Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...Austin Hall
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
Langley 3 Igniting a Passion for LiteracyFaye Brownlie
Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...Austin Hall
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
Langley 3 Igniting a Passion for LiteracyFaye Brownlie
Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
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 ...
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
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
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.
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.
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?
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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. What is Guided Reading?
• A teacher-supported reading of the text
that are on the children’s instructional level.
3. What is Guided Reading?
• A teacher-supported reading of the text
that are on the children’s instructional level.
• It is done in small groups of children (4-6)
who share common instructional need and
reading abilities.
4. What is Guided Reading?
• A teacher-supported reading of the text
that are on the children’s instructional level.
• It is done in small groups of children (4-6)
who share common instructional need and
reading abilities.
• Texts are teacher selected and each child
has his/her own copy of the text.
5. What is Guided Reading?
• A teacher-supported reading of the text
that are on the children’s instructional level.
• It is done in small groups of children (4-6)
who share common instructional need and
reading abilities.
• Texts are teacher selected and each child
has his/her own copy of the text.
• The teacher acts as a guide.The students
are primarily responsible for the reading.
6. Why do we use Guided Reading?
• To improve fluency
• To make instruction more personalized
• Guided reading enables children to develop
and use strategies of an independent
reader.
• It allows children to gain confidence in
their ability to read on their own.
8. What instructional resources do
you need?
• A designated place where the teacher can
monitor both the group and class.
9. What instructional resources do
you need?
• A designated place where the teacher can
monitor both the group and class.
• Multiple copies of the book.
10. What instructional resources do
you need?
• A designated place where the teacher can
monitor both the group and class.
• Multiple copies of the book.
• A clipboard or notepad to record
observations.
12. What should student know
before beginning guided
reading?
• Some early reading behaviors such as:
directionality, sound-symbol relationships
and some high frequency words
13. What should student know
before beginning guided
reading?
• Some early reading behaviors such as:
directionality, sound-symbol relationships
and some high frequency words
• Demonstrate appropriate book handling
abilities.
14. How do you organize your students for a
guided reading lesson?
15. How do you organize your students for a
guided reading lesson?
• Assess students through running records
• Establish groups of 4 - 6 students who are
reading at similar levels.
27. What happens when students
are finished reading?
• Students retell the story
28. What happens when students
are finished reading?
• Students retell the story
• Students share their favorite part
29. What happens when students
are finished reading?
• Students retell the story
• Students share their favorite part
• Discuss story using higher level thinking
questions
