Big book workstation
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The document provides guidance for setting up and using a Big Book Work Station in a classroom. It suggests having emergent readers point to words and read in phrases from big books, while early readers use reading strategies like writing notes. It recommends modeling tasks for students such as turning pages, using pointers, and acting out stories. The document also offers tips for assessing student work and keeping the station engaging over time.
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This document provides guidance on conducting writing conferences with students. It discusses beginning the conference by asking the student how their writing is going. The teacher's role is to invite the student to set the agenda and ask assessment questions, while the student describes their work. Effective conferences include the teacher providing clear feedback and teaching points, while nudging the student to apply what they've learned to their writing. The document also addresses managing the rest of the class during conferences and establishing independence in student writing.
Success in Reading Intervention
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
Lit circles.res schools.st james a
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Incorporating writer’s workshop into the elementary classroom
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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To be a caring person, one should help those in need, be sensitive to others' feelings by not being mean or hurtful, and consider how your actions impact others. The key is to do caring things which will help you become a caring person.
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Abc workstation
The document provides guidance for running an ABC work station including what students can do, what the teacher needs to model, and how to differentiate tasks. It suggests students can sort and make letters and words, read ABC books, and play word games. The teacher should model forming letters, reading and writing ABC books, and playing word games. Tasks can be assigned to groups based on needs using task cards, charts or color coding.
Big book workstation2
The document provides guidance for setting up and using a Big Book Work Station in a classroom. It suggests having emergent readers point to words and read in phrases from big books, while early readers use reading strategies like writing notes. It recommends modeling for students how to use the station, such as turning pages and using props. Finally, it offers tips for keeping the station engaging over time, like changing books, adding student-made books, and periodically assessing student reading.
Big Book Workstation
The document provides guidance for setting up and using a Big Book Work Station in a classroom. It suggests having emergent readers point to words and read in phrases from big books, while early readers use reading strategies like writing notes. It recommends modeling tasks for students such as turning pages, using pointers, and acting out stories. The document also offers tips for assessing student work and keeping the station engaging over time.
Literacy workstations
Literacy work stations are areas in the classroom where students work independently or with peers using instructional materials to develop literacy skills. Materials are first taught by the teacher and then used at stations, unlike traditional centers. Stations remain set up all year with changing materials at different reading levels. The teacher meets with small groups during station time while students work independently to practice skills. Benefits include individualized instruction and meaningful literacy practice.
Literacy workstations
Literacy work stations are areas in the classroom where students work independently or together using instructional materials to develop literacy skills. Materials are first taught in whole group and small group instruction before being used in stations. Stations remain set up all year and materials are differentiated for students' needs and levels. This allows the teacher to meet with small groups for guided reading while students engage in meaningful independent practice at stations. Benefits include individualized instruction and opportunities for literacy skill practice.
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Poetry workstation
This document provides guidance for setting up and running a poetry work station in a classroom. It outlines what students can do at the station, such as reading, illustrating, writing and performing poems. It also describes what teachers should model, like reading poems fluently and finding rhyming words. Finally, it offers ideas for keeping the station engaging over time, such as changing the poems, writing new poems as a class, and periodically assessing students.
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This document provides guidance for setting up and running a drama work station in the classroom. It outlines activities for students like retelling familiar books using puppets, reading plays, and creating their own plays. The document also discusses how the teacher should model the proper use of the station and materials. It suggests ways to keep the station engaging over time, such as adding new books, props, and student-created materials. Teachers are advised to periodically assess students using the station and provide opportunities for performance and sharing.
Site Words
This document contains a list of common sight words for a student to review, including away, run, three, at, ate, came, our, pretty, ran. The list of sight words is intended to help the student practice reading frequently used words.
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