Back to School 2011
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This document outlines the kindergarten curriculum and daily schedule at a school. It includes details about integrating social studies, science and technology into language arts lessons. Literacy instruction follows a workshop model with reading and writing workshops. Responsive Classroom is used to encourage social and emotional development through strategies like morning meeting. Kindergarteners participate in centers, outdoor time, special classes like art and music, math lessons, and celebrations.
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Literacy Rich Environments
A literacy-rich environment stimulates students to participate in language and literacy activities daily, giving them an understanding of the function of oral and written language. Such an environment contains abundant, high-quality literacy materials like books, dictionaries, labels and signs. It has a physically organized space that encourages reading and writing, along with daily literacy routines such as read-alouds, independent reading and writing, and sharing. The classroom culture is also culturally sensitive and integrated, helping students experience different cultures through bulletin boards and other means. Assessment and a variety of instructional methods, including technology, group work and projects on the walls, are also characteristics of literacy-rich classrooms.
Theme based english teaching
This document discusses topic-based teaching in English. Some key benefits of topic-based teaching mentioned include being able to fit topics to individual student groups, varying teaching methods, and making connections between subjects. Examples of potential topics include numbers, colors, animals, birthdays, and families. The document provides examples of lesson plans for topics like fashion, pirates, and busy towns. It also discusses assessing student learning, using topics from books, and potential new topics to explore like movies and music. Overall, the document promotes topic-based teaching as a flexible approach to teaching English.
Chapter 5
The document provides guidance on teaching content to English language learners through sheltered instruction strategies. It recommends teaching grade-level content while also developing English language skills. Specific strategies mentioned include using visuals, hands-on materials, demonstrations, modifying text difficulty, building background knowledge, and checking for comprehension. For teaching cells in biology, it suggests using contextualization through rich visuals, modeling by demonstration, speech adjustment, and comprehension checks.
Digi uri 1
This document outlines collaborative lessons between a literacy coach, first grade teacher, and library media specialist to promote digital literacy in an elementary school. It describes characteristics of a literacy-rich classroom, including opportunities for speaking, reading, and writing with print and digital media. It provides examples of lessons where students used an online database, books, and apps to research nocturnal animals and illustrate their findings. The document advocates applying ISTE standards to have students collaborate, find information, and contribute to team projects using technology.
Presentation techniques
This document discusses presentation techniques for teaching English lessons. It defines warmers and lead-ins, noting that warmers are unrelated to the lesson topic and aim to practice fluency, while lead-ins introduce the lesson topic. It also explains the ESA model for lesson structure - "Engagement" to motivate students, "Study" for language practice, and "Activation" to rehearse real-world use. Warmers, lead-ins, and the ESA model provide teachers with techniques for starting lessons effectively and maintaining student interest throughout.
Eal teaching strategies1
The document provides strategies for supporting English as an additional language (EAL) pupils in the classroom. It outlines techniques for making teaching comprehensible, planning for language learning, using appropriate questioning strategies, including opportunities for speaking and listening, checking for comprehension, treating errors appropriately, maintaining a low anxiety level, and using pupils' home languages. Some key strategies include using visuals and gestures, modifying speech, providing scaffolds, allowing time for responses, and leveraging bilingual adults.
Assessment 4 presentation
This document outlines techniques for teaching children to read. It discusses the benefits of reading as a necessary life skill and social experience. Everyday strategies for parents include reading aloud to children for 10 minutes daily, pointing out words, and modeling reading. Specific teaching strategies covered are phonics activities to learn letter-sounds, shared reading where the adult models skills, and vocabulary word maps to promote comprehension.
Read 3204 February 2, 2010
This document provides an overview of the topics and activities covered in a fundamentals of reading instruction course on February 2, 2010. It includes announcements about upcoming assignments and events. It reviews an interactive read aloud activity and discusses how literacy develops through emergent literacy experiences beginning at birth. Video examples are shown and discussion group questions are provided about key concepts from the assigned reading like phonemic awareness, inventive spelling, and concrete words. A read aloud of an early literacy book is described and homework is assigned to read an article about alternatives to "letter of the week" instruction.
Recommended
Literacy Rich Environments
A literacy-rich environment stimulates students to participate in language and literacy activities daily, giving them an understanding of the function of oral and written language. Such an environment contains abundant, high-quality literacy materials like books, dictionaries, labels and signs. It has a physically organized space that encourages reading and writing, along with daily literacy routines such as read-alouds, independent reading and writing, and sharing. The classroom culture is also culturally sensitive and integrated, helping students experience different cultures through bulletin boards and other means. Assessment and a variety of instructional methods, including technology, group work and projects on the walls, are also characteristics of literacy-rich classrooms.
Theme based english teaching
This document discusses topic-based teaching in English. Some key benefits of topic-based teaching mentioned include being able to fit topics to individual student groups, varying teaching methods, and making connections between subjects. Examples of potential topics include numbers, colors, animals, birthdays, and families. The document provides examples of lesson plans for topics like fashion, pirates, and busy towns. It also discusses assessing student learning, using topics from books, and potential new topics to explore like movies and music. Overall, the document promotes topic-based teaching as a flexible approach to teaching English.
Chapter 5
The document provides guidance on teaching content to English language learners through sheltered instruction strategies. It recommends teaching grade-level content while also developing English language skills. Specific strategies mentioned include using visuals, hands-on materials, demonstrations, modifying text difficulty, building background knowledge, and checking for comprehension. For teaching cells in biology, it suggests using contextualization through rich visuals, modeling by demonstration, speech adjustment, and comprehension checks.
Digi uri 1
This document outlines collaborative lessons between a literacy coach, first grade teacher, and library media specialist to promote digital literacy in an elementary school. It describes characteristics of a literacy-rich classroom, including opportunities for speaking, reading, and writing with print and digital media. It provides examples of lessons where students used an online database, books, and apps to research nocturnal animals and illustrate their findings. The document advocates applying ISTE standards to have students collaborate, find information, and contribute to team projects using technology.
Presentation techniques
This document discusses presentation techniques for teaching English lessons. It defines warmers and lead-ins, noting that warmers are unrelated to the lesson topic and aim to practice fluency, while lead-ins introduce the lesson topic. It also explains the ESA model for lesson structure - "Engagement" to motivate students, "Study" for language practice, and "Activation" to rehearse real-world use. Warmers, lead-ins, and the ESA model provide teachers with techniques for starting lessons effectively and maintaining student interest throughout.
Eal teaching strategies1
The document provides strategies for supporting English as an additional language (EAL) pupils in the classroom. It outlines techniques for making teaching comprehensible, planning for language learning, using appropriate questioning strategies, including opportunities for speaking and listening, checking for comprehension, treating errors appropriately, maintaining a low anxiety level, and using pupils' home languages. Some key strategies include using visuals and gestures, modifying speech, providing scaffolds, allowing time for responses, and leveraging bilingual adults.
Assessment 4 presentation
This document outlines techniques for teaching children to read. It discusses the benefits of reading as a necessary life skill and social experience. Everyday strategies for parents include reading aloud to children for 10 minutes daily, pointing out words, and modeling reading. Specific teaching strategies covered are phonics activities to learn letter-sounds, shared reading where the adult models skills, and vocabulary word maps to promote comprehension.
Read 3204 February 2, 2010
This document provides an overview of the topics and activities covered in a fundamentals of reading instruction course on February 2, 2010. It includes announcements about upcoming assignments and events. It reviews an interactive read aloud activity and discusses how literacy develops through emergent literacy experiences beginning at birth. Video examples are shown and discussion group questions are provided about key concepts from the assigned reading like phonemic awareness, inventive spelling, and concrete words. A read aloud of an early literacy book is described and homework is assigned to read an article about alternatives to "letter of the week" instruction.
Realia
This document discusses using real-world objects or "realia" in English language teaching. It defines realia as using real items from the world to help teach English. Some key benefits are that realia makes lessons more memorable by linking words to objects, stimulates the mind, grabs students' attention, and promotes speaking practice. The document provides examples of how to use realia, such as having students physically examine objects, role play with objects, or read maps. While realia makes lessons more interesting, it also requires preparation and could lose the class' focus if misused. Overall, the conclusion is that realia is worth the effort to engage students.
Language rich environment
The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.
Learning Styles: Auditory (Powerpoint presentation)
This document discusses learning styles and how to improve learning for auditory learners. It describes 3 main learning style theories: perceiving, processing, and organizing information. Auditory learners generally learn best through listening, talking, and oral instructions. The best ways to teach auditory learners are through spoken instructions, audio exercises, and discussions. Auditory learners should practice speaking English aloud, participate in debates, and give speeches to improve their skills. Planning, motivation and clear objectives are also important for effective learning.
Teach learn sample
36 print optimized lessons based on the teacher / learner friendly methodology of SCC or Student Created Content. Get the book here - http://eflclassroom.com/store/products/teach-learn-techbook/
Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
Authentic materials
The document discusses the roles of materials in language teaching, including presenting new language, providing practice activities, and serving as a reference. It distinguishes between authentic materials like texts and photos that were not created for teaching, and created or artificial materials specifically developed for pedagogical purposes. Authentic materials can expose learners to real language and culture but may be too difficult, while created materials can be tailored to learners' levels but contain artificial language. Both have advantages and disadvantages for teaching.
Education
The document discusses shortcomings of the current education system and proposes alternatives that focus on developing real skills and character. It advocates for making education more practical and tailored to individual interests, using a variety of teaching methods and experiential learning. Real education outcomes should include writing, communication, sensitivity, interests, listening and behavioral skills rather than just exams and memorization.
Education
The document discusses shortcomings of the current education system and proposes alternatives that focus on developing real skills and character. It advocates for making education more practical and tailored to individual interests, using a variety of teaching methods and experiential learning. Real education outcomes should include writing, communication, sensitivity, interests, listening and behavioral skills rather than just exams and memorization.
Learning styles and difficulties
There are three main types of learning styles: visual, auditory, and kinesthetic. Visual learners prefer using images, charts and diagrams. Auditory learners learn best through listening and speaking. Kinesthetic learners learn through physical activities and hands-on experiences. Teachers should assess students' learning styles and adapt their teaching methods accordingly. Some students also have learning difficulties in areas like reading, writing or math that require additional support.
Early literacy behavior saga
Early literacy begins developing from birth as children acquire literacy concepts and build knowledge of oral language, reading, and writing. Literacy learning is ongoing as children first experience print and develop emergent literacy behaviors simultaneously across many crucial areas. Emergent literacy is demonstrated through young learners' physical, language, and early reading and writing skills even before formal schooling. Characteristics of emergent readers include awareness of print conventions, enjoyment of listening to and participating with literature, understanding of how stories work, and developing skills like retelling stories and recognizing some words or symbols.
Emergent Literacy
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
Realia
The document discusses using real-life objects or "realia" in English language teaching. It defines realia and explains why teachers should use it, such as making lessons more engaging and memorable for students. Some ways realia can be incorporated include using objects to teach vocabulary, grammar points, reading comprehension, and role plays. The document provides many activity ideas involving realia, such as using menus for a restaurant role play or family photos for describing relatives. It emphasizes that realia brings the real world into the classroom in an interactive way.
Early Literacy Behavior
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
REALIA FIFTH SEMESTER
This document discusses the use of realia, or real objects, in language teaching. It defines realia as actual objects brought into the classroom to be used as examples or aids for talking and writing practice. The document notes that realia makes vocabulary more memorable by allowing students to touch, smell, or taste objects. It also lists advantages like making lessons more interesting and linking language learning to sociocultural learning. However, it acknowledges disadvantages such as authentic materials sometimes being too complex or difficult to comprehend and activities with real objects potentially losing the class's focus if not properly planned. Overall, the document advocates for using realia but emphasizes the importance of selecting materials that are appropriate to students' levels, interests, and aligning activities with
Ellie presentation 0629
This document discusses a study that investigated whether using digital stories can enhance young Taiwanese EFL learners' vocabulary retention. Some teachers rely too heavily on repeated memorization to teach vocabulary, which can lead students to lack understanding. The study aimed to determine if computer-based stories have any effect on students' short-term and long-term vocabulary retention. A literature review found that multimedia applications can provide a more realistic language learning experience. The study used a quasi-experimental method with elementary school students and measured vocabulary retention immediately after and two weeks following exposure to a digital story.
The 7 learning styles
This document discusses different learning styles, including linguistic, logical-mathematical, visual/spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. It provides descriptions of each style's preferences and techniques that may help people with that style learn more effectively, such as using written and verbal methods for linguistic learners or physical objects and interactive games for bodily-kinesthetic learners. The document emphasizes that people often have a mix of styles and can develop abilities in less dominant styles.
Mobile learnig in teaching 4 language skills- fadwa al amri
This document discusses how mobile learning can be used to teach English language skills. It describes how podcasts, apps, and other mobile resources can help improve students' listening, reading, speaking, and writing skills. For listening, students can access materials anywhere and practice pronunciation. Reading skills are enhanced through ebooks, graphic novels, and audiobooks. Speaking practice occurs through voice recording and video chat apps. Writing is supported by apps that teach letter formation, sentence structure, and the writing process. Overall, mobile learning creates an accessible new learning environment that motivates students and allows independent practice of English skills.
Cep
The document discusses the Cool English method for teaching English to children. It emphasizes using songs, stories, role plays and other multi-sensory activities to engage students. The method stimulates learning through all senses in a fun and memorable way. It also aims to develop students' multiple intelligences. The Cool English program contains 6 levels for students aged 5-11 and includes textbooks, activity books, audio CDs and other materials to support this holistic teaching approach.
Teaching Children to Write from the Start
I have worked for many years in developing teachers of writing: through my work with the Curriculum Study Commission, the National and Northern Virginia Writing Projects, and George Mason Universities Graduate Programs. This is an updated talk on working with preschool children on writing. Special thanks to Janina Lao Admana my daughter's preschool teacher who helped with this presentation.
Realia and the teaching of English as ESL /EFL
Realia refers to real-world objects used in language classrooms to enhance learning. Using realia makes classes more memorable, engaging, and exposes students to authentic cultural experiences. It allows kinesthetic learners to learn through hands-on interaction with objects. Realia stimulates learning by engaging multiple senses. It helps students grasp new vocabulary and grammar more easily by providing visual context. Some examples of realia include food items, clothing, tools and other everyday objects.
Wtwppt
In second grade, students are expected to complete one word study activity each night and turn in their word study journals every Friday to teach necessary spelling, phonics, and vocabulary skills through an individual and open-ended process where students discover patterns in words and complete hands-on sorting, hunting, and labeling activities independently and in small groups.
Gr template
This guided reading plan outlines the structure and components of a guided reading lesson for a specific grade, group, and text. It includes identifying the strategy focus, context, and supports/challenges of the text. It also details the roles of the teacher in the familiar read, introduction, children's reading, and conclusion sections of the lesson, which involve building background knowledge, linking to experiences, listening to reading, and assessing comprehension.
Differentiated unit planning template
The document provides a template for differentiated unit planning. The template includes columns for knowledge/skills to be taught, direct instruction methods, guided practice activities, independent practice opportunities, assessment methods, and plans for acceleration and remediation. It is designed to help educators plan lessons and units that differentiate instruction based on students' readiness levels, interests, and learning profiles.
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Realia
This document discusses using real-world objects or "realia" in English language teaching. It defines realia as using real items from the world to help teach English. Some key benefits are that realia makes lessons more memorable by linking words to objects, stimulates the mind, grabs students' attention, and promotes speaking practice. The document provides examples of how to use realia, such as having students physically examine objects, role play with objects, or read maps. While realia makes lessons more interesting, it also requires preparation and could lose the class' focus if misused. Overall, the conclusion is that realia is worth the effort to engage students.
Language rich environment
The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.
Learning Styles: Auditory (Powerpoint presentation)
This document discusses learning styles and how to improve learning for auditory learners. It describes 3 main learning style theories: perceiving, processing, and organizing information. Auditory learners generally learn best through listening, talking, and oral instructions. The best ways to teach auditory learners are through spoken instructions, audio exercises, and discussions. Auditory learners should practice speaking English aloud, participate in debates, and give speeches to improve their skills. Planning, motivation and clear objectives are also important for effective learning.
Teach learn sample
36 print optimized lessons based on the teacher / learner friendly methodology of SCC or Student Created Content. Get the book here - http://eflclassroom.com/store/products/teach-learn-techbook/
Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
Authentic materials
The document discusses the roles of materials in language teaching, including presenting new language, providing practice activities, and serving as a reference. It distinguishes between authentic materials like texts and photos that were not created for teaching, and created or artificial materials specifically developed for pedagogical purposes. Authentic materials can expose learners to real language and culture but may be too difficult, while created materials can be tailored to learners' levels but contain artificial language. Both have advantages and disadvantages for teaching.
Education
The document discusses shortcomings of the current education system and proposes alternatives that focus on developing real skills and character. It advocates for making education more practical and tailored to individual interests, using a variety of teaching methods and experiential learning. Real education outcomes should include writing, communication, sensitivity, interests, listening and behavioral skills rather than just exams and memorization.
Education
The document discusses shortcomings of the current education system and proposes alternatives that focus on developing real skills and character. It advocates for making education more practical and tailored to individual interests, using a variety of teaching methods and experiential learning. Real education outcomes should include writing, communication, sensitivity, interests, listening and behavioral skills rather than just exams and memorization.
Learning styles and difficulties
There are three main types of learning styles: visual, auditory, and kinesthetic. Visual learners prefer using images, charts and diagrams. Auditory learners learn best through listening and speaking. Kinesthetic learners learn through physical activities and hands-on experiences. Teachers should assess students' learning styles and adapt their teaching methods accordingly. Some students also have learning difficulties in areas like reading, writing or math that require additional support.
Early literacy behavior saga
Early literacy begins developing from birth as children acquire literacy concepts and build knowledge of oral language, reading, and writing. Literacy learning is ongoing as children first experience print and develop emergent literacy behaviors simultaneously across many crucial areas. Emergent literacy is demonstrated through young learners' physical, language, and early reading and writing skills even before formal schooling. Characteristics of emergent readers include awareness of print conventions, enjoyment of listening to and participating with literature, understanding of how stories work, and developing skills like retelling stories and recognizing some words or symbols.
Emergent Literacy
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
Realia
The document discusses using real-life objects or "realia" in English language teaching. It defines realia and explains why teachers should use it, such as making lessons more engaging and memorable for students. Some ways realia can be incorporated include using objects to teach vocabulary, grammar points, reading comprehension, and role plays. The document provides many activity ideas involving realia, such as using menus for a restaurant role play or family photos for describing relatives. It emphasizes that realia brings the real world into the classroom in an interactive way.
Early Literacy Behavior
Early literacy development begins from birth as children acquire literacy information through exposure to print materials, meaningful literacy events, and interactions with literate adults. Children demonstrate emergent literacy behaviors that show their knowledge of oral language, reading, and writing as they progress from acquiring early literacy concepts to approximating skills to independent performance of literacy abilities. Examples of early literacy behaviors include looking at books, scribbling, drawing, and using oral language; these behaviors indicate children are gaining literacy concepts and moving along the continuum of literacy development.
REALIA FIFTH SEMESTER
This document discusses the use of realia, or real objects, in language teaching. It defines realia as actual objects brought into the classroom to be used as examples or aids for talking and writing practice. The document notes that realia makes vocabulary more memorable by allowing students to touch, smell, or taste objects. It also lists advantages like making lessons more interesting and linking language learning to sociocultural learning. However, it acknowledges disadvantages such as authentic materials sometimes being too complex or difficult to comprehend and activities with real objects potentially losing the class's focus if not properly planned. Overall, the document advocates for using realia but emphasizes the importance of selecting materials that are appropriate to students' levels, interests, and aligning activities with
Ellie presentation 0629
This document discusses a study that investigated whether using digital stories can enhance young Taiwanese EFL learners' vocabulary retention. Some teachers rely too heavily on repeated memorization to teach vocabulary, which can lead students to lack understanding. The study aimed to determine if computer-based stories have any effect on students' short-term and long-term vocabulary retention. A literature review found that multimedia applications can provide a more realistic language learning experience. The study used a quasi-experimental method with elementary school students and measured vocabulary retention immediately after and two weeks following exposure to a digital story.
The 7 learning styles
This document discusses different learning styles, including linguistic, logical-mathematical, visual/spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. It provides descriptions of each style's preferences and techniques that may help people with that style learn more effectively, such as using written and verbal methods for linguistic learners or physical objects and interactive games for bodily-kinesthetic learners. The document emphasizes that people often have a mix of styles and can develop abilities in less dominant styles.
Mobile learnig in teaching 4 language skills- fadwa al amri
This document discusses how mobile learning can be used to teach English language skills. It describes how podcasts, apps, and other mobile resources can help improve students' listening, reading, speaking, and writing skills. For listening, students can access materials anywhere and practice pronunciation. Reading skills are enhanced through ebooks, graphic novels, and audiobooks. Speaking practice occurs through voice recording and video chat apps. Writing is supported by apps that teach letter formation, sentence structure, and the writing process. Overall, mobile learning creates an accessible new learning environment that motivates students and allows independent practice of English skills.
Cep
The document discusses the Cool English method for teaching English to children. It emphasizes using songs, stories, role plays and other multi-sensory activities to engage students. The method stimulates learning through all senses in a fun and memorable way. It also aims to develop students' multiple intelligences. The Cool English program contains 6 levels for students aged 5-11 and includes textbooks, activity books, audio CDs and other materials to support this holistic teaching approach.
Teaching Children to Write from the Start
I have worked for many years in developing teachers of writing: through my work with the Curriculum Study Commission, the National and Northern Virginia Writing Projects, and George Mason Universities Graduate Programs. This is an updated talk on working with preschool children on writing. Special thanks to Janina Lao Admana my daughter's preschool teacher who helped with this presentation.
Realia and the teaching of English as ESL /EFL
Realia refers to real-world objects used in language classrooms to enhance learning. Using realia makes classes more memorable, engaging, and exposes students to authentic cultural experiences. It allows kinesthetic learners to learn through hands-on interaction with objects. Realia stimulates learning by engaging multiple senses. It helps students grasp new vocabulary and grammar more easily by providing visual context. Some examples of realia include food items, clothing, tools and other everyday objects.
Wtwppt
In second grade, students are expected to complete one word study activity each night and turn in their word study journals every Friday to teach necessary spelling, phonics, and vocabulary skills through an individual and open-ended process where students discover patterns in words and complete hands-on sorting, hunting, and labeling activities independently and in small groups.
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Learning Styles: Auditory (Powerpoint presentation)
Learning Styles: Auditory (Powerpoint presentation)
Mobile learnig in teaching 4 language skills- fadwa al amri
Mobile learnig in teaching 4 language skills- fadwa al amri
Viewers also liked
Gr template
This guided reading plan outlines the structure and components of a guided reading lesson for a specific grade, group, and text. It includes identifying the strategy focus, context, and supports/challenges of the text. It also details the roles of the teacher in the familiar read, introduction, children's reading, and conclusion sections of the lesson, which involve building background knowledge, linking to experiences, listening to reading, and assessing comprehension.
Differentiated unit planning template
The document provides a template for differentiated unit planning. The template includes columns for knowledge/skills to be taught, direct instruction methods, guided practice activities, independent practice opportunities, assessment methods, and plans for acceleration and remediation. It is designed to help educators plan lessons and units that differentiate instruction based on students' readiness levels, interests, and learning profiles.
Lesson Plan Template with Annotations
This document is a lesson plan form template for beginning level teacher candidates to use when planning lessons. It provides sections for candidates to include information such as the directed standard, lesson objective, essential questions, lesson type, cognitive level, affective level, psychomotor level, multiple intelligences used, technology used, differentiated instruction approaches, special needs accommodations, and materials needed. Candidates are to fill in each section with the appropriate information for the lesson they are planning.
Differentiated lesson plan 1
This document outlines a unit plan focused on friends and family. It includes 3 stages: identifying desired results, determining acceptable evidence, and planning learning experiences. The unit goals are for students to understand connections between friends/family and comprehend complex texts using specific skills. Evidence will include performance tasks, tests, observations, and self-assessments. Sample daily plans include whole group instruction and differentiated small groups focusing on language, sentences, and content appropriate to each reading level.
Tiered Lesson Plan Template
This document outlines a tiered/universal design lesson plan template that incorporates instruction for all students (Tier 1), targeted and temporary instruction for students who need more support (Tier 2), and intensive individualized instruction (Tier 3). The template includes sections to describe instruction, materials, assessments, and data-driven decisions for each tier. Tier 1 involves whole group instruction addressing standards. Tier 2 involves small group instruction to meet specific skill deficits. Tier 3 involves individualized instruction for students who need intensive support to acquire skills. Progress is systematically monitored and instruction is modified based on student response and data analysis at all tiers.
Teaching of Ratio, Rate and Differentiated Instruction
This document provides information on differentiated instruction for mathematics incorporating ratios, whole numbers, and fractions. It discusses Singapore's approach to math education in the 1970s which focused on differentiated instruction based on learning theories. It also outlines models of differentiation including differentiating by content, process, product, student level, and class level. Examples are provided on teaching ratios and rates incorporating multiplication and division.
Annotated lesson plan
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
HANDOUT Differentiated Instruction
This document discusses strategies for differentiated instruction in the foreign language classroom. It provides examples of differentiating content, activities, and student products. Content can be differentiated through audio recordings, multiple texts, and supplemental materials. Activities can be differentiated by allowing student choice, using tiered activities, and mixed readiness groups. Student products can be differentiated by allowing tiered products and student choice in demonstrating learning. The document also discusses addressing diverse learner needs, providing both low and high preparation differentiation strategies, and using tools like cubing and tic-tac-toe choice boards to further differentiate instruction and student work.
Differentiated instruction
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
A detailed lesson plan in kinder
This document provides a detailed lesson plan for a kindergarten class on February 24, 2015. The plan includes objectives like identifying recyclable materials and understanding opposites. Activities include sorting real objects into recyclable categories, playing opposite word matching games, categorizing pictures by syllable count, arranging objects by size, and practicing subtraction. A story will be read called "Si Emang Engkantada at ang Tatlong Haragan" and discussed. Other activities involve making combinations of 10 with counters and playing a sinking boat game in groups.
Detailed Lesson Plan in English For Kindergarten
The document provides a detailed lesson plan for teaching kindergarten students about the letter A. The objectives are for students to identify objects starting with A, write the capital and lower case A, and appreciate the importance of A through an activity. The teacher leads activities like singing the ABC song, identifying objects like apple and ant that start with A, demonstrating how to write A, and having students draw pictures of objects starting with A. The lesson emphasizes the importance of learning the alphabet and letter A.
Lesson Plan For Kindergarten
This lesson plan summarizes a story called "It's Mine!" and includes activities to teach students about sharing. The plan has four parts: 1) A pre-reading discussion to introduce vocabulary and concepts in the story. 2) Reading the story aloud and asking questions. 3) A post-reading activity where students role play the characters and complete a photo album. 4) A transition discussion to review what happened in the story. The overall goals are to help students value sharing, caring for the environment, and appreciate cooperation.
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Teaching of Ratio, Rate and Differentiated Instruction
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Meet The Teacherweb
This document provides an overview of the Grade 2 curriculum at an international school in Zurich, Switzerland. It includes details about the units of inquiry in language, mathematics, and other subject areas. It also discusses the learning environment, learner profile, attitudes, and transdisciplinary skills emphasized. Additionally, it outlines the school's approach to home learning and partnerships between school and home.
Back to School Night Slideshow
This document provides information about Ms. Kwok's Grade 1 class for the 2011 school year. It outlines the daily schedule, specialists, curriculum focus areas including literacy, math, social/emotional development and more. It discusses report cards, parent-teacher conferences and communication methods. The document aims to introduce parents to the Grade 1 program and typical school day.
Effective teachers
Effective teachers understand how children learn through educational theories like Piaget's constructivism and Vygotsky's social learning. They support children's literacy development by scaffolding experiences like modeled, shared, interactive, and guided reading and writing. Teachers create a community of learners through demonstration, engagement, response and assessment, while organizing literacy instruction through units, literature circles, workshops, and basal reading.
The Language Experience Classroom Presentation Changed For Blog
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
Session 5
The document discusses materials and techniques for teaching English as a foreign language. It addresses contextual factors to consider when designing materials, such as whether they are for teaching or testing. It also discusses the differences between language exercises and communicative tasks. As an example, it provides a language exercise asking students to write in the past tense and a communicative task where students exchange personal information about hobbies. The document provides considerations for task design, such as the listening skills required and options for text types that can be used for tasks.
Jodie Griffith
The document discusses teaching students with varying abilities and backgrounds. It emphasizes recognizing each student's individual strengths and needs to maximize their growth. It promotes using multiple methods of teaching, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist approaches. Some examples provided are class discussions, hands-on activities, movement, artwork, music, self-reflection, and outdoor experiences. The goal is to engage all students through their diverse intelligences and ways of learning.
Activities focus on learning styles
Students learn in different ways depending on their individual learning styles and sensory preferences. Some students learn best visually, others auditorily, kinesthetically, or tactilely. Teachers should identify each student's preferred learning style and incorporate activities that appeal to different modalities, such as visual displays, verbal instructions, physical activities, and hands-on projects. Psychologist Howard Gardner also theorized that people have at least seven distinct intelligences, including logical, visual, kinesthetic, musical, interpersonal, intrapersonal, and linguistic abilities, and teachers should design lessons to engage students' varied intelligences.
Grade 2 Parent Information Session 2012 13
The document provides information for a Grade 2 parent information evening. It introduces the teachers and provides tips for parents. It outlines the school's approach to literacy, mathematics, units of inquiry, learner profile, attitudes, home learning, language acquisition and transdisciplinary skills. The goal is to inform parents about the Grade 2 curriculum and classroom expectations.
Grade 2 parent information session 2010 2011
This document provides an overview of the Grade 2 curriculum at ZIS including:
1. The main subjects covered are language, mathematics, and units of inquiry. Key areas in language are reading, writing, speaking and listening, and handwriting.
2. In mathematics, concepts covered include number, measurement, patterns, data handling, and problem solving. Everyday Math is used as a key resource.
3. Units of inquiry for the year include workplaces, transportation, water, living things, folktales, and healthy living. These are explored through visits, activities, and a program of inquiry documented on the class blog.
ENGAGING OUR YOUNGEST MINDS
Building a language and literacy foundation happens well before students enter our classrooms. It is important to surround young children with many different language and literacy experiences. This presentation explores ways to provide students with rich, engaging environments to support their growth and development as readers,writers, and thinkers.
1 a curriculum night presentation 2014 2015
This document provides an overview of the grade 1 curriculum at a school. It discusses the teachers, units of inquiry covered, literacy and math programs, routines and expectations, and ways for parents to support learning at home. The programs emphasize an inquiry-based education, balanced literacy instruction, and a constructivist approach to math. Parents are encouraged to check the class blog and support their child's independence, responsibility, and lifelong love of learning.
Balanced literacy for school
The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
Teaching english language
These strategies provide opportunities for all students to read, write, listen, and speak in a variety of contexts. They also provide ways for teachers to organize lessons and student work, and encourage students to be accountable. Some strategies include gathering books on the same subject to reflect different reading levels, teaching comprehension before skills like phonics, planning comprehension activities before, during and after reading, brainstorming word banks for writing, teaching students to use context cues to read for meaning, generating questions, discussing new words in context, teaching word study skills, integrating reading and writing using different genres and formats, using recipes as models for procedural writing, having students keep journals for personal narratives and content learning, and incorporating environmental print into the classroom.
Back2 schoolnightpresentation1112
This document provides an overview of the 5th grade curriculum and programs at Garden Gate Elementary for the upcoming school year. It includes introductions of the teaching staff, an agenda for the evening, and details about core subjects like language arts, reading, math, science and social studies. It also outlines extracurricular activities, homework policies, communication methods, volunteering opportunities and birthday celebrations. The goal is to inform parents about the philosophy, curriculum and expectations for their child's 5th grade education.
Back to School Night Presentation
This document provides an overview of the 5th grade curriculum and programs at Garden Gate Elementary for the upcoming school year. It includes introductions of the teaching staff, an agenda for the evening, and details about core subjects like language arts, reading, math, science and social studies. It also outlines extracurricular activities, homework policies, communication methods and opportunities for parents to volunteer.
Multiple intelligences method
The Multiple Intelligences Method identifies 8 types of intelligences and incorporates them into language teaching. The method has 4 stages: 1) awakening intelligence through sensory experiences 2) amplifying intelligence through comparing experiences 3) teaching linked to intelligence through worksheets and groups 4) transferring intelligence through out-of-class application. Teachers develop rich activities and students are active learners who experiment with intelligences to find their strengths. Evaluation varies by intelligence and students feel confident learning in their own way.
Early Literacy Development.pptx
Tara Poole presents on components of a holistic early literacy program. She acknowledges the traditional territories of local First Nations and emphasizes building relationships through trauma-informed practice. Literacy is defined as understanding, analyzing, and communicating through diverse texts for various purposes. A comprehensive literacy program includes building background knowledge, language development, phonological awareness, phonics, reading time, fluency, comprehension, and assessment. Phonological awareness involves hearing sounds in words while phonemic awareness involves hearing individual sounds. Explicit instruction is needed in concepts of print, phonological awareness, phonemic awareness, phonics, word work, vocabulary, comprehension strategies, fluency, and ensuring access to decodable books. Assessment, goal setting, and
Open House
The document provides information for parents about Kindergarten at Belle Terre Elementary for the 2012-13 school year. It outlines expectations for students, details the curriculum including reading, writing, math, science, and social studies instruction, and discusses classroom management and homework policies. Communication methods like email and websites are also listed.
Parent reading information night
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
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Anchorage, Alaska has a cold climate in the winter, fall, and early spring with snow from October to mid-April and temperatures sometimes below freezing. In mid-spring, the temperature warms to a high of 60-70°F. Anchorage's climate is warmer than much of Alaska due to its location near the Pacific Ocean and protection from mountain ranges, which trap warmer coastal air.
Mexican cession
The document summarizes the Mexican Cession, which transferred control of territories from Mexico to the United States. It describes how the U.S. went to war with Mexico after it refused American offers to purchase additional western lands. Through the 1848 Treaty of Guadalupe Hidalgo, Mexico relinquished its claims to over 500,000 square miles of territory in exchange for $15 million, creating the boundaries of several modern U.S. states in the Southwest. The new borders were set after the U.S. defeated Mexico in the Mexican-American War and acquired more land through the Gadsden Purchase.
About oregon
The Oregon Territory originally included the modern states of Idaho, Washington, and Oregon. It was bounded by the Pacific Ocean to the west, California to the south, and the Rocky Mountains to the east. In the early 19th century, adventurous Americans began settling in the Oregon Territory to establish homes, farms, and towns, despite barriers like mountain ranges blocking passage to the western lands. The United States officially gained control of the Oregon Territory through a treaty with Britain in 1846.
Louisiana purchase
The Louisiana Purchase was a massive land deal in 1803 that doubled the size of the United States. France sold approximately 828,000 square miles of land west of the Mississippi River to the United States for $15 million, working out to about 4 cents per acre. This land encompassed 15 current U.S. states and two Canadian provinces. The purchase provided the U.S. with critical access to the Mississippi River and Gulf of Mexico while removing an imperial presence along its borders.
Florida by brian. erik, eli, and david final
Andrew Jackson led military forces to West Florida in 1814 and 1817-1818, defeating Native American tribes as American settlers rebelled for control of the territory. In 1819, the U.S. officially acquired Florida through the Adams-Onis Treaty, purchasing East Florida from Spain for $5 million. The treaty established the borders of Florida and ended disputes between Florida and Georgia over the territory.
Life in Colonial New England
Life in early New England Puritan settlements was characterized by tight-knit religious communities with little privacy or tolerance for deviance. Members were bound by social covenants to watch over each other, and houses and fields were laid out communally. Education was emphasized so all could read the Bible, though many children attended brief primary schooling before working on family farms.
Web Research Powerpoint
This document provides an overview of how to effectively conduct research on the internet. It discusses different types of search engines such as regular search engines, metasearch engines, and specialized search engines. It also covers tips for performing advanced searches and evaluating the reliability of websites. Key techniques include using metasearch engines to search multiple databases at once, asking specific questions in search engines designed for questions, and checking attributes like author credentials and grammar to assess a site's reliability.
Back to School 2011
Mr. Ullman outlines the daily schedule and curriculum for his 5th grade classroom. The day begins with morning meeting, followed by math, specials classes, and reading/writing workshop. In the afternoon, students have FOCUS time, science/social studies, word study, and end the day. Mr. Ullman describes the classroom rules and discipline approach, as well as homework expectations and methods of assessment and communication with parents through email, phone calls, and a classroom wiki page.
Texas - Emma
Texas was originally inhabited by Native American tribes and was later ruled by Spain, France, Mexico, and the Republic of Texas before becoming the 28th U.S. state in 1845. The Battle of the Alamo in 1836 was a defining moment in the Texas Revolution for independence from Mexico, where Texian and Tejano forces were defeated by the Mexican Army after a 13-day siege led by General Santa Anna. Texas joined the United States as a state following the annexation in 1845, which led to the Mexican-American War.
Mexican Cession - Clara
Relations between the US and Mexico soured in 1845 when the US annexed Texas as a state. In 1846, after Mexico refused to sell additional territory, US troops invaded northern Mexico along the Rio Grande, starting the Mexican-American War. The war ended in 1848 with the Treaty of Guadalupe Hidalgo, in which Mexico ceded over half its territory, including modern day California, Arizona, New Mexico, and parts of Colorado, Nevada, and Utah, to the US. Mexico lost a large amount of territory and remained bitter towards the US.
Northwest Ordinance - Sal
The Northwest Ordinance of 1787 created the Northwest Territory and established rules for creating new states out of the territory. It set up a territorial government that included a governor, secretary, and judges. It also established civil rights like freedom of religion and banned slavery in the territory. As populations grew to 60,000, new states could be formed, resulting in five new states including Michigan, Washington, and Illinois.
Oregon - Briani
Oregon was originally a portion of land between the Rocky Mountains and the Pacific Ocean that Americans and British agreed to jointly occupy in 1818. Over decades, settlers went to Oregon for various reasons like becoming missionaries, starting farms, or trading furs. In 1846, the US and Britain signed a treaty giving the United States control over Oregon, Washington, Idaho, part of Montana, and Wyoming. This gave the US land from the Pacific to the Atlantic oceans and encouraged further settlement, some of which occurred along the difficult 2,000 mile Oregon Trail.
Northwest Ordinance - Maisie
The Northwest Ordinance established the process for admitting new states north of the Ohio River and west of Pennsylvania. Thomas Jefferson drafted the original ordinance, which outlined conditions for statehood including a population of over 60,000 and the prohibition of slavery. Rufus King wrote the final version, which was passed in 1787 and established the Northwest Territory, eventually dividing into the states of Ohio, Indiana, Illinois, Michigan and Wisconsin. The ordinance accelerated westward expansion in the United States and provided more land and opportunities for settlement.
Mexican Cession - Jay
James K. Polk was elected president in 1845 on a platform of expanding American territory to the Pacific Ocean. To achieve this, he oversaw the Mexican Cession which saw the U.S. purchase the territories of Alta California and New Mexico from Mexico for $18 million in 1846. However, tensions rose and the Mexican-American War broke out later that year, ending in 1848 with the Treaty of Guadalupe Hidalgo that ceded additional Mexican lands including California, Nevada, Utah, and parts of other western states to the U.S.
Texas - Ella
The document summarizes the Texas Annexation. It details that Moses Austin brought American settlers to Texas in 1821 while it was still owned by Mexico. Tensions rose when Mexico banned slavery but the American settlers refused to comply. This led Texas to declare independence and eventually ask to join the United States as a state in 1845, prompting war between Mexico and the U.S., which the U.S. won, gaining Texas as a new state. The American settlers originally moved to Texas to explore, have more land, and seek greater wealth and opportunity.
Texas - Colman
U.S. settlers began immigrating to Texas in the 1820s after Mexico gained control of the region and encouraged settlement to displace Native Americans. Tensions rose in the 1830s after Mexico banned further U.S. immigration and slavery, and imposed taxes. In 1836, Texan forces defeated Santa Anna's Mexican army at the Battle of San Jacinto, securing Texas's independence as the Republic of Texas. It later joined the United States as a state in 1845 after a boundary dispute led to war between the U.S. and Mexico.
Mexican Cession - Clara
The Mexican Cession resulted in Mexico losing nearly one million square miles of territory to the United States following the Mexican-American War from 1846 to 1848. Under the Treaty of Guadalupe Hidalgo in 1848, Mexico ceded lands of present-day California, Nevada, Utah, most of Arizona, and parts of Colorado, New Mexico, and Wyoming in exchange for $15 million from the United States. While the treaty granted citizenship to Mexicans living in the ceded lands, much of their property was lost in the following decades as it was acquired by American settlers and businesses.
Mexican Cession - Charles
The Mexican Cession was a treaty signed in 1848 that ended the Mexican-American War and established the Rio Grande as the border between the U.S. and Mexico. It transferred ownership of California, Nevada, Utah, and parts of four other states from Mexico to the United States for $15 million, expanding U.S. territory by over 500,000 square miles. Nicolas Trist helped negotiate the Treaty of Guadalupe Hidalgo that formalized the land transfer from Mexico to the U.S.
Battle of Yorktown
1) The Battle of Yorktown in Virginia in 1781 marked the end of the Revolutionary War.
2) The French navy prevented British reinforcements from reaching General Cornwallis by sea, trapping the British army at Yorktown.
3) After weeks under siege by American and French forces, Cornwallis surrendered, effectively ending the war.
The Battles of Trenton and Princeton
The battles of Trenton and Princeton were important Revolutionary War victories for the colonists led by General George Washington. In Trenton on December 26, 1776, Washington launched a surprise attack against Hessian troops commanded by Colonel Johann Rall, who were caught off guard while celebrating Christmas. The poorly prepared Hessians were defeated within two hours, with over 900 captured. In Princeton on January 3, 1777, Washington outmaneuvered British forces led by General Cornwallis and General Mawhood, defeating them and gaining another much-needed victory for the colonial cause.
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Back to School 2011
- 11. A Day in the Life…
- 12. Morning Meeting Greeting, Share, Activity, Message
- 13. Centers
- 15. Outside and Snack Time
- 17. Language Arts (Writing and Handwriting)
- 18. Recess and Lunch
- 19. Quiet Time
- 20. Math
- 21. Closing Circle Ending our day with reflection and song! …and some exhaustion!