The document outlines a school improvement project called the "Million Word Challenge" reading incentive program at Justin Elementary School. [1] The goal is to increase student reading by having the school collectively read one million words over the academic year. [2] Objectives include strengthening student love of reading, increasing words read, and boosting parent involvement. [3] An action plan details steps like forming a committee, student surveys, assemblies to launch the program, monthly word counts, and end-of-year celebrations and evaluations.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docxdurantheseldine
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docxdurantheseldine
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Sakai Conference 2009, What Did They Learn TodayMark Van Dyke
Delivered by Dr. Mark A. Van Dyke, Marist College, 2009 TWSIA Award Winner (Honorable Mention), at 10th Annual Sakai Conference, Boston, MA (USA), July 10, 2009.
Making Connections: Engaging Students in Language, Literacy, and Global IssuesFacing the Future
This new research-based textbook helps students develop English language skills through highly engaging real-world investigations of current global issues. Designed for intermediate-level English language learners and striving readers, Making Connections combines language learning with opportunities for students to think critically about sustainable solutions for community development, environmental issues, quality of life, peace and conflict, and more. Aligned with education standards, this textbook includes nine chapters with lessons that have been reviewed and field tested by content experts, teachers, and students.
Sakai Conference 2009, What Did They Learn TodayMark Van Dyke
Delivered by Dr. Mark A. Van Dyke, Marist College, 2009 TWSIA Award Winner (Honorable Mention), at 10th Annual Sakai Conference, Boston, MA (USA), July 10, 2009.
Making Connections: Engaging Students in Language, Literacy, and Global IssuesFacing the Future
This new research-based textbook helps students develop English language skills through highly engaging real-world investigations of current global issues. Designed for intermediate-level English language learners and striving readers, Making Connections combines language learning with opportunities for students to think critically about sustainable solutions for community development, environmental issues, quality of life, peace and conflict, and more. Aligned with education standards, this textbook includes nine chapters with lessons that have been reviewed and field tested by content experts, teachers, and students.
LAC Session Guide (Online) - Building Communicative Competence through Oral L...
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1. School Improvement Project
Ruth Ann Beagle
EDLD 5301
Vision: The cohesive staff of Justin Elementary School, working with the support of the
community, will provide all students with an active learning environment, focusing on the
success of the whole child.
Goal: To design and implement the “Million Word Challenge” reading incentive that
increases student excitement for reading by participating in a school-wide goal of
reaching one million words in reading over the academic school year.
Objectives:
1. Strengthen students’ love of and desire for reading.
2. Increase the amount of words that students read.
3. Increase parent involvement in their child’s education.
4. Enhance school culture and community
2. Action Plan
Action Person(s) Timeline: Needed
Steps Responsible Start/End Resources Evaluation
1. Meet with Ms. Ruth Ann Beagle August 17, 2010/ Budget, calendar, Understanding of
Chaney and PTA paper, pens/pencils, expectation of
August 24, 2010
President to discuss documents from program, funding,
expectations of other schools’ similar timeline
program as well as programs
available funding for
implementation.
2. Create committee Ruth Ann Beagle August 17, 2010/ Meeting space, Members leave with
and conduct initial meeting agenda, timeline/understanding
September 6, 2010
meeting for “Million paper, pens/pencils, of program as well as
Word Challenge” sample documents of assigned duties.
Reading Program. other schools’
programs
3. Survey selected Ruth Ann Beagle September 6, 2010- Survey Completion of student
classrooms re: questionnaires, questionnaires and
September 13, 2010
reading interest pencils tally of scales
4. K-2 and 3-5 “Million Word Week of September To be determined by Student body interest
assemblies for Challenge” 13, 2010 committee is peaked to begin
“Million Word Committee “Million Word
Challenge” Challenge”
5. “Million Word “MWC” Committee Week of September Reading logs/info Student body exhibits
Challenge” begins 20, 2010 distributed to excitement
students
6. Monthly word “Million Word September 27, 2010/ To be determined by Students continue
count, reminders, Challenge” committee interest in Challenge;
April, 2011
activities to revitalize Committee school wide word
student participation count continues to
in “Million Word increase
Challenge”
7. Survey selected Ruth Ann Beagle Monthly: October Survey Responses which
students for noting 2010 – May 2011 questionnaires, indicate progress
ongoing progress meeting space toward increase in
toward goal reading interest
8. Survey selected Ruth Ann Beagle April 1-30, 2011/ Survey Responses which
classrooms; interview questionnaires, indicate a measurable
selected group of interview result of student
students, teachers, questionnaires, reading interest
parents meeting space
9. School wide field “Million Word May 1-31, 2011 To be determined by Goal of one million
trips for K-2 and 3-5 Challenge” committee words is reached;
(TBD by committee)
to celebrate Committee majority of student
culmination of body participation
“Million Word
Challenge”
10. Meeting with Ms. Ruth Ann Beagle May 2, 2011/ Meeting space, Effective discussion
Chaney to discuss paper, pens/pencils held to determine
May 31, 2011
survey/interview program success
results and to based on
determine success of survey/interview
program results.