A staff presentation for the language arts/reading department DWT. Topics include our new pacing guides, culturally responsive instruction, information about our new state assessment and our SIP.
Developing long term relationships with students in writing centersAndrew H. Yim
At the East Central Writing Centers Association Conference in April 2015 at the University of Notre Dame, I gave a presentation on strategies for tutors wanting to develop long-term relationships with students in writing centers.
Reading in the Digital Age. China 2012sandrasawaya
As e-readers and other digital tools rise in popularity, the act of reading has been changing in tangent. This presentation highlights the different strategies for reading print text and digital text. The affordances of the web and other technologies are also discussed. The presentation concludes with describing how reading print text is traditionally assessed and ends with thoughts on how reading in the digital age could be assessed.
Developing long term relationships with students in writing centersAndrew H. Yim
At the East Central Writing Centers Association Conference in April 2015 at the University of Notre Dame, I gave a presentation on strategies for tutors wanting to develop long-term relationships with students in writing centers.
Reading in the Digital Age. China 2012sandrasawaya
As e-readers and other digital tools rise in popularity, the act of reading has been changing in tangent. This presentation highlights the different strategies for reading print text and digital text. The affordances of the web and other technologies are also discussed. The presentation concludes with describing how reading print text is traditionally assessed and ends with thoughts on how reading in the digital age could be assessed.
Educators have access to a variety of resources for teaching ELLs in their school library. However, we often lack time to learn how to utilize many of the tools at our disposal.
Middle School Resources for Teaching ELLs is designed to introduce readily available print and electronic resources to help ELLs meet WIDA can do objectives in their learning while also ensuring teachers are incorporating WIDA look fors in their teaching.The goal of this session is for teachers to walk away with at least three resources they can put to use within the first days of school
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Exploring attitudes towards peer feedback in the writing classroom ライティングにおける...Haidee Thomson
Slides from my presentation at JALT Hokkaido Conference 21 September, 2014. Attitudes to peer-feedback are explored in EFL writing classes in a private university in Japan. Students appear generally open to sharing and participating in peer-feedback, though experience with implementation is mixed (as seen in the end of semester survey results). Modeling and training before implementation is recommended (I should have done more). Mixing partners is also recommended so that learners experience a variety of feedback styles from various peers.
Educators have access to a variety of resources for teaching ELLs in their school library. However, we often lack time to learn how to utilize many of the tools at our disposal.
Middle School Resources for Teaching ELLs is designed to introduce readily available print and electronic resources to help ELLs meet WIDA can do objectives in their learning while also ensuring teachers are incorporating WIDA look fors in their teaching.The goal of this session is for teachers to walk away with at least three resources they can put to use within the first days of school
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Exploring attitudes towards peer feedback in the writing classroom ライティングにおける...Haidee Thomson
Slides from my presentation at JALT Hokkaido Conference 21 September, 2014. Attitudes to peer-feedback are explored in EFL writing classes in a private university in Japan. Students appear generally open to sharing and participating in peer-feedback, though experience with implementation is mixed (as seen in the end of semester survey results). Modeling and training before implementation is recommended (I should have done more). Mixing partners is also recommended so that learners experience a variety of feedback styles from various peers.
Week 6 Final Assignment AnnouncementThis final ass.docxcockekeshia
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. North,South,
East,West
Activity
Remember:
North – Like to act, try things and plunge in
South – Caring, likes to know that everyone’s feelings are being
taken into account
East – Likes to look at the big picture and the possibilities before
acting
West – Pays attention to detail, likes to know the who, what, when,
where and why before acting
Who was in each category?
What is the breakdown in our departments?
3. CommonCore
andCurriculum
Maps
Important People:
Head of Middle School Language Arts: Chastity Downing
Head of Middle School Reading: Beth Anderson
SMS Reading Coach: Barbara Shannon
There will not be a printed curriculum guide this year. Everything
will be posted in Focus, including the new curriculum maps, the
Core Connections lessons and lists of suggested readings.
Core Connections trainings are continuing.
Grades 6,7,9 and 10 have two lessons/trainings
Grades 8, 11 and 12 have three lessons/trainings
Our first trainings: (dates subject to change)
6th grade: 10/9 @ Safety Harbor Middle
7th grade: 11/20 @ Osceola Middle
8th grade: 10/24 @ Seminole Middle
4. Core
Connections
News
Core Connections Lessons are mandatory, and should be
completed before each training so you can bring student work to
analyze.
New this year: Both language arts and reading teachers will get
separate lessons to do that compliment each other.
The lessons are meant to be done at the same time.
Language arts and reading teachers should coordinate to teach
these lessons around the same time.
Teachers should also meet to share results of lessons.
The lessons will now be much more detailed and come with two
pieces:
A lesson to do with your class (3-5 days)
An assessment piece for the students to do alone (1-2 days)
Don’t worry 7th grade teachers, the lessons are going to be new!
Lessons will be posted online in Focus.
5. Curriculum
Maps
New this year: Curriculum maps!
Maps will be posted in Focus, and you have a paper copy in your
handout (and I e-mailed one to you a few weeks ago).
Maps are organized by quarters and tell you which standard to focus
on at what time. These are aligned to the Core Connections lessons.
The language and speaking/listening standards are not on the map.
You are expected to cover them throughout the year at your
discretion.
Also included in your handout are theme ideas for each nine weeks.
These go along with our new textbooks.
They are optional.
Also being posted on Focus are a list of recommended readings to go
along with the theme ideas. They are also completely optional.
You must follow the pacing guide and teach the specified standards at
the right time. However, the way you teach those standards and
the materials you use are still your choice.
6. Progress
Monitoring
News
FAIR is now FAIR-FS
Will be given three times again
Only testing 1s and 2s
Testing through reading classes this year
Test is updated to go with the new standards. No Maze or Word Analysis
anymore. More info will be given through the reading department.
Write Score is the LA common assessment
Will be given two times – once in September and once in January
Will be given to all grade levels
The LA final assessment will be the new Florida StateAssessment
Write Score is now aligned to the new standards and test specifications.
Practice lessons will be available on the website.
One of our tests will be an explanatory writing and the other will be an
argumentative writings.
Narrative writing is part of the standards, but apparently won’t be on the
new state assessment.
Student data is being scrutinized more closely this year than ever
before. Please be aware of where your students are and align your
instruction accordingly.
7. Florida
Standards
Assessment
News (FSA)
The FSA replaces the FCAT Reading andWriting tests.
A practice test was recently released online (I e-mailed you all
about this the day it came out).
View the practice: http://www.fsassessments.org/
The new test includes:
Multiple choice
Short answer
Grammar/Spelling/Editing
Listening
Essay writing (the writing portion is still given earlier, in March)
Please note, the practice test only simulates the testing tools and
question types. It is not an example of the rigor students will face.
Chastity says: practice resources for this will be coming soon.
Some additional test info located in your packets.
Testing window for the reading portion:April 13-May 8
8. New
Standards
Coding
When we switched from the Common Core to the LAFS, the
coding of the standards changed.
A cluster number was added (everything is still in the same order
and has almost the exact same wording).
For example, the code for RL Standard 1 (8th grade) would be
written like this:
LAFS.8.RL.1.1
Subject Code Grade Strand Cluster Standard
LAFS
(Language Arts
Florida
Standards)
6, 7, 8,
&
910, 1112
RL (Reading Literature)
RI (Reading Informational)
W (Writing)
SL (Speaking and Listening)
L (Language)
RL: 1-4
RI: 1-4
W: 1-4
SL: 1-2
L: 1-3
RL: 1-7. 9-10
RI: 1-10
W: 1-10
SL: 1-6
L: 1-6
9. Culturally
Responsive
Instruction
Culturally responsive instruction is a pedagogy that recognizes the
importance of including students’ cultural references in all aspects
of learning.
All teachers should be usingCRI in their classrooms. The district is
really pushing this idea.
CRI must be a way of work.This is more about a state of mind than
a list of strategies you pick and choose from.
CRI stresses getting to know students and building relationships
with them.
Demonstration of CRI will have a positive impact on your
appraisal.
More Information: http://www.brown.edu/academics/education-
alliance/teaching-diverse-learners/strategies-0/culturally-
responsive-teaching-0
10. Culturally
Responsive
Instruction
Cont.
Some characteristics of CRI are:
Positive Perspectives on Parents and Families
Communication of High Expectations
Learning Within the Context of Culture
Student-Centered Instruction
Culturally Mediated Instruction
Reshaping the Curriculum
Teacher as Facilitator
In your packets, take a few moments to read the list of ideas for
each characteristic of CRI. As you read, star a few that you think
would be nice to focus on for the upcoming school year. We need
to pick three as a department that we want to consciously do this
year and turn it in.
11. New Features
on Focus
Focus is undergoing a major update. The plan was to have it live
by today.
You should be accessing Portal using Firefox or Chrome. Internet
Explorer doesn’t work.
We will have a thorough training during pre-school.
Major features of the new update:
Pacing guides,Core Connections Lessons, suggested reading lists,
etc. will all be posted online.
Lesson planning tools
Ability to upload lesson plans (it will be a site-based decision as to
whether we HAVE to upload them – I have not heard anything about
this)
Can share uploaded lesson plans with colleagues or parents.
Administrators can see what you upload.
“Year at a Glance” feature will allow you to see what’s going on in
each quarter.
Teacher course pages will be nicer and more user-friendly
Teachers can make tests and assignments and put them online
12. Textbook
News
Books are here!
I e-mailed instructions on how to sign up for our online accounts.
Let me know if you need help.
Student accounts are coming,Chastity will e-mail more
information.
One textbook per child will be delivered. No extras. Chastity
recommend checking them out to students on an as-needed basis.
I went to the textbook training. If you have any questions about
how the online stuff works, let me know and I can help.
Books will be delivered to our rooms next week. Mrs. Lurie is still
stamping them. She will try to get us our teacher editions on
Tuesday.
13. School News
Open house is coming:
6th Grade:Thursday, 8/14 @ 6:00 p.m.
7th and 8th Grade: 9/8 @ 6:30 p.m.
The language arts and reading departments will now be meeting
TOGETHER for our department meetings. Meetings will take
place in room 302 (Mrs. Marn’s room)
All Read 180 students now have a regular LA class as well
Accreditation
SIP
14. Accreditation
Over the summer, a small team of teachers met and rated the
school’s performance in several categories.
Basically, the team completed a pre-assessment for accreditation.
Now, each department is going to look at a section of those
standards and see if we agree with the team’s rating or not.
We rate each standard on a scale of 1-4
1: No evidence of this practice in our school
4:We are completing this standard to perfection
21. SIP
We are responsible for:
Creating a writing goal
Listing data sources that will measure that goal
Four top actions we will take to accomplish our goal
Four plans to implement our actions
22. SIP –Goal and
DataSources
Our goal from last year:
To improve the number of students scoring a 3.5 score on the FCAT
Writes test in February of 2014 from 53% to 80%
Possible goal for this year:
80% of students will write to proficiency on the writing portion of
the Florida Standards Assessment in March of 2015.
Data Sources:
Writing FSA results data
Write Score results data
Other ideas?
23. Actions and
Planning
Action 1:Teachers will use formative assessment data to guide
instruction.
Plan to Implement:
Teachers will participate in two Write Score practice assessments in
September and January.
Teachers will view their students’ Write Score results and use those
results to focus on teaching areas of weakness and reinforcing areas of
strength.
Action 2:Teachers will implement appropriately rigorous writing
lessons aligned to the Florida Standards.
Plan to Implement:
Teachers will attend Core Connections Trainings and learn effective and
rigorous writing strategies for their classrooms.
Teachers will implement Core Connections lessons in their classroom
and receive feedback on their students’ writing progress via trainings.
Teachers will use the knowledge gained from their Core Connections
training to design their own writing lessons aligned to the Florida
Standards.
24. Actions and
Planning
Action 3:Teachers will pair close reading of texts to writing
assignments using a variety of research-based strategies.
Plan to Implement:
Teachers will attend training on the Cornell Way and implement the
process in their classrooms.
Teachers will use strategies such as Cornell Notes, collaborative group
structures, and WICOR to encourage close reading, text marking, citing
textual evidence and writing from texts.
Action 4: Language arts and reading teachers will collaborate to
improve the writing instruction of their students.
Plan to Implement:
Language arts and reading teachers will meet together as departments
to coordinate instruction and stay informed of county directives
regarding their subject areas.
Language arts and reading teachers will share student data at PLC
meetings to diagnose areas of difficulty and design writing lessons.
Teachers will participate in lesson studies to create effective, rigorous
lessons with writing components.
25. ExtraActivities
Use blank calendar pages in packet to plan out a time to work on
the first Core Connections lesson.
Remember, LA and Reading should coordinate with each other to do
their lessons around the same time.
You should allow 3-5 days for the lesson and 1-3 days for the
assessment.
Both parts should be completed by your Core Connections date.
Explore the online practice tests for the new assessment
http://www.fsassessments.org/
Explore the new features on Focus
Work with grade level colleagues to plan.