The document provides instructions for creating different types of graphic organizers called "Foldables" that can be used to teach and reinforce reading skills. Foldables are 3D, student-made organizers that allow students to interact with and organize information in a hands-on way. The document describes how to make various Foldables like the Answer Mitt, Picture Frame, Shutter, Four Door, Pocket, Standing Cube, Layered Book, Large Word Study Book, and Matchbook and suggests ways these can be used for vocabulary, comprehension, phonics, and other reading skills.
Dennis Rader, known as the BTK serial killer, murdered at least 10 victims in Kansas between 1974-1991. As a child, he engaged in animal cruelty and developed fantasies of bondage, control, and torture. He appeared outwardly normal as an adult, marrying and working stable jobs, but secretly struggled with sadistic sexual fantasies. He derived pleasure from strangling and asphyxiating women, taking souvenirs and photos to relive the experiences. After 30 years of investigations, Rader was only caught when he began contacting police to seek recognition for his crimes. He was classified as a lust killer who killed for power and control and displayed psychopathic and narcissistic traits common in serial killers
The document discusses the first conditional and how to form sentences using the first conditional structure. It explains that the first conditional is used to talk about possible events or situations in the future. It provides examples of first conditional sentences and discusses how to form the if clause and main clause with different verb tenses. It also covers how to form negative and question sentences, changing the position of the clauses, and using "when" instead of "if" to express a more certain future event.
The document describes different types of Foldables, which are multi-dimensional graphic organizers that can be used to organize and analyze learning. Foldables provide a hands-on activity for students to organize information in a visual way before, during, or after reading. Instructions are provided for making several different types of Foldables and ideas for how teachers can use Foldables to reinforce skills like vocabulary, comprehension, spelling, and more.
This document provides information about using educational trading cards in the classroom. It begins with defining what an educational trading card is and discusses the benefits they provide to both students and teachers. Research backing the use of trading cards from Project GLAD and Robert Marzano is presented. The anatomy of an educational trading card is explained showing the front and back components. Various ways to use the trading cards in the classroom are outlined, including introducing new vocabulary, interactive word walls, word sorting, and assessment. Finally, several game ideas to engage students are presented such as Quiz Quiz Trade and definition guessing games.
Students designed imaginary food trucks as part of an entrepreneurship project. They came up with food themes, names, logos, slogans, menus, and food truck designs. They also practiced calculating orders, payments, and change using the food truck menus. Finally, students wrote recommendations to the mayor about which food truck idea would best serve the city. The project integrated skills in marketing, design, math, and writing.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This document discusses the advantages and disadvantages of one-to-one teaching. It notes that while one-to-one teaching allows the teacher to tailor lessons to individual student needs and address strengths and weaknesses directly, it can also be exhausting for both teacher and student. The document emphasizes the importance of needs analysis to design effective personalized lessons without set curricula or materials. It provides tips for incorporating student input, addressing errors, and recording new vocabulary in one-to-one teaching.
Traditional & Technology Infused Foldables for the Foreign Language Classroom...desalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Dennis Rader, known as the BTK serial killer, murdered at least 10 victims in Kansas between 1974-1991. As a child, he engaged in animal cruelty and developed fantasies of bondage, control, and torture. He appeared outwardly normal as an adult, marrying and working stable jobs, but secretly struggled with sadistic sexual fantasies. He derived pleasure from strangling and asphyxiating women, taking souvenirs and photos to relive the experiences. After 30 years of investigations, Rader was only caught when he began contacting police to seek recognition for his crimes. He was classified as a lust killer who killed for power and control and displayed psychopathic and narcissistic traits common in serial killers
The document discusses the first conditional and how to form sentences using the first conditional structure. It explains that the first conditional is used to talk about possible events or situations in the future. It provides examples of first conditional sentences and discusses how to form the if clause and main clause with different verb tenses. It also covers how to form negative and question sentences, changing the position of the clauses, and using "when" instead of "if" to express a more certain future event.
The document describes different types of Foldables, which are multi-dimensional graphic organizers that can be used to organize and analyze learning. Foldables provide a hands-on activity for students to organize information in a visual way before, during, or after reading. Instructions are provided for making several different types of Foldables and ideas for how teachers can use Foldables to reinforce skills like vocabulary, comprehension, spelling, and more.
This document provides information about using educational trading cards in the classroom. It begins with defining what an educational trading card is and discusses the benefits they provide to both students and teachers. Research backing the use of trading cards from Project GLAD and Robert Marzano is presented. The anatomy of an educational trading card is explained showing the front and back components. Various ways to use the trading cards in the classroom are outlined, including introducing new vocabulary, interactive word walls, word sorting, and assessment. Finally, several game ideas to engage students are presented such as Quiz Quiz Trade and definition guessing games.
Students designed imaginary food trucks as part of an entrepreneurship project. They came up with food themes, names, logos, slogans, menus, and food truck designs. They also practiced calculating orders, payments, and change using the food truck menus. Finally, students wrote recommendations to the mayor about which food truck idea would best serve the city. The project integrated skills in marketing, design, math, and writing.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This document discusses the advantages and disadvantages of one-to-one teaching. It notes that while one-to-one teaching allows the teacher to tailor lessons to individual student needs and address strengths and weaknesses directly, it can also be exhausting for both teacher and student. The document emphasizes the importance of needs analysis to design effective personalized lessons without set curricula or materials. It provides tips for incorporating student input, addressing errors, and recording new vocabulary in one-to-one teaching.
Traditional & Technology Infused Foldables for the Foreign Language Classroom...desalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
The document provides instructions for using activity cards designed to help teachers plan lessons for young learners that develop life skills. Each card contains an activity that addresses one of the core Cambridge Life Competencies and tips for adapting the activity for online learning. The cards cover a range of topics like creativity, problem-solving, and self-directed learning. Teachers are encouraged to select cards to fill lesson plans and support learners' development inside and outside the classroom.
This document provides strategies for helping English language learners with reading skills before, during, and after reading. It discusses using graphic organizers to help learners understand and organize information from texts. Various types of graphic organizers are described that can help with skills like sequencing, classifying, comparing, explaining concepts, and prioritizing information from readings. The document also suggests strategies like collaborative reading, building vocabulary skills, and having learners demonstrate comprehension through activities other than just answering questions.
This document provides several strategies and techniques for effectively teaching English Language Learners (ELLs). It discusses that ELL students benefit from building background knowledge, using visual aids, explicit instruction, modeling, social learning environments, and a focus on academic vocabulary. Specific strategies recommended include think-pair-share, graphic organizers, stop and jot, get the picture, attribute webs, four corners vocabulary, and foldables. The document emphasizes building background knowledge, using visuals, and scaffolding instruction to make content comprehensible for ELL students.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
The document discusses various teaching materials that can be used in English language classrooms, including their uses and advantages. It covers blackboards, flashcards, wall charts, newspapers, tapes/recorders, videos, computers, overhead projectors, dictionaries, songs, rhymes, and games. The materials provide visual/audio aids, engage students, develop skills, and make lessons more interesting. Preparation and effective use of the materials is also addressed.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
Students will design and make acrylic key rings and packaging to sell at a local sea life center. They will develop skills in designing, CAD, workshop machinery, and finishing techniques. Students will analyze example packaging, develop specifications for their own designs, and create packaging prototypes using CAD software. They will use a vacuum former to create blister packaging and assemble their finished key rings and packaging.
This document provides information about using exit slips in the classroom. It defines an exit slip as a short question or prompt that students complete at the end of a lesson to assess their understanding before leaving class. The exit slips allow teachers to quickly identify which students have mastered the material and which students need more help. Example exit slip prompts are provided to determine student knowledge, get feedback, or identify their "muddiest point". The document recommends using the information from exit slips to plan targeted lessons to reteach difficult concepts.
Observation folder by lucrecia corral feedbackLucreciaCorral1
This document provides an analysis and feedback on observation folders completed by a trainee named Lucrecia Corral for her practicum. The feedback is positive, noting that Corral presented tidy and well-organized observation folders containing required components like an annual plan and accompanying journal. The feedback comments that Corral seemed to learn a lot from her mentor teacher, Joana Herràn, as demonstrated by her informed analysis of the teacher's methodology and reflection on her own "House project." The document grades Corral's work as "Excellent."
E:\Differentiated Instruction\Di Ppts\Cape Alt Schoolsrh1
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It defines differentiated instruction as a teaching approach that recognizes students learn in different ways and at different paces. The document outlines key principles of differentiated instruction, such as flexible grouping, ongoing assessment, and tailoring instruction to students' readiness levels, interests, and learning profiles. Examples are provided of how teachers can differentiate content, process, and products to meet varied student needs.
This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
Creative thinking contributes to decision making and problem solving by allowing us to explore alternatives and consequences of actions or non-action. It helps look beyond direct experience and respond adaptively to daily situations, even if no problem or decision exists. The document discusses various activities to enhance creative thinking skills in students, such as turning squiggles into stories, examining connections between personal and social environments, thinking of ways to improve objects, creating metaphors, and envisioning consequences of hypothetical scenarios. The overall goal is to promote lateral and divergent thinking.
1. The document discusses the concepts of rigor, relevance, and relationships in education. It defines rigor as challenging students to think critically and emphasizes higher-order thinking skills.
2. Relevance is described as making learning applicable to students' lives and interests so they can see real-world applications. Relationships refer to the importance of student-teacher and peer connections.
3. A framework called the "Rigor/Relevance Framework" is presented, which places rigor on the y-axis (from low to high cognitive complexity) and relevance on the x-axis (from no to real-world application). This creates four quadrants for classifying learning activities from low to high rigor and relevance.
The document discusses the Understanding by Design (UbD) framework for effective unit design. It provides examples of units designed with and without UbD principles. Key aspects of UbD include designing units backward from the desired understanding or transfer goals rather than focusing on activities or content coverage. Teachers are encouraged to identify the "big ideas" and ensure students can apply their learning to new situations through transfer tasks.
This document discusses working memory and its importance for learning in the classroom. It describes working memory as a limited mental workspace that allows temporary storage and manipulation of information. The document explains that working memory is crucial for following instructions, maintaining task goals, and sequential learning activities in school. Children with weak working memory often struggle in classroom situations with high memory demands. The document proposes several strategies a teacher could use to support such students, such as providing memory aids, breaking tasks into smaller steps, and directly training working memory skills.
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
This document provides an overview of differentiated instruction. It defines differentiated instruction as employing best practices and strategies to maximize student learning based on individual needs. The document outlines the goals and agenda of a workshop on differentiated instruction, which includes solidifying understanding of differentiated instruction principles, learning how to differentiate content, process, product and environment, and creating differentiated lesson plans using student data. Various strategies for differentiated instruction are also described, such as tiered lessons, learning contracts, interest centers and more.
The document provides instructions for using activity cards designed to help teachers plan lessons for young learners that develop life skills. Each card contains an activity that addresses one of the core Cambridge Life Competencies and tips for adapting the activity for online learning. The cards cover a range of topics like creativity, problem-solving, and self-directed learning. Teachers are encouraged to select cards to fill lesson plans and support learners' development inside and outside the classroom.
This document provides strategies for helping English language learners with reading skills before, during, and after reading. It discusses using graphic organizers to help learners understand and organize information from texts. Various types of graphic organizers are described that can help with skills like sequencing, classifying, comparing, explaining concepts, and prioritizing information from readings. The document also suggests strategies like collaborative reading, building vocabulary skills, and having learners demonstrate comprehension through activities other than just answering questions.
This document provides several strategies and techniques for effectively teaching English Language Learners (ELLs). It discusses that ELL students benefit from building background knowledge, using visual aids, explicit instruction, modeling, social learning environments, and a focus on academic vocabulary. Specific strategies recommended include think-pair-share, graphic organizers, stop and jot, get the picture, attribute webs, four corners vocabulary, and foldables. The document emphasizes building background knowledge, using visuals, and scaffolding instruction to make content comprehensible for ELL students.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
The document discusses various teaching materials that can be used in English language classrooms, including their uses and advantages. It covers blackboards, flashcards, wall charts, newspapers, tapes/recorders, videos, computers, overhead projectors, dictionaries, songs, rhymes, and games. The materials provide visual/audio aids, engage students, develop skills, and make lessons more interesting. Preparation and effective use of the materials is also addressed.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
Students will design and make acrylic key rings and packaging to sell at a local sea life center. They will develop skills in designing, CAD, workshop machinery, and finishing techniques. Students will analyze example packaging, develop specifications for their own designs, and create packaging prototypes using CAD software. They will use a vacuum former to create blister packaging and assemble their finished key rings and packaging.
This document provides information about using exit slips in the classroom. It defines an exit slip as a short question or prompt that students complete at the end of a lesson to assess their understanding before leaving class. The exit slips allow teachers to quickly identify which students have mastered the material and which students need more help. Example exit slip prompts are provided to determine student knowledge, get feedback, or identify their "muddiest point". The document recommends using the information from exit slips to plan targeted lessons to reteach difficult concepts.
Observation folder by lucrecia corral feedbackLucreciaCorral1
This document provides an analysis and feedback on observation folders completed by a trainee named Lucrecia Corral for her practicum. The feedback is positive, noting that Corral presented tidy and well-organized observation folders containing required components like an annual plan and accompanying journal. The feedback comments that Corral seemed to learn a lot from her mentor teacher, Joana Herràn, as demonstrated by her informed analysis of the teacher's methodology and reflection on her own "House project." The document grades Corral's work as "Excellent."
E:\Differentiated Instruction\Di Ppts\Cape Alt Schoolsrh1
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It defines differentiated instruction as a teaching approach that recognizes students learn in different ways and at different paces. The document outlines key principles of differentiated instruction, such as flexible grouping, ongoing assessment, and tailoring instruction to students' readiness levels, interests, and learning profiles. Examples are provided of how teachers can differentiate content, process, and products to meet varied student needs.
This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
Creative thinking contributes to decision making and problem solving by allowing us to explore alternatives and consequences of actions or non-action. It helps look beyond direct experience and respond adaptively to daily situations, even if no problem or decision exists. The document discusses various activities to enhance creative thinking skills in students, such as turning squiggles into stories, examining connections between personal and social environments, thinking of ways to improve objects, creating metaphors, and envisioning consequences of hypothetical scenarios. The overall goal is to promote lateral and divergent thinking.
1. The document discusses the concepts of rigor, relevance, and relationships in education. It defines rigor as challenging students to think critically and emphasizes higher-order thinking skills.
2. Relevance is described as making learning applicable to students' lives and interests so they can see real-world applications. Relationships refer to the importance of student-teacher and peer connections.
3. A framework called the "Rigor/Relevance Framework" is presented, which places rigor on the y-axis (from low to high cognitive complexity) and relevance on the x-axis (from no to real-world application). This creates four quadrants for classifying learning activities from low to high rigor and relevance.
The document discusses the Understanding by Design (UbD) framework for effective unit design. It provides examples of units designed with and without UbD principles. Key aspects of UbD include designing units backward from the desired understanding or transfer goals rather than focusing on activities or content coverage. Teachers are encouraged to identify the "big ideas" and ensure students can apply their learning to new situations through transfer tasks.
This document discusses working memory and its importance for learning in the classroom. It describes working memory as a limited mental workspace that allows temporary storage and manipulation of information. The document explains that working memory is crucial for following instructions, maintaining task goals, and sequential learning activities in school. Children with weak working memory often struggle in classroom situations with high memory demands. The document proposes several strategies a teacher could use to support such students, such as providing memory aids, breaking tasks into smaller steps, and directly training working memory skills.
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
This document provides an overview of differentiated instruction. It defines differentiated instruction as employing best practices and strategies to maximize student learning based on individual needs. The document outlines the goals and agenda of a workshop on differentiated instruction, which includes solidifying understanding of differentiated instruction principles, learning how to differentiate content, process, product and environment, and creating differentiated lesson plans using student data. Various strategies for differentiated instruction are also described, such as tiered lessons, learning contracts, interest centers and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
4. What are FoldablesTM
?
Foldables are multi-dimensional graphic
organizers that can be used for
skills reinforcement, practice,
and/or information organizing.
Why use FoldablesTM
?
Not only do Foldables reinforce
skills and strategies essential
for reading success, they
provide a kinesthetic tool
for organizing and
analyzing learning.
Foldables 3
5. Dear Teacher,
A Foldable is a three-dimensional, student-
made (and/or teacher-made) interactive
graphic organizer based upon a skill. Making
a Foldable gives students a fast, kinesthetic
activity that helps them organize and retain
information either before, during, or after
reading. In this section of the Teacher’s
Resource Book, you will find instructions for
making Foldables, as well as ideas on how to
use them to reinforce and practice phonics, vocabulary, spelling,
and comprehension skills.
In this section, you will find Foldables to help you
• replace photocopied activity sheets with student-generated
print
• present content and skills in a clear, visual, kinesthetic format
• incorporate the use of such skills as comparing and
contrasting, recognizing cause and effect, and finding
similarities and differences
• assess student progress and learning levels
• immerse students in new and previously learned vocabulary
and reading skills
• teach students unique ways to make study guides and
practice materials, and
• provide students with a sense of ownership in their learning.
I am excited to hand these Foldable ideas and activities over to
you and your students. Have fun using, adding to, and amending
them to meet individual needs.
Sincerely,
4 Foldables
6. Creating and Storing FoldablesTM
As you use the Foldables outlined in this Teacher’s Resource Book,
discuss with students how they can adapt them to make their own
Foldables learning and study aids. Teach students to write—titles,
vocabulary words, concepts, skills, questions, main ideas—on the
front tabs of their Foldables. By doing this, key concepts are viewed
every time a st udent looks at a Foldable. Foldables help students
focus on and remember the information presented without being
distracted by other print. Remind students to write more specific
information—supporting ideas, examples of a concept, definitions,
answers to questions, observations—under the tabs.
Turn one-gallon freezer bags into student portfolios and storage
containers for Foldables.
Cut the bottom corners off each bag so they won’t
hold air and will stack and store easily.
Write student names across the top of the plastic
portfolios with a permanent marker and cover the
writing with two-inch clear tape to keep it from
wearing off.
Place a piece of cardboard inside each portfolio to
give it strength and to act as a divider.
Store Foldables in a giant laundry soap box. Or,
students can carry their portfolios in a three-ring
binder if you place a strip of two-inch clear tape
along one side and punch three holes through the
taped edge.
Foldables 5
7. in this section
TM
Basic Shapes................................................... 7
Foldables™
at a Glance.................................... 8
Answer Mitt (with student copying master) .... 10
Picture Frame................................................ 12
Shutter........................................................... 14
Four Door ...................................................... 16
Pocket............................................................ 18
Standing Cube............................................... 20
Layered Book ................................................ 22
Large Word Study Book................................. 24
Matchbook..................................................... 26
Two- and Three-tab ....................................... 28
Four- and Eight-tab........................................ 32
Accordion Book ............................................. 36
Pyramid ......................................................... 38
Folded Tables and Charts ............................. 40
Foldables Correlated to Reading Skills.......... 42
6 Foldables6 Foldables
8. Basic Shapes
by Dinah Zike
These figures illustrate the basic folds that are referred to throughout the following
section of this book.
Taco Fold Hamburger Fold
Hot Dog Fold Burrito Fold
Valley Fold
Shutter Fold
Mountain Fold
Foldables 7
9. 8 Foldables
Four-Door Foldable
Answer Mitt Foldable
Pocket Foldable
Standing Cube Foldable
the wolfhas bigteeth
the wolf
is hungry
Layered Book Foldable
Large Word Study
Book Foldable
FoldablesTM
At a Glance
by Dinah Zike
Shutter Foldable
Picture Frame
Foldable
10. Two-Tab Foldable
Four-Tab Foldable
Pyamid Foldable
Foldables 9
Three-Tab Foldable
Matchbook Foldable
Accordion Foldable
can
can
a
Eight -Tab
Foldable
Folded Tables
and Charts
11. Answer Mitt FoldableTM
by Dinah Zike
Materials:
• Copying Master on page 39
• scissors
• glue stick
• colored paper
Directions:
1. Copy the pattern onto colored paper.
2. Have children fold the mitt so the fingertips touch each other.
3. Then have children cut out the mitt shape.
4. Have them cut along the fold an inch or so in from the bottom
edge. They may then fold up the flaps.
5. To complete the mitt, have children glue the thumbs of the mitt
together so a pocket is formed. They may also glue the edges
of the wrist flaps to make holders for letter cards.
Using the Answer Mitt FoldableTM
For any skills instruction, children can use the mitt to answer
questions that have two possible responses. The mitt can be used
with letter cards or picture cards (from pages 66–87 of this book),
yes/no cards, and word cards (from pages 90–149 of this book).
When children use the Answer Mitt Foldable in whole class or small
group instruction, you will be better able to monitor their progress.
10 Foldables
13. 12 Foldables
Using the Picture Frame FoldableTM
by Dinah Zike
Vocabulary and Phonics/Spelling Applications
Students can glue pictures or draw pictures in the frame to
reinforce a vocabulary word or concept. On the inside of the book,
they can write or dictate sentences about the word or concept.
Comprehension Application
To reinforce character study, have students illustrate a story
character and write or dictate sentences about the character.
The same sort of activity can be done with the following skills:
• Setting/plot
• Main idea/details
• Retelling a scene
Grammar Application
Have students use the frame to illustrate a noun or a verb. Then
have them write or dictate sentences about the word.
14. Foldables 13
Picture Frame FoldableTM
by Dinah Zike
Materials:
• one sheet of 8½Љ ϫ 11Љ paper in a bright color
• one sheet of 11Љ ϫ 17Љ paper
• scissors
• glue
Directions:
1. Fold the 8½Љ ϫ 11Љ paper into a hot
dog.
2. Starting at the fold, cut a frame
shape (as illustrated). Set aside.
3. Fold the 11Љ ϫ 17Љ paper into a
hamburger.
4. Glue the paper frame to the front
side of the hamburger.
15. Using the Shutter FoldableTM
by Dinah Zike
Phonemic Awareness/Phonics/Spelling Application
Use the Shutter Foldable to review contractions and compound words
with students. The outside panels can be used to demonstrate the
two parts of the word. Students can use the middle inside panel to
write out the contraction or complete compound word.
Comprehension Application
There are many ways to use the Shutter Foldable to review and
study comprehension skills. Larger paper can be used so that a
small group or a class can create one of these for literacy study.
Consider having students retell or summarize the story on the
middle inside panel. Then have them use the outer panels to
analyze the following:
• Facts and Opinions (for nonfiction)
• Cause and Effect
• Before and After
• Fantasy and Reality
• Pros and Cons (for persuasion)
• Problem and Solution
• Compare and Contrast
• Phonics for Primary Grades
Large Shutter Foldables can be stored in
an empty (and clean!) pizza box.
14 Foldables
16. Shutter FoldableTM
Directions
by Dinah Zike
Materials:
• 8½Љ ϫ 11Љ paper
Directions:
1. Begin as if you are going to
make a hamburger fold, but
instead of folding the paper,
pinch it to show the midpoint.
2. Open the sheet. Fold both of the
outside edges in to touch the middle
mark.
Use this Foldable to
Foldables 15
17. Using the Four-Door FoldableTM
by Dinah Zike
Grammar Application
Use this Foldable for information occurring in four categories. Have
students create study guides and review grammar concepts such
as four types of sentences. They may label each door with a type
of sentence, then define each type and provide an example inside
each door.
Comprehension Application
When students are reading a selection, they can use this Foldable
to record and store information for summarizing. Have students
write descriptions and include illustrations inside the four doors.
Guide them to choose four categories of information. For example:
• who, what, when, where
• what, where, when, why/how
• character, plot, setting, conflict and resolution
16 Foldables
18. Four-Door FoldableTM
Directions
by Dinah Zike
Materials:
• sheet of 11″ ϫ 17″ paper
• scissors
Directions:
1. Make a shutter fold.
2. Fold the shutter fold in half like a
hamburger. Crease well.
3. Open the folds and cut along the inside valley fold lines.
4. These cuts will form four doors on the
inside of the book.
Use this Foldable to
Foldables 17
19. 18 Foldables
Comprehension Application
When students are comparing and contrasting ideas in a selection,
they can use this Foldable to record and store information for
retelling or summarizing. This works with skills such as:
• Fact and opinion
• Make and confirm predictions
• Cause and Effect
• K-W-L
Using the Pocket FoldableTM
by Dinah Zike
Vocabulary and Phonics/Spelling Applications
Have students use this Foldable as a study aid. Copies of word
cards can be sorted and stored by students as they learn words.
Have students label the pockets as shown below. As they study the
words, have them move the cards to the appropriate pockets.
Send this Foldable home with
students so they can review and sort
words with family members.
Heavy stock paper will improve
durability. Post the Foldable on a
bulletin board for use during workstation
20. Pocket FoldableTM
Directions
by Dinah Zike
Materials:
• one 11Љ ϫ 17Љ sheet of paper
• glue
Directions:
1. Begin as if you are going to make
a hot dog, but only fold over about
three inches.
2. With the paper horizontal and the
fold on the bottom, fold the right
side toward the center, trying to
cover one half of the paper. Then,
fold the left side over the right side
to make three sections.
3. Glue the right and left edges of the
original fold so that three pockets
are created.
Foldables 19
21. Using the Standing Cube FoldableTM
by Dinah Zike
Vocabulary Application
Use the Foldable for developing vocabulary concepts with students.
Each side of the cube can show information about a word (definition,
example sentences, picture, etc.).
Phonemic Awareness/Phonics Application
With the class, create a Foldable for each letter of
the alphabet. Have students help by providing the
content for each side: words that begin or end with
the letter-sound, and handwriting models for capital
and lowercase letters.
Comprehension Application
Have students work in small groups to create
a Foldable about a story character they are
studying. Each side of the Foldable should
illustrate or tell about character traits.
Grammar Application
Use the Foldable to collect and share types of nouns or adjectives.
The Standing Cube Foldable can be
flattened for easier storage or for
moving it into a display area.
20 Foldables
22. Standing Cube FoldableTM
Directions
by Dinah Zike
Materials:
• two sheets of 11Љ ϫ 17Љ paper
• glue
Directions:
1. Fold each sheet like a hamburger, but fold
one side one-half inch shorter than the
other side.
2. Fold the long side over the short side on
both sheets of paper, making tabs.
3. On one of the folded papers, place a small
amount of glue along the tab, next to the
valley but not in it.
4. Place the non-folded edge of the second
sheet of paper square into the valley and
fold the glue-covered tab over this sheet of
paper. Press flat until the glue holds. Repeat
with the other side.
5. Allow the glue to dry completely before
continuing. After the glue has dried, collapse
the cube flat to write or draw on each side.
Foldables 21
23. Using the Layered Book FoldableTM
by Dinah Zike
Vocabulary Application
Have students create this Foldable to help them review vocabulary
words. Have them write a word on each tab and then flip the tab to
write the definition. The same thing can be done with antonyms and
synonyms.
Phonics/Spelling Application
A review/study guide of letter sounds and word parts can be done
with this Foldable. For example:
• Vowels
• Prefixes and suffixes
• Base words
• Digraphs (th, wh, sh, ch)
Comprehension Application
Use the Foldable to aid in the following skills reinforcement:
• Character study (one tab per story character)
• Summarize/Retelling
• Generating and asking questions
Study Skills and Grammar Applications
This Foldable can be used to review/reinforce concepts studied.
22 Foldables
24. Layered Book FoldableTM
Directions
by Dinah Zike
Materials:
• two sheets of 8½Љ ϫ 11Љ paper
• glue
Directions:
1. Stack two sheets of paper so that the back
sheet is one inch higher than the front
sheet.
2. Bring the bottom of both sheets upward
and align the edges so that all of the layers
or tabs are the same distance apart.
3. When all tabs are an equal distance
apart, fold the papers and crease well.
4. Open the papers and glue them
together along the valley, or inner
center fold, or staple them along the
mountain.
Use this Foldable to
Foldables 23
If you need more layers, use
additional sheets of paper. Make the
tabs smaller than one inch.
25. Using the Large Word Study Book FoldableTM
by Dinah Zike
Vocabulary and Phonics/Spelling Applications
With a small group, make a Foldable for vocabulary word
study/review. Display the book in a workstation for repeated
review. The size and the format also make it easy for you and
students to use them as lap flashcards.
Students can make individual books using this Foldable.
Collect and use these books through the
year. Store each large book in a labeled
legal-size folder.
24 Foldables
26. Large Word Study Book FoldableTM
Directions
by Dinah Zike
Materials:
• several sheets of 11Љ ϫ 17Љ paper (one sheet for each word
studied)
• stapler
Directions:
1. Fold each sheet like a hot dog,
but fold one side one inch shorter
than the other side.
2. Stack the sheets so the folds are
side by side.
3. Staple sheets together along the tabbed end (the bottom of the
pages).
You can make a large word study
book as an aid for vocabulary or spelling word lists. On the front of each
tab, write a vocabulary or spelling word. Open the tab and write the
definition and a sample sentence.
Use this Foldable to
Foldables 25
27. Using the Matchbook FoldableTM
and Portfolio
by Dinah Zike
Vocabulary Application
With students, create Foldables for weekly vocabulary. Write the
vocabulary word on the front. Have students write a sentence for
the inside.
Phonics/Spelling Application
Use the Foldable for review of phonics and/or spelling words.
Comprehension Application
This Foldable works for reinforcing skills such as:
• Cause and effect
• Making predictions
Study Skills Application
If students are studying a list such as state capitals or even
multiplication tables, the portfolio is a great small group or whole
class review tool.
26 Foldables
28. Matchbook FoldableTM
and Portfolio Directions
by Dinah Zike
Materials:
• several sheets of 8½Љ ϫ 11Љ paper
• poster board
• scissors
• glue
Directions:
1. Fold each sheet like a
hamburger, but fold it so
that one side is one inch
longer than the other side.
2. Fold the one-inch tab over the short side
to form an envelope-like fold.
3. Fold each hamburger in half. Cut along
the fold line.
4. Grades K-1: After the content has been added to the front and
inside, post the Foldable on a bulletin board.
5. Grades 2-6: Fold the poster
board like a
hamburger.
6. Use the small hamburgers
to record information. Glue
them onto the inside of the
poster board.
Foldables 27
29. Using the Two- and Three-Tab FoldableTM
by Dinah Zike
Phonics/Spelling Application
Use the Three-Tab Foldable as an alternate to Sound Boxes.
Open the tabs and write a CVC word on the bottom paper so
that one letter is shown in each box. Have students practice
blending and decoding words.
Another option is to cut off one of the tabs so that the
Foldable has two tabs. After step 4, cut off the first tab. Open
the other two tabs and write a CVC word on the bottom paper
so that one letter is shown in each box. For further practice
with letter-sound blending, fold the tabs over to make another
CVC word for decoding.
28 Foldables
30. Using the Two- and Three-Tab FoldableTM
by Dinah Zike
Phonics/Spelling Application
Several options adapt this Foldable for prefix, base word, and suffix
study and practice.
Use the Three-Tab Foldable to help students with word parts and
syllabication. Open the tabs and write a base word in the center.
Have students practice decoding words.
Another option is to cut only one of the valleys (see p. 31) so that
the Foldable has two tabs of unequal size. Open the two tabs and
write a base word on the bottom paper so that one word part is
shown in each box. For further practice with pronunciation and word
identification, fold the tabs over to make another word.
A third option is to make a two-tab variation. Use it to compare two
different phonic/spelling elements such as soft c and hard c, vowel
spellings, or word parts.
Directions and diagrams appear on page 31.
Foldables 29
31. Using the Two- and Three-Tab FoldableTM
continued
by Dinah Zike
Comprehension Application
Use large poster board and choose a vertical or horizontal
orientation to adapt the Three-Tab Foldable. Use it to create the
following graphic organizers:
• Venn Diagram
• Story Map
• K-W-L Chart
• Nonfiction text organizer
Directions and diagrams appear on page 31.
30 Foldables
32. Two- and Three-Tab FoldablesTM
Directions
by Dinah Zike
Materials:
• one 8½Љ ϫ 11Љ sheet of paper or large poster board
• scissors
Directions:
1. Fold the sheet like a hot dog.
2. With the paper horizontal and the fold of the
hot dog at the top, fold the right side toward
the center, to cover one half of the paper.
3. Fold the left side over the right side to make three sections.
4. Open the right and left folds. Place one hand
between the two thicknesses of paper and cut
up the two valleys so there are three tabs.
Options:
• Cut only one of the valleys so the Foldable has
two tabs of unequal size.
• Use large poster board to make a Foldable on which you can
record more information.
Use this Foldable to
Foldables 31
33. Using the Four- and Eight-Tab FoldableTM
by Dinah Zike
Phonics/Spelling Application
Adapt the Four-Tab Foldable to review digraphs, blends, and vowel
variant letter-sounds. Open the tabs and write a CCVC or CVCe
word on the bottom paper so that one letter is shown in each box.
Have students practice blending, decoding, and identifying words.
Another option is to make the Foldable with three tabs. At step 3
(see page 34), cut only the first and the third creases so that the
middle tab is twice the size of the other two tabs. Open all three
tabs and write a word with a vowel digraph or a CVVC word on the
bottom paper so that one letter is shown in each box and so that the
middle two letters will be hidden by the middle tab.
Or, cut only the first and second tabs and write a word that ends
with double letters or the digraph-ck.
32 Foldables
34. Using the Four- and Eight-Tab FoldableTM
continued
by Dinah Zike
Vocabulary and Phonics/Spelling Applications
Use the Eight-Tab Foldable to study and review spelling or
vocabulary words. Have students write a word on a tab, open
the tab and draw a picture, write a definition, or write a sample
sentence. Students can also do a cumulative study of one of
the following:
• phonic elements such as blends and digraphs
• suffixes and prefixes
Comprehension Application
The Eight-Tab Foldable is an ideal tool for comparing two texts.
Have students use the tabs to compare and contrast four elements:
characters, setting, problem, solution. The Foldable is also helpful
for summarizing nonfiction.
Foldables 33
pre-
setting
hibernation
food
35. Four- and Eight-Tab FoldableTM
Directions
by Dinah Zike
Materials:
• one 8½″ ϫ 11″ sheet of paper
• scissors
add these for the Eight-Tab Foldable:
• another 8½″ ϫ 11″ sheet of paper
• one large sheet of construction paper
• glue
Directions:
1. Fold a sheet of paper into a hot dog.
2. With the paper horizontal and the fold of
the hot dog at the top, fold the hot dog into
four vertical sections.
3. Open these folds. Place one hand between the folded hot dog and
cut up the three fold lines so there are four
tabs.
4. To make the Eight-Tab Foldable, follow steps 1-3 with a second
sheet of paper. Then fold the construction
paper like a hot dog. Open the
construction paper. Glue the tabbed hot
dogs to the inside so they open like the
pages of a book.
Use this Foldable to
34 Foldables
36. Using the Accordion Book FoldableTM
by Dinah Zike
Vocabulary/Vocabulary Strategy Application
Use the Accordion Book Foldable to create vocabulary concept books
for topics such as:
• Shapes
• Colors
• Position words
• Number words
• Word categories (such as food words, weather words, etc.)
This Foldable can also be used to create vocabulary books that record
examples and explanations on topics such as:
• word parts
• prefixes and suffixes
• using context clues
• using a dictionary
Phonemic Awareness/Phonics Application
Use the accordion book to create a letter-sound book or an alphabet
book. The book can also be used to collect and share single letter-
sound examples.
Foldables 35
37. Using the Accordion Book FoldableTM
continued
by Dinah Zike
Comprehension Application
This Foldable is perfect for post-reading
skills application. Use the book to record
text sequence (first, next, last) or plot
sequence (beginning, middle, end). Try
color-coding each section so students can
see the sequence clearly.
Children may wish to use this Foldable for publishing their own
stories.
Grammar Application
Like the vocabulary strategy applications above, the accordion book
can be used to collect and share grammar skills such as:
• Nouns (proper nouns, common nouns)
• Action verbs
• Adjectives
Display in a workstation, center, or
library corner. Store by slipping it into a
binder.
36 Foldables
38. Accordion Book FoldableTM
Directions
by Dinah Zike
Materials:
• several sheets of 11Љ ϫ 17Љ paper
• glue
Directions:
1. Fold each sheet of paper like a
hamburger, but fold one side half
an inch shorter than the other side.
This will form a tab that is half an
inch long.
2. Fold this tab forward over the
shorter side, then fold it back
away from the shorter piece of
paper. (In other words, fold it the
opposite way.)
3. To form an accordion, glue a
straight edge of one section into
the valley of another section’s tab.
Foldables 37
Before gluing, stand the sections
on end to form an accordion. This
will help you see how to glue the
sections together. Use different
colors of paper to indicate sections
of the book. Always place the extra
tab at the back of the book so you
can add more pages later.
Tips!
39. Using the Pyramid FoldableTM
by Dinah Zike
Use this Foldable with data occurring in threes.
Vocabulary Application
The Pyramid Foldable can be used to sort and review concepts
studied. For example, review three different inflectional endings
(-s, -e, -ies or -tion, -sion, -cion).
Phonics/Spelling Application
Students can sort words into three categories. Some examples:
• Short vowels (a,e,i) or long vowels (o_e, oa, o)
• Blends (sl, st, sw) or consonant digraphs
• Inflected endings (-s, -e, -ies or -ial, -tion, -ious)
Comprehension Application
Not only can students use the pyramid to record information about
what they read, they can do it in a few different ways. With one
pyramid they can do things such as the following:
• Compare three different story characters
• Create a K-W-L chart
• Record information about story beginning, middle, and end
Students can glue together three pyramids to create small
dioramas depicting scenes (from fiction) and concepts (from
nonfiction).
Several pyramids can be strung together
and hung from the ceiling for a vertical
display.
38 Foldables
40. Pyramid FoldableTM
Directions
by Dinah Zike
Materials:
• one 8½Љ ϫ 11Љ sheet of paper
• scissors
• glue
Directions:
1. Fold the sheet
into a taco. Cut
off the excess
rectangular tab
formed by the
fold.
2. Open the folded
taco and refold
it like a taco the
opposite way to
create an X-fold.
3. Cut one of the
valleys to the
center of the X, or
the midpoint, and
stop. This forms
two triangular flaps.
4. Glue one of the
flaps under the
other, forming a
pyramid.
Use this Foldable to
Foldables 39
41. Using Folded Tables and Charts
by Dinah Zike
Depending upon the amount of data, the table or chart can be
adapted and reformatted.
Vocabulary and Phonics/Spelling Applications
Have students use this Foldable as a study aid. Have
them sort the words into categories and write them in the
appropriate columns.
Vocabulary Strategies Application
Students can study words that have:
• prefixes and suffixes
• more than one meaning
• synonyms and antonyms
Comprehension Application
Tables such as these can be helpful before,
during, and after reading a selection. Students
can set up a simple K-W-L table, a beginning-
middle-end table, or a simple sequence table.
When loose-leaf paper is used, storage
in a three-ring binder is easy.
40 Foldables
Set up Vocabulary or Spelling Word
binders in workstations so that
students have easy access to them.
42. Folded Tables and Charts Directions
by Dinah Zike
Materials:
• one 11″ ϫ 17″ sheet of paper
Directions:
1. Fold the number of vertical
columns needed to make
the table (or chart).
2. Fold the horizontal rows
needed to make the table. (If
you use loose-leaf paper, you
may not need to do this step.)
Use this Foldable to
Foldables 41
44. Foldables 43
Learn More About Dinah Zike’s
Foldables™
, an exclusive feature
of Macmillan/McGraw-Hill and
Glencoe Programs:
Dinah Zike is the author of more than 150 educational books
and supplemental materials. For a catalog of Dinah’s current
publications, as well as info on her keynotes and teacher
workshops, call 1-800-99DINAH (1-800-993-4624), or visit
her Web site at www.dinah.com
Visit www.dzacademy.com to learn about the Dinah Zike
Academy, a trainer-of-trainers facility located in the historic Texas
Hill Country just blocks from Dinah’s home. Discover
how you can become personally trained by Dinah
to be a campus, district, or national trainer help-
ing her teach Foldables, V-K-Vs, and Classroom
Organization strategies to others.
45. 44 Foldables
Announcing Dinah Zike’s two
newest books:
Foldables and V-K-Vs for Phonics, Vocabulary, and Spelling
PreK-2: A Photographic Reference Guide for Kinesthetic Learning.
Foldables and V-K-Vs for Phonics, Vocabulary, and Spelling
Grades 3-6: A Photographic Reference Guide for Kinesthetic Learning.
These 300 page, full-color, reference books illustrate how to teach
basic reading skills through the use of manipulatives. Each book
contains nearly 1,000 color photographs demonstrating how teachers
and students can easily make and use Dinah’s tried-and-true Foldables,
and they introduce her brand new visual-kinesthetic-vocabulary flash-
cards, or V-K-Vs. Not only will you find grade level specific examples of
activities based on all of Dinah’s classic folds, you will also learn thirty
new folds that are perfect for teaching consonants, vowels, blends,
phonograms, contractions, prefixes, suffixes, homographs, and
much more.
46. Foldables 45
Dinah Zike’s Classroom
Organization:
It Can Be Done
Dinah’s national bestseller is back, updated, and
in full color. A comprehensive teacher’s guide
to help you creatively manage your time, your
energy, and the materials in your classroom. It
is considered a “must” for elementary teachers
who use Foldables. The practical and effective
ideas in this book have been used by thousands
of teachers to help make life easier and teaching
more effective.