Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
K-7. Classroom scenarios that are built upon the premise that thinking is everywhere, infused throughout the Language Arts curriculum, providing access and stretch for all students, and possible and manageable as a teaching focus.
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
K-7. Classroom scenarios that are built upon the premise that thinking is everywhere, infused throughout the Language Arts curriculum, providing access and stretch for all students, and possible and manageable as a teaching focus.
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
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.
Carol Bennett, WRESA 1What is Balanced Literacy• It i.docxwendolynhalbert
Carol Bennett, WRESA 1
What is Balanced Literacy?
• It is a comprehensive program of
language arts acquisition. It contains all
of the components necessary for
students to master written and oral
communication.
Carol Bennett, WRESA 2
Areas of emphasis include:
• reading,
• writing,
• speaking,
• listening,
• and viewing.
Carol Bennett, WRESA 3
Balanced Literacy
• Balanced literacy begins with creating
a genuine appreciation for
good literature.
• It includes teaching phonics,
grammar skills, reading and
comprehension strategies, and
writing forms and skills.
• Direct and indirect reading instruction,
shared reading, and independent reading
experiences must be provided.
Carol Bennett, WRESA 4
Balanced Literacy
• Reading Aloud
(Modeled Reading)
• Shared Reading
• Guided Reading
• Independent
Reading
• Modeled or
Interactive Writing
• Shared Writing
• Guided Writing
(Writing Workshop)
• Independent
Writing
Carol Bennett, WRESA 5
Effectiveness of
Balanced Literacy
• A balanced literacy plan is most
effective when children are given
direct instructional support and a
variety of daily reading and writing
experiences that are needed in the
complex process of becoming
independent readers and writers.
Carol Bennett, WRESA 6
What Is A Balanced Reading Program?
• A balanced reading program includes:
• Knowing students individually.
• Balancing both direct and
indirect instruction.
• Balancing instructional
activities including skills
emphasis and meaning emphasis.
Carol Bennett, WRESA 7
Balanced reading is deep-rooted in
the belief that teachers should be
constantly aware of students'
individual needs and progress.
Carol Bennett, WRESA 8
Teachers Should Use a Variety of
Assessment Tools:
• teacher observations,
• oral reading samples,
• writing samples,
• spelling samples,
• portfolios,
• as well as standardized
and other tests.
Carol Bennett, WRESA 9
Teachers who know
students individually
provide many kinds
of support, enabling
students to move to
higher levels of
reading and literacy
development.
Carol Bennett, WRESA 10
Scaffolding Instruction
• Teachers of balanced reading provide direct
instruction to scaffold learning and make
learning to read and write easier.
• They also provide ample
opportunity and support for
students to use and extend their
instruction in functional reading and writing.
Carol Bennett, WRESA 11
Examples of Scaffolding
• Story Mapping:
To help students think
about how the different
story elements work
together:
– Characters
– Setting
– Problem
– Main events
– Resolution
• Character Sketching:
To help students
focus on how the
main character’s
personal traits often
direct the act ...
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Foundation Parent Session New Gisborne Primary School
1.
2.
3. School Values
In the pursuit of life-long learning at New Gisborne
Primary School we value:
· Respect and Integrity in all dealings with others.
· Providing the skills and knowledge to become lifelong learners
· Using initiative and taking responsibility for actions
· Effective partnerships between teachers, students
and parents and the broader community
· Setting high expectations and striving for
excellence while recognising, understanding and
catering for a diversity of needs across the school.
4. Curriculum Areas
• Literacy
• Maths
• Inquiry Learning
–
–
–
–
Term 1 – Me, My Family and My School
Term 2 – Toying with Technology
Term 3 – Healthy body healthy me
Term 4 – Parks and Gardens
• You Can Do It
• Specialists
5. Weekly Specialist Programs
• This year students will attend weekly Art,
Music and Phys Ed lessons. Please refer to
notes already sent home for days and times.
• The students will attend the Library on a
weekly basis.
6. Reading and viewing
• whole school approach
• one hour reading block every day
• explicit teaching (mini lesson),
independent reading, individual
conferences, purposeful reading
activities, share time
10. Just Right Books
•
•
•
•
Students can read most of the words
Students can understand what they are reading
Students enjoy reading the book
Students can read the book with smooth fluency but
there are some choppy places
• Reading rate is just right- not too slow and not too fast
• Students can figure out the tricky words and still get the
meaning of the story/text
11. Individual Reading Conferences
The teacher and student engage in a
conversation about :
• the student’s reading – discuss previous goal,
Just Right book selection,
• the student reads aloud
• a new goal is negotiated (sometimes current
goal remains)
12. Purposeful Reading Activities
• The time when students practice the session’s
focus
• Each day a select group of students, with
parental assistance, will change their Just
Right books
13. Small Teaching Group
• students also participate in small teaching
groups, the focus determined according to
needs
• each day one group of students work with the
teacher while the rest of the class are doing a
purposeful reading activity
14. Share Time
• usually at the end of the daily reading session
• students verbalise how they have become
smarter readers
15. SPEAKING AND LISTENING
• Our students are taught how to be active
listeners with the focus on routinely displaying
the following 5 behaviours :
• look
• listen
• legs crossed (or 2 feet on the floor)
• hands in lap
• lips locked
16. Speaking and Listening
Every day students are engaged in a range of
speaking activities with the focus on looking at
the person you are speaking to and using
appropriate volume, pace and clarity
17. Writing
• Students have the opportunity to write
everyday.
• Students will write most confidently about
what they know - such as reflecting on
personal experiences or making lists.
• Formal Guided Writing sessions assist
students to learn the mechanics of writing –
recording sounds as letters, learning the
concepts of print such as left to right, spaces
between words and basic punctuation.
18. Over the course of the average week students
may take part in a range of writing activities such
as:
•Guided writing
•Handwriting
•Reflective or journal writing
•Creative writing
19. SPELLING
• ‘Have a go’ writing is very important for early writers.
Students need LOTS of practice learning the written symbols.
• As students build their skills they will have their attention
drawn to words they are using frequently so they can learn
common letter patterns and correct spelling of common
words.
• Frequently used words are kept in books and on charts for
reference.
• When students are ready they are taught formal spelling
strategies such as ‘taking a mind photo’, stretching out the
word to hear the sounds, checking lists and referring to
previous stories.
20. MathaMatics
At NGPS, like Literacy, we have a whole school
approach to Mathematics. AusVels is the
curriculum framework that all schools across the
state use.
Our approach is based on understanding, problem
solving and hands on activities. Our school is
working with a leading Maths consultant, Michael
Ymer to further develop this approach.
A save the date for your diary is Wednesday 23 April – Michael Ymer
will be conducting a Parent Information Session
29. You Can Do It
We reinforce our ‘You Can Do It’ program,
especially ‘Resilience’ throughout our day at
school.
It is important to teach the children to bounce
back from minor set backs and not let the little
things upset us.
We can do this by teaching the children
independence, such as letting them carry, pack
and unpack their own bags.
