) The goals of literature circles are for students to gain insight into texts, learn about each other through discussion, and develop verbal and social skills around books and reading. Videos are also included showing teachers and students engaging in literature circle
Non fiction workshop ns
This document provides guidance for teaching research and writing skills using a Writer's Workshop model. It outlines the key components of Writer's Workshop including mini-lessons, independent writing time, conferencing, and sharing. It also discusses teaching research skills using frameworks like the Big 6 and Super 3 models. Teachers are encouraged to develop lesson plans that integrate research into the Writer's Workshop using both traditional and digital resources and presentations.
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies various print and digital resources that work well for youth with ASD, including predictable books, formulaic series, non-fiction, rhyming books, and periodicals. Effective reading strategies include using word games, modeling think-aloud reading, and creating picture books. The document also discusses instructional strategies like direct instruction, discrete trial training, constructivist approaches, and ensuring accessibility for visual and language issues. It emphasizes the importance of collaboration, establishing routines, and incorporating the youth's interests.
Serving Children with Autism Spectrum Disorder: Part 2 (June 2018)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies various print and digital resources that work well for youth with ASD, including predictable books, formulaic stories, non-fiction, rhyming books, and periodicals. The document also discusses effective reading strategies, such as using word games, modeling think-aloud reading, and creating picture books. It outlines instructional strategies like discrete trial training, constructivist approaches, and incorporating assistive technologies to aid communication. The overall goal is to make the library experience accessible and supportive for all youth.
Abbreviated literacy
The document discusses the importance of literacy, specifically reading and writing, across all subject areas in the classroom. It notes that students need skills to comprehend content-area texts and that all teachers should provide reading opportunities. When reading and writing instruction are combined, it leads to deeper learning than either process alone. The document also provides strategies and frameworks to help increase student literacy, including having students actively engage with texts through discussions, questions, and connecting ideas to their own lives and experiences.
How To Teach Writing
This document provides guidance on how to teach writing to students. It recommends considering students' level, interests, and number/type of assignments. The writing process involves pre-writing, organizing, writing, revising, and sharing. Teachers should see errors as opportunities for learning rather than failures and focus on meaning over mechanics when providing feedback. Suggested writing activities include altering dictations, writing newspaper articles, reports, letters, menus, posters, emails and advertisements.
Activate Your Learners! Active Learning Strategies for Fostering Participant ...
This document discusses using active learning techniques to engage students in information literacy sessions. It presents various active learning activities that can be used, organized by learning goals and ACRL standards. These include games like Jeopardy and activities using props to demonstrate concepts like Boolean logic. Tips are provided for implementing active learning, such as encouraging participation and using humor. Participants are prompted to reflect on what active learning activities they currently use and which discussed activities could work for their sessions.
Glad
GLAD (Guided Language Acquisition Design) is an instructional model that promotes English language acquisition, academic achievement, and cross-cultural skills. It provides access to core curriculum through four main components: Focus/Motivation, Input, Guided Oral Practice, and Reading & Writing. These components incorporate visuals, modeling, and collaborative activities to develop students' academic language and literacy skills in an engaging way.
Similar to Tools for diverse learners (20)
Hands Off Vanna! Giving Students Control of IWB Learning
Hands Off Vanna! Giving Students Control of IWB Learning
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Litercay For Everyone March 20, 2014 Providence Public Schools Workshop
Litercay For Everyone March 20, 2014 Providence Public Schools Workshop
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Reading comprehension as social constructive: Literature circles
Reading comprehension as social constructive: Literature circles
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Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
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Serving Children with Autism Spectrum Disorder: Part 2 (June 2018)
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This document discusses fiscal policy and the multiplier effect through a series of scenarios. It explains that an increase in spending, such as from government spending or tax cuts, can have a multiplier effect as that new spending becomes income for others and continues circulating. However, increased government borrowing to fund spending can raise interest rates and "crowd out" private investment. It also discusses how fiscal policy tools like tax increases can combat inflation by reducing aggregate demand.
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The document discusses the Supreme Court nomination process. It explains that the President nominates Supreme Court justices and the Senate holds confirmation hearings and votes on whether to approve the nomination. It also discusses different judicial philosophies that influence a President's selection of nominees and how the nomination and confirmation process allows the executive and legislative branches to check the judicial branch.
A Very Big Branch (Bureaucracy)
This document appears to be a series of slides from an online lesson about the executive branch of the US government and bureaucracy. It includes definitions of key terms, examples of executive agencies and their roles, quizzes and discussion questions about regulations and enforcement. The goal seems to be helping students understand the large network of departments, agencies, and roles within the executive branch.
The legislative process
This document is a 30-page lesson on the legislative process. It includes sections on when a congressman might act as a delegate or trustee, an open-ended question, a Schoolhouse Rock video, another open-ended question on why so few bills become law, and a quiz on the legislative process. The lesson covers the typical steps bills go through in Congress, from introduction to committee work to floor debates to the president.
How Congress Works
This document appears to be a 31-slide lesson on how Congress works. It includes slides with text, questions for students to answer, and political cartoons. The slides cover topics like the composition of Congress, differences between the House and Senate, the role of party leadership and committees, and the legislative process. The goal seems to be to educate students on the structure and functions of the U.S. Congress.
Peaceful Transition of Power 2021
The document is a lesson about the peaceful transfer of power in the US presidency. It includes sections on Ronald Reagan's 1981 inaugural address, where he notes that the regular transfer of power through elections seems miraculous globally. It asks how cooperation in transitions safeguards the American Republic. Learners are prompted to explain why transitions illustrate the success of the US experiment or are important domestically and internationally.
The role of media
This document appears to be a lesson plan on the role of media. It includes links to various news articles and videos. The lesson discusses how different types of media outlets have different agendas that influence which stories they choose to cover. It also addresses how commercial news sources make money through advertising and aim to attract audiences. The lesson quizzes students on these concepts and asks them to reflect on questions about media influence and setting the public agenda.
Interest groups
This document is a 50-page lesson on interest groups. It includes definitions of interest groups, examples of different types of interest groups like the Sierra Club and AARP, activities they engage in like lobbying and donating money, and quizzes about interest groups. The lesson explains how interest groups try to influence public policy and elections by informing the public, endorsing political candidates, and lobbying the government.
Show me the money
This document is a 38-page lesson on the connection between money and politics. It includes a Pink Floyd music video, discussion questions, explanations of terms like interest groups, political action committees (PACs), and super PACs. It also discusses how these groups can raise and spend unlimited sums to influence elections, and covers the Supreme Court's Citizens United decision that deregulated campaign finance laws. The lesson aims to explain how interest groups, political donations, and spending work within the political process in the United States.
Primaries caucuses
This document is a lesson on primaries and caucuses that is presented over 35 slides. It includes information about the general process of the presidential election, a timeline activity, an election calendar, videos explaining how primaries and caucuses work, quizzes comparing primaries and caucuses, and open-ended discussion questions about advantages of each and a state's primary process. Students are asked to create a Venn diagram to contrast primaries and caucuses. The lesson provides information to help students understand the differences between primaries and caucuses and how the presidential nomination process unfolds.
One big party
The document discusses political parties and the two-party system in the United States. It includes questions about party roles, platforms, and voter registration. There are also true/false questions testing understanding of independent voters, third party candidates, party access and information, and the balance of power between parties in Congress. The purpose is to help students learn about the characteristics and functions of the two dominant political parties in the US.
Fiscal and-monetary-policy
This document discusses fiscal and monetary policy tools used by governments and central banks to influence aggregate demand and stabilize economies. Fiscal policy tools include changes to government spending and taxes by Congress and the President. Monetary policy tools are used by the Federal Reserve and include open market operations, reserve requirements, and interest rates. Both fiscal and monetary policies can be either expansionary or contractionary depending on whether their goal is to increase or decrease aggregate demand to address recessionary or inflationary gaps in the economy.
Examining global opinion
This document appears to be a series of lessons examining global opinion on various topics based on poll data and graphs. It includes open-ended questions asking students to summarize information, identify trends or inconsistencies, and compare opinions across different countries and time periods. Students are prompted to analyze differences in how favorably various nations view the American people versus the United States. The lesson examines topics like priorities around jobs versus the environment, views of U.S. anti-terrorism efforts, and support for continued Western military presence.
Federalism with McCulloch
This document discusses the concept of federalism in the United States, focusing on the landmark Supreme Court case McCulloch v. Maryland. It presents information on the enumerated and reserved powers of the federal and state governments. It also considers whether the federal government has the authority to establish a national bank and whether states can tax that bank, addressing arguments made in McCulloch v. Maryland. Open-ended questions ask about the advantages of a national bank, why states may feel threatened by one, and whether certain laws are justified by implied federal powers.
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Tools for diverse learners
- 3. ๏ง Organize Library (level, categorize) ๏ง Establish Expectations ๏ง Make Reading Part of All Lessons ๏ง Identify Ability/Interests
- 4. ๏ง Encourage Writing and Discussion ๏ง Check In ๏ง Track (chart, map, timeline, list) ๏ง Revisit Growth Mindset ๏ง Have Online Games and Resources Available to Engage ๏ง Provide Books in Both Languages ๏ง Dictionary (Digital and Paper) ๏ง Consistently Guide and Encourage ๏ง Make Time to Reflect
- 6. ๏ง Provides an Opportunity to Discuss and Share with Peers ๏ง Engage and Excite ๏ง Make Relevant ๏ง Kids are More Connected to Sharing with Peers than Their Teacher (feels less like typical work) ๏ง Provide Choice, Accountability, Differentiation: ๏ง Trailers, Talks, Partner Read, Interviews, Headlines, Creative PromptThis Photo by Unknown Author is licensed under CC BY
- 8. START WITH SUGGESTIONS, THEN GIVE CHOICES, EVENTUALLY STUDENTS CREATE THEIR OWN OFTEN BEGIN WITH VOCABULARY, AIDS IN PROCESSING, FACILITATES WRITING WORD CHARTS PROVIDE AN OPPORTUNITY TO CONNECT TO VOCABULARY, MAP THE CONNECTION, THEN USE THE WORDS
- 9. 1. Prior Knowledge 2. Key Elements Needed to Understand 3. Vocabulary Skills 4. Task to Learn
- 11. ๏ง Pronounce and Write ๏ง Examples and Description ๏ง Students Define in Own Words and Add Visual Connection ๏ง Reinforce (Categorize, Word Webs, Tech Tools) ๏ง Student Discussion ๏ง Games (Charades, Head Bands) This Photo by Unknown Author is licensed under CC BY-NC-ND
- 13. Create Context by Linking Personal Experience to New Concepts KWL Anticipation Guide (Continuum, Four Corners, Plickers) Video ClipsCurrent Events Exposure to Text Field Trip
- 14. Ferlazzo, Larry and Sypnieski, Kate Hull. (2018). The ELL Teacherโs Toolbox. San Francisco, CA: Jossey-Bass (First Edition)