The document outlines a lesson plan for a 1st grade adapted curriculum class. The lesson focuses on teaching students to identify characters, settings, and key details in stories. The teacher will begin by playing a familiarization game with students and then read a story aloud, stopping regularly to ask questions and prompt students. Students will then work independently to listen to another story and answer teacher questions to assess comprehension. The teacher will use informal observations and anecdotal notes to evaluate student understanding during discussions. Intervention plans are outlined for students struggling to understand.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
Language Used in Academic Texts from Various Disciplines.pptxCendz Flores
"Explore the diversity of language used in academic writing across various disciplines! This presentation takes a closer look at the language used in texts from fields such as science, humanities, social sciences, and more. See how each discipline has its own unique linguistic features and conventions that shape the way knowledge is communicated.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
Language Used in Academic Texts from Various Disciplines.pptxCendz Flores
"Explore the diversity of language used in academic writing across various disciplines! This presentation takes a closer look at the language used in texts from fields such as science, humanities, social sciences, and more. See how each discipline has its own unique linguistic features and conventions that shape the way knowledge is communicated.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
What should school papers contain? Sharing with you all sample articles from various issues of our school paper "The Bicol Scholar". I also give lectures on school paper content. Email me at gurugeri@gmail.com or message me on Facebook (https://www.facebook.com/sir.jerry). Have fun and good luck on your school paper production endeavors!
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
What should school papers contain? Sharing with you all sample articles from various issues of our school paper "The Bicol Scholar". I also give lectures on school paper content. Email me at gurugeri@gmail.com or message me on Facebook (https://www.facebook.com/sir.jerry). Have fun and good luck on your school paper production endeavors!
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
1-28-2022 Lesson Plan.pdf
1. 1
UbD Daily Planning Format
Plan for Instruction
TEACHER: Emily M. Bond DATE(s): Jan. 28, 2022
CLASS: 1st
Grade Adapted Curriculum ELA UNIT/KEY STANDARDS:
CCR Anchor Standard RL.1 – Read closely to determine what
the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
• Extended Content Standard RL.1.1. Identify details in
familiar stories.
CCR Anchor Standard RL.3 –Analyze how and why individuals,
events, and ideas develop and interact over the course of a
text.
• Extended Content Standard RL.1.3 Identify characters
and settings in a familiar story.
IEP Student Goals:
Given a familiar text students will answer factual questions
about a familiar text with 80% accuracy in 4 out of 5 trials by
the end of the first quarter of instruction.
TITLE (if applicable): Reading Comprehension: Central Ideas
Brief Overview (Summary) of the Unit:
Students are working to identify character, setting, and key details in a text read aloud. These factual
comprehension questions will provide students with comprehension skills when reading.
Information from UbD Stage 1: Desired Results
Competency (Key
knowledge, skill and/or
misconceptions will be
addressed):
Enduring Understanding(s): First grade students are expected to be able to make logical inferences and cite the
text to draw conclusions. Students with disabilities on the extended content
standards are expected to be able to identify details in the story. Students should
also be able to analyze how and why characters interact and develop throughout a
text. Extensions students are expected to identify characters and settings in a story
that is familiar to them. Students must be exposed to multiple stories to develop
these skills. Students must have an understanding of what key details are in a story
and how to identify which details are most important. Students must also know what
characters and settings are in stories and how to identify them in a text.
Essential Question(s) –
could be used as an
Academic Prompt):
Students will understand how to talk about a story using details from the text. By
understanding the key details and identifying characters and the setting in a story
students are developing their comprehension of literature. Students will gain a
better understanding of how to talk about a text and provide connections, details,
and examples from the story.
2. 2
Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:
Plans for after this learning/competency is complete: What will the students do if they finish early?
Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will… The Student will…
W
Where are we going?
What is expected?
Read a story aloud and facilitate
understanding of factual comprehension
questions.
Students are expected to know character,
setting, and key details.
The goal is that students will be able to
eventually provide a full retell of a familiar
story read aloud.
H
How will we hook
(Introduce this to) the
students?
Students will be introduced to this
activity by playing “you tell me.” this is a
game where the teacher asks the
students about a familiar topic to them
(Example: Alex likes Dinosaurs, Teacher
says: Alex tell me about the setting
where dinosaurs might live?) and the
teacher pretends to know nothing about
it. This excites students and the teacher
will then translate this skill to the story
read aloud
Engage in interactive game to tell about
familiar topic. This introduces the type of
retell and language that students will use
when talking about a story.
E
How will we equip
students for expected
performances?
Direct instruction and total vocabulary
knowledge will support students in
making expected progress. Students
who struggle with verbal responses will
be provided a total communication
approach
Practice using vocabulary and language
approaches that provide information about
the story.
R
How will we rethink or
revise?
Students are likely to misunderstand
“key details” often students provide
random details from the text that do not
support or are not critical to the main
idea of the story.
ELL’s may struggle with this task
because both content vocabulary and
oral language comprehension are
necessary to formulate a response to
these questions.
• Direct instruction of content
Engage in multiple opportunities throughout
the read aloud for student responses.
3. 3
vocabulary will help students to
understand.
• Use picture supports to support
student understanding.
• Bilingual text to support ELL’s
comprehension
E
How will students self-
evaluate and reflect
their learning?
Provide multiple opportunities and
prompts to guide student thinking while
allowing for students to engage with
each other through discussion.
Through discussion with a small group
students will reflect and evaluate their ability
to show this skill.
T
How will we tailor
learning to varied needs,
interests, and learning
styles?
The opening game will target student
interests. The read aloud will be
selected from familiar favorites of
students. Students will be provided all
accommodations and behavior supports
to meet their learning needs.
Students will engage in interactive discussion
that begins by engaging their interests.
O
How will we organize the
sequence of learning
during the lesson?
1. students will sit on the carpet and
teacher will introduce the lesson
2. Teacher and students will play “You
Tell Me” To promote conversation and
retell skills
3. Teacher will reinforce target
vocabulary - character, setting, detail
4. Read the story out loud, stopping to
question and prompt students.
5. Class discussion about character,
setting, and key details.
6. Students will work independently
listening to a story and the teachers will
walk around to ask questions 1:1
and collect assessment data
Students will participate in the lesson at the
intended pace. The pacing of this lesson is
designed to keep students focus and provide
the base for skills needed throughout the
lesson. By engaging in all components of the
lesson students will be able to complete the
independent activity.
Information from Stage 2: Evidence
Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative
evidence such as
conferencing, group Q/A,
Observation, Dialogue (Kid
Talk and or Kid-Teacher
happening during the
learning):
Goal(s): Students will be on the carpet in a small group setting, no more
than 5 students. They will then listen to a familiar story read aloud.
Through modeling and prompting the teacher will guide students
through identifying character, setting, and key ideas in the text.
Role: Students will answer guiding questions in a small group setting to
help them to identify key story elements.
Audience: The teacher and the students are the audience.
Situation: In a small group, no more than 5, and in a teacher led
discussion activity about a story read aloud.
Performance: Students will be actively participating in the discussion
about a story.
Standards: Students will be assessed using an observation checklist and
anecdotal records to record student responses during the whole class
discussion
4. 4
Performance Task/Project:
(attach rubric)
Student performance will be scored based on:
● On topic response to a prompt.
● Use of details or supporting evidence from the text.
● Show understanding of detail, character, or setting.
A full answer would be recorded as a 3, and 1 point given for the ability
to show any of the above criteria.
Scores would be recorded on a checklist with anecdotal records to show
student responses.
Other: Students will provide responses in a circle time discussion. Students will
lesson to parts of a familiar story and when prompted, answer questions
about the text that show their understanding of key details, setting, and
characters.
Resources Used/Materials Needed: Websites, books, video, etc.
Type of Resource(s): Name of Resource(s):
Stories read aloud EPIC - Stories Read Aloud: This App can be used as an
extension of this activity and will have students listen to a
story and provide a response to prompts
Guided Reading Leveled Texts
Reflection:
Were the lessons successful? How do you know? What would you do differently next time?
Intervention (What will we do if students don’t learn it?)
• If students do not meet expected understanding we will reinforce and shorten the lesson. Focusing
in on just key details until that skill is mastered
• If students continue to struggle with comprehension, we will design 1:1 intervention with students to
help develop students skills in a smaller setting.
Enrichment (What will we do if students don’t learn it?)
• Incorporate multiple texts so that students are exposed to different stories to continue to work on this
skill.