Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
App7 rathores 1
1. Creating a Literate Environment By: Shahida Rathore Walden University EDUC 6706
2. Importance of Creating a Literate Environment Creating a literate environment in a classroom helps students to become better and successful readers and writers.
15. “The more that you read, the more things you will know. The more that you learn, the more places you'll go”. -Dr. Seuss As a teacher I want my students to read more, and to make them read It is important to select books that interest students and are easy for them to read. Research has shown that students become motivated to read if they choose books or other texts that they understand and enjoy reading (NCTE, 2009). If the books are too hard for them their love for reading will vanish. For my literacy classroom I try to pick books that interest students and engage them in reading. I have both information and narrative books in my class. Selecting an Engaging Text
23. I am Special! Pam and Sam Our Best Days By: Nancy Tufari These texts were selected for my Beginner student. As the student is ELL, the story has pictures that they can refer while reading and by recalling high frequency words. I chose these books as she liked to play. On the matrix continuum it falls under the narrative and semiotic quadrant (Laureate Education Inc.). Information texts give information about real people and things.
24. Twin Texts chosen for my Emergent Reader The twin books that I chose for my emergent reader were Time to Eat! by Carly Cane, illustrated by Diane Paterson and Food for a Day by Millicient McGhee. My student really enjoyed the books as it had one sentence per page that went with the picture. I chose these books as my student loved to eat. Carly Cane Millicent McGhee
25. Selection of Text for My Transitional student For my transitional student, the twin books that I chose were; First Day Jitters by Julie Danneberg , and Tina’s Try-Out Day written by Amy Helfer
26. Online learning Technology is changing very fast, our students are ahead of us working with these advances in technology. Students love to work on computers, they pay more attention, interest, and learn playing games on it. I try to integrate technology with literacy, to keep up my students’ interest, to make them good readers and hence life long learners.
35. The online texts that I chose for my three students came from www.starfall.com/n/me/me/load.htm?f And www.magickeys.com/books/patrick/index.html The stories were interactive and easy to read along with. My students took a lot of interest in them, as they can hear and see the words as they read. Online text
38. ResponseAs Dr. Almasi said that “using these perspectives we can create well-rounded readers that can not only read, but who are motivated to read and who can think critically”. Interactive perspectives deal with teaching students how to read and teaching them strategies to better understand the text. The Critical perspective deals with teaching students how to examine and judge the text. Response perspectives deal with giving students space to experience the text; this can be done by journal writing, dramatic response, and artistic response. Three Perspectives of learning
47. Beginning Readers (Application/Analysis Activity) Take turns reading the story together. Discuss the story, especially the idea presented that some people can do certain things that make them special. Now make two large circles; label the first one "You" and the second one "Me." Put all the activities that the character "You" does in the first circle and all the activities that the character "Me" does in the second circle. In the space between the circles, suggest the ways and put the similarities in between the two circles. Be ready to share your circles with the whole group. Transitional Learner (Synthesis/Evaluation Activity) The student read the story First Day Jittersto herself. In a group, talk about the setting, character, and plot. Write three more events of the story. Closure/Assessment Activity: Students discuss the parts of a story using a question cube. 1. Teacher will Place text and question cube at the center. Provide each student with a student sheet. 2. The students will read the text. 3. Taking turns, roll the question cube, read the question, and answer it in relation to the text. 4. Discuss and write or illustrate the answer on the student sheet. 5. Continue until student sheet is complete. 6. Teacher evaluation.
48. Critical and Response Lesson Introduction: 1. The teacher will share the following information with the students: On July 20, 1969, Neil Armstrong did something new. He was the first man to walk on the moon. 2. Building Background: the teacher will then ask; A. Do you like to learn or do new things? Why or Why not? B. How do you feel when you do something new? 3. Introduce the story: The teacher will ask a volunteer to read aloud the question in the student book on page 11 and describe the picture: A. What is the boy in the photo doing? B. How do you think he feels?
49. For the emergent student I will tell them and have them repeat that this boy is going to school, and ask how does he feel? For beginner students, the teacher will let the students discuss the photo and their experiences of going to school. As students speak, the teacher will restate what they say in more descriptive language. The teacher will discuss the different feelings that come up in the discussion. For transitional students, the teacher will encourage them to use more complex structures: Going to school is fun because you get to make friends. 4. Continue activating student’s schema: A. How do you feel about new people? B. How do you feel about new places? How do you feel about new things? Students write their predictions and anything else they want to know about the story. Preview and Predict: The teacher will ask the students to read the title, preview the illustrations, and note questions and predictions about the story. The teacher will ask the following questions: A. What do you think the title of the story means? B. Do you think this story will be funny? Why?
50. Analyze story structure: After the students finish reading the story ask the following questions: A. Sarah tumbles down to the end of her bed. Why is this Funny? B. What kind of a person is Mr. Hartwell? How can you tell? C. How does Sarah feel being new to the school? How do you know? Use examples from your own experience and from the story to answer. D. Mr. Hartwell asks Sarah what everyone will think if she does not show. Why is her answer funny? E. How does Mr. Hartwell feel about Sarah’s attitude? F. What kind of a person is Mr. Burton? Review the students’ predictions and purposes. Synthesis/ Closure/Assessment I will ask the students to write their own experiences on the first day of school. Have them compare their experience with that of Sarah’s in First Day Jitters. Ask the students how they feel when they go to school. How do think their feelings changed after being there awhile?
51. References Danneberg, J., (2007). First Day Jitters. Treasures: a reading/language arts program. (pp. 1-48). New York: Macmillan McGraw-Hill Laureate Education, Inc. (Executive Producer). (2011a). Critical perspective [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2011b). Response perspective [Webcast]. The Beginning Reader, PreK-3. "Magic Keys." Magic Keys. N.p., n.d. Web. 17 July 2011. <http://www.magickeys.com/.> www.magickeys.com/books/patrick/index.html Prior knowledge: Framework for literacy instruction. (2011). [Study Notes]. Retrieved June 26, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5362594&Survey=1&47=7339149&ClientNodeID=984650&coursenav=1&bhcp=1 Starfall'sLearn to Read with phonics. (n.d.). Starfall's Learn to Read with phonics. Retrieved July 16, 2011, from http://starfall.com www.starfall.com/n/me/me/load.htm?f Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.