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.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Social Entrepreneurship and the 21st Century MueseumPaul Rogers
This talk provides a basic introduction to the potential value of social entrepreneurship for museum professionals. For more information on the strategic execution framework check out http://www.youtube.com/watch?v=Bg-ypS5p7-E
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Social Entrepreneurship and the 21st Century MueseumPaul Rogers
This talk provides a basic introduction to the potential value of social entrepreneurship for museum professionals. For more information on the strategic execution framework check out http://www.youtube.com/watch?v=Bg-ypS5p7-E
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
This presentation would give you the glimpse of the importance for a child to develop writing skills at an early age and how crucial the foundation stages are
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...Jane Farrall
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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!
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
For more information, visit-www.vavaclasses.com
1. Teaching Children
to Write from the Start: Ability,
Culture, Meaning and Mechanics
March 2, 2013
Dr. Paul Rogers
Janina Lao Admana
2.
3.
4.
5. An Overview
• An interactive conversation
– You are the experts on the children at your school
• Some background about writing and writing
development
• Talking about some practices or strategies
you’re using in your classroom around writing
7. Why focus on writing?
• Writing is a key element of
academic success.
• Writing is a powerful learning
too that supports both
understanding and
remembering.
• Writing is a key ability for full
participation in the 21st century.
8. 2 out of 3 U.S. students fail
to meet grade level demands
in writing.
10. • After children learn to read?
• When they begin to write words
conventionally?
11. A Different Perspective
• Literacy development begins long before
formal schooling
• Children learn about reading and writing
simultaneously in their everyday
experiences
12. Learning to write is about cognitive
development and social
participation
13. Children engage in writing to
explore the characteristics of
writing materials
the cognitive development
14. Children write to engage
in positive interactions
with adults and to form
relationships with peers
the social participation
23. The Basic Skills
• Spelling and punctuation
• Thinking, memory, and language
a(speaking), plus fine motor skills
24. Children’s handwriting develops
sequentially “through stages of
drawing, scribbling, the making of
letterlike forms, moving to well-
learned units, invented spelling,
and conventional orthography”
(Boscolo, 2008)
48. Authentic Purposes
• Telling what I’ve learned (reports)
• Describing an experience (travel writing)
• Keeping notes (journaling)
• Comparing ideas (reviews)
• Conducting research (creating knowledge)
• Analyzing problems (making the world a better
place)
• Sharing happiness and wisdom (fictional
narratives)
• Introducing an important person (profiles)
55. Portfolios
• Excellent way to document each individual
child’s progress
• Informal assessment tool
• Showcase child’s work giving value, creating
permanence
• Can be used together alongside progress
reports during parent-teacher conferences
• Home-school connection
68. Strategies
• Write every day
• Revisit and reread
• Share the writing as a group
• Letter tracing
• Name writing
69. Name Writing
• A window into children’s emergent writing
• The child’s name is often the first word they
begin to write
• The child first learns to recognize letters in
their name, especially the first letter (own
name advantage)
70. Name writing tends to progress in
the following manner:
• (a) scribble; (b) linear scribble; (c) separate
symbols, with letter-like forms; (d) name
written with correct letters and
mockletters/symbols; (e) name generally
correct, with some letters reversed or
omitted; and (f ) name written correctly
71.
72. Use Name Writing with Self-
Portraits
Look for lots of little transitions
73. Strategies
• Focus on what’s RIGHT!
• It is the act of writing that needs
encouragement
• Write with your students
74. Strategies
• Extrinsic rewards??
• Using mentor texts
– Supplied by both teacher and child
• Share what You write
• Celebrate writing
• Writing floats on a sea of talk
75.
76. Evaluation
• Respond to completion
• Respond to pride of authorship
• Encourage students to try out ideas
77. Freedom of Choice
• Varying the amounts and types of input
– Experiment
– Let’s spend the next few minutes writing anything
we want
78. What are the most important
elements of of written language
that children need to learn?
I’m a professor at George Mason in English. My PhD is in education with a focus on writing development across the lifespan.
I work with LOTS of teachers throughout Northern Virginia. I don’t like to give one-off talks as a form of professional development, but I’m really interested in expanding the nvwp to include preschool educators. I’m also interested in early childhood writing development; so, this is a fun conversation for me to have!
This is my little girl, Estella. She’s 3 years old. So, there are three reasons I’m giving this talk: I’m an educational researchers, a teacher of teachers, and father of a preschooler.
The cognitive
and to engage in positive interactions with parents and teachers
Why does she jump rope? How does she learn?
Why does she jump rope? How does she learn?
Please don’t use writing as a punishment!
Pt. 1 is the constructivePt. 2 is the multimodal
Children draw on the world of print that surrounds them in forming their hypotheses about what writing is and what it does
The thank you card! Remember its intentionnot convention!
One example of a writing center if the teacher has ample space. Take note of clipboards which children can carry around the room – “write around the room”: copy print they see in their environment.
However! If one lacks the space to have a writing center, using a briefcase is a great “portable” type of writing center. All the necessary materials are included and stashed away inside the briefcase. Items inside can be changed frequently if necessary based on childrens’ interest.
Also add onto home-school connection bullet: Families can use the book to take home at the end of each week and add to the portfolio (include paper for children to write about what they did during the weekend), and return to school to share with peers