Change Project
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This document contains summaries of two student cases and the goals and lessons for those students. It also outlines the teacher's goals for developing student agency and strategic learning. Specifically: 1) The first case summary is for Maria, a second grade student who loves animals and wants to be a veterinarian. Goals are for her to use punctuation and phrasing to aid comprehension. 2) The second case summary is for Martin, a kindergarten student who loves puppies and video games. Goals are for him to integrate meaning and structure beyond initial letters in reading and writing. 3) The teacher's goals are to help students develop agency as readers and writers, become strategic learners, and
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This document provides an overview of reading instruction strategies for kindergarten through 5th grade, including a summary of Reader's Workshop components and strategies to support reading development at home and over the summer. It discusses focusing on surface reading structures like fluency and decoding in early grades and shifting to deep reading structures like comprehension and making inferences in later grades. Specific strategies are outlined for different grade levels, such as asking questions about characters and settings for younger readers and monitoring comprehension and vocabulary for older readers.
Spelling Bee
This newsletter discusses an upcoming spelling bee activity in the classroom. Older students from grades 5 and 6 will assist younger students for 3 weeks by listening to them read and helping with spelling difficult words. These words will be recorded in a book. After 3 weeks, a spelling bee will be held for students and parents to attend. Words in the spelling bee will come from books, spelling books, and words the students should know. The roles of students, teachers, and parents are outlined to help prepare for the spelling bee through practicing spelling words. Benefits of the spelling bee are discussed as helping to expand vocabulary and communication skills.
DUE IN 12 HOURSEach set of 2 responses has its own instructi.docx
DUE IN 12 HOURS
Each set of 2 responses has its own instructions:
READER RESPONSE- comment on the posts of two classmates
BRIDGET’S POST:
In listening to the lectures and reading over Writing Contexts in The Little Seagull Handbook, one of the things that struck me is the idea of critical thinking and how it relates to critical reading. I've always thought of myself as a critical thinker. I enjoying trying to understand why people do the things they do or why things happen the way they do, but I realize now that I can apply critical thinking to the things I read as well as what I write. I have been out of school for over 20 years and training myself to be a student again is going to be a struggle, but hopefully I can apply my own critical thinking skills to other areas like writing and reading as well. I want to be able to ask myself if there is a deeper meaning in what an author wrote or how a character reacts? I also want to try and write in a way that is more than just superficial and at-face-value.
DILLON’S POST:
Module 1 has covered the basics of effectively writing and organizing parts of what you read and also covering the basics of plagiarism. I feel that critical reading is a very important stepping stone to apply what you have learned onto paper. It should involve you getting a deep understanding of what the writers main purpose is. You should do so by taking notes, highlighting important topics, thoroughly analyzing the writers thoughts, and considering reference works.
Ive also learned that is is important to prepare for what you are going to write. It should start with brainstorming and getting an abundance of important ideas that fit the target topic. After getting ideas you should break down these ideas into different sections to effectively apply them into well worded paragraphs. I find it is also important to go over what you have wrote multiple times by proof reading and fixing any spelling or grammatical errors that you can find.
Although I have learned much in this module, I have a very long way to go to become a good writer. This subject is something I have always struggled with, but I hope this course will better my knowledge and capabilities.
LIFE & LITERACY - comment on the posts of two classmates
HAILEY’S POST:
Literacy holds a special place in everyone’s life, whether they believe it or not. From the fairytales and bed-time stories, my father would read to me every night to the poetry we write and share now. For me, writing is a way of facing my fears as well as expressing the emotions I could not say aloud while being able to accept the grievances and losses I have overcome. In school, we explored many different genres and time periods in which we compared authors, poets, and even playwrights with one another, seeking their true meanings behind each line or phrase. We would analyze the author’s every thought from sentence to sentence, sometimes even word to word within a sentence. When it co.
Why are literacy skills important for students.pdf
Here we have discussed some of the main literacy skills that are required for students to be able to fully gain knowledge from the elements around
Kindergarten language arts
This document outlines a unit plan for teaching students the alphabet. It will cover learning the sounds of each letter, the order of the alphabet, vowels and consonants. The teacher's role is to teach using engaging methods like songs and games. Parents should practice flashcards and apps at home. Students must pay attention and practice. The goals are for students to properly pronounce letters and words, read letters and words, learn different letter sounds, and understand vowels and consonants.
Kindergarten language arts
This document outlines a unit plan for teaching students the alphabet. It will cover learning the sounds of each letter, the order of the alphabet, vowels and consonants. The teacher's role is to teach using engaging methods like songs and games. Parents should practice flashcards and apps at home. Students must pay attention and practice. The goals are for students to properly pronounce letters and words, read letters and words, learn different letter sounds, and understand vowels and consonants.
Kindergarten language arts
This document outlines a unit plan for teaching students the alphabet. It will cover learning the sounds of each letter, the order of the alphabet, vowels and consonants. The teacher's role is to teach using engaging methods like songs and games. Parents should practice flashcards and apps at home. Students must pay attention and practice. The goals are for students to properly pronounce letters and words, read letters and words, learn different letter sounds, and understand vowels and consonants.
Lit5233 intervention plan 2
This intervention plan aims to help a struggling first grade reader named Robert. Assessments show that Robert has low phonemic awareness and struggles with phonics, sight words, and reading fluency. The plan targets these areas with two strategies each. For phonics, Robert will practice reading nonsense words and use multi-sensory activities. Sight word instruction incorporates games and immediate reading practice. Phonemic awareness strategies involve manipulating sounds to create or change words. The goal is to improve Robert's reading skills and help him have a more positive attitude towards reading.
5020 week 13 miscue rma slides
This document provides an agenda for an in-person workshop on literacy and language teaching. It includes:
1. An introduction where participants will sign in, get name tags, and sit with their assigned groups.
2. The agenda includes discussing miscue analysis, retrospective miscue analysis, and choice book groups meeting to finalize plans.
3. Sections on revisiting miscue analysis, using miscues to gain insight, a reader's comprehension depending on many factors, and the complete miscue analysis process.
4. Instructions and examples for conducting specific components of miscue analysis, including the reading interview, oral reading, retell, recording data, and analyzing patterns.
Strand4 writing k 2
The document outlines best practices for writing instruction in grades K-2. It discusses developing key writing skills like understanding the purpose of writing, mastering conventions of print, and fluency. It also describes developmental stages of writing and strategies like explicit instruction in handwriting, spelling, and self-regulated approaches to teaching writing.
Strand4 writing k 2
The document outlines best practices for writing instruction in grades K-2. It discusses developing key writing skills like understanding the purpose of writing, mastering conventions of print, and fluency. It also describes developmental stages of writing and strategies like explicit instruction in handwriting, spelling, and self-regulated approaches to teaching writing.
Module 4 Powerpoint For Cat 250
This unit aims to teach students the difference between uppercase and lowercase letters. The teacher will use activities, worksheets, and letter writing practice to help students learn the visual differences and proper usage of uppercase and lowercase letters in sentences. Students will be assessed at the end to check their understanding. Project-based learning will involve hands-on projects to reinforce the concepts in a visual and collaborative way. The goal is for students to be able to identify and write uppercase and lowercase letters correctly.
Reading and listening comprehension
The document discusses reading and listening comprehension. It provides strategies to help children become active readers, including setting purposes, making predictions, visualizing, asking and answering questions. It also discusses the importance of writing, including that writing is a way for children to think and express ideas. Elements of good writing instruction are modeling, opportunities to practice, and feedback. Spelling is important for reading comprehension and writing. Listening comprehension involves perception and comprehension of spoken language and relies on skills like attention, memory, and making connections. Brain imaging studies show both common and modality-specific brain activation patterns during reading and listening comprehension.
Dodea session #2 and #3 pp slides (1)
This webinar discusses analyzing reading accuracy and error patterns from benchmark assessments to inform instruction.
It provides guidance on using tools like the Benchmark Assessment System, Continuum of Literacy Learning, and class records to examine patterns in students' reading behaviors and select goals. Sample goals are presented to demonstrate how to identify precise areas for individual readers to develop.
Templates like reading records and guides for analysis are introduced to help teachers closely observe students' reading skills and strategizing. Connecting assessment to instruction through scaffolding and the learning zone is emphasized. The webinar models selecting goals and prompts tailored to readers' levels to support growth over time.
R.I.P. "Sound It Out": What Else Can you Say (TWU)
This document discusses strategies for teaching early readers, including fostering strategic processing rather than simply telling students to "sound it out". It emphasizes teaching students to self-monitor, check multiple sources of information, and solve words independently. Specific prompting techniques are presented to encourage meaning-making, visual checking, and attention to word structure rather than relying on phonics alone. Selecting appropriate texts and monitoring reading behaviors are also highlighted.
Emergent Writing In The Kindergarten Classroom[1]
The document discusses emergent writing and "kid writing" in kindergarten classrooms. It describes kid writing as a daily social activity where children help each other use phonemic skills and invented spelling. The goals of the study were to build confidence in writing instruction and students' independence and skills in phonemic awareness, sight words, and using a daily writing routine with pictures, dates, and kid writing. Benefits included stronger relationships, independence, confidence, and a community of learners.
Strategies for reading instruction
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
Literacy vocabulary instruction
The document discusses strategies for improving students' vocabulary. It recommends that teachers encourage students to read extensively to learn new words indirectly through context. It also stresses the importance of direct vocabulary instruction, such as teaching individual words before reading and using word learning strategies like dictionaries and word parts. The key message is that both indirect learning through reading and direct instruction of words and strategies are needed to develop a strong vocabulary.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 6
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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