Teaching Children to Write from the StartPaul Rogers
I have worked for many years in developing teachers of writing: through my work with the Curriculum Study Commission, the National and Northern Virginia Writing Projects, and George Mason Universities Graduate Programs. This is an updated talk on working with preschool children on writing. Special thanks to Janina Lao Admana my daughter's preschool teacher who helped with this presentation.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Teaching Children to Write from the StartPaul Rogers
I have worked for many years in developing teachers of writing: through my work with the Curriculum Study Commission, the National and Northern Virginia Writing Projects, and George Mason Universities Graduate Programs. This is an updated talk on working with preschool children on writing. Special thanks to Janina Lao Admana my daughter's preschool teacher who helped with this presentation.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
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.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Social Entrepreneurship and the 21st Century MueseumPaul Rogers
This talk provides a basic introduction to the potential value of social entrepreneurship for museum professionals. For more information on the strategic execution framework check out http://www.youtube.com/watch?v=Bg-ypS5p7-E
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
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.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Social Entrepreneurship and the 21st Century MueseumPaul Rogers
This talk provides a basic introduction to the potential value of social entrepreneurship for museum professionals. For more information on the strategic execution framework check out http://www.youtube.com/watch?v=Bg-ypS5p7-E
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...Jane Farrall
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
This presentation would give you the glimpse of the importance for a child to develop writing skills at an early age and how crucial the foundation stages are
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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
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.
1. Teaching Children
to Write from the Start: Ability,
Culture, Meaning and Mechanics
October 17, 2012
2.
3.
4.
5. An Overview
• An interactive conversation
– You are the experts on the children at your school
• Some background about writing and writing
development
6. Why focus on writing?
• Writing is a key element of
academic success.
• Writing is a powerful learning
too that supports both
understanding and
remembering.
• Writing is a key ability for full
participation in the 21st century.
7. 2 out of 3 U.S. students fail
to meet grade level demands
in writing.
9. • After children learn to read?
• When they begin to write words
conventionally?
10. A Different Perspective
• Literacy development begins long before
formal schooling
• Children learn about reading and writing
simultaneously in their everyday
experiences
19. The Basic Skills
• Spelling and punctuation
• Thinking, memory, and language
a(speaking), plus fine motor skills
20. Children’s handwriting develops
sequentially “through stages of
drawing, scribbling, the making of
letterlike forms, moving to well-
learned units, invented spelling,
and conventional orthography”
(Boscolo, 2008)
45. Authentic Purposes
• Telling what I’ve learned (reports)
• Describing an experience (travel writing)
• Keeping notes (journaling)
• Comparing ideas (reviews)
• Conducting research (creating knowledge)
• Analyzing problems (making the world a better
place)
• Sharing happiness and wisdom (fictional
narratives)
• Introducing an important person (profiles)
48. Create a Writing Center
– Provide supplies and journals
• Everyone gets their own journal binders work very well
– Most important ingredient is YOU (close and
sustained support)
– Open ended and semi-structured
– Lots of “prewriting”
• Lists
• Maps
• Proto writing
• Name writing
58. Strategies
• Write every day
• Revisit and reread
• Share the writing as a group
• Letter tracing
• Name writing
59. Name Writing
• A window into children’s emergent writing
• The child’s name is often the first word they
begin to write
• The child first learns to recognize letters in
their name, especially the first letter (own
name advantage)
60. Name writing tends to progress in
the following manner:
• (a) scribble; (b) linear scribble; (c) separate
symbols, with letter-like forms; (d) name
written with correct letters and
mockletters/symbols; (e) name generally
correct, with some letters reversed or
omitted; and (f ) name written correctly
61.
62. Use Name Writing with Self-
Portraits
Look for lots of little transitions
63. Strategies
• Focus on what’s RIGHT!
• It is the act of writing that needs
encouragement
• Write with your students
64. Strategies
• Extrinsic rewards??
• Using mentor texts
– Supplied by both teacher and child
• Share what You write
• Celebrate writing
• Writing floats on a sea of talk
65.
66. Evaluation
• Respond to completion
• Respond to pride of authorship
• Encourage students to try out ideas
67. Freedom of Choice
• Varying the amounts and types of input
– Experiment
– Let’s spend the next few minutes writing anything
we want
68. What are the most important
elements of of written language
that children need to learn?
72. Beginning
• Does a story have a beginning?
• Does everything have a beginning?
73. Middle
• What comes after the beginning?
• Does a story have a middle?
• Do you remember what happened in the
middle?
• The Climax is the final event in the middle
before the problem is solved or resolved?
74. End
• Does a story have an end?
• What happened at the end?
80. Key words
• K-2 Ask and write down the words the
children say
• 3-5 – Use questions
• Who were the main characters? Where were
they? Was there a problem? What was it?
81. Beginning
Key words
Max, wolf suit, mother, Wild Thing, “I’ll eat you up!” bed
Middle
Room, Max, forst, tamed, ocean, magic, boat, trick, sailed, kind,
wild things, wild rumpus, roared, lonely
End
Home, supper, room, hot
82. Rewriting the model story
• Once the children have had enough
experience so they understand the basic parts
and can retell the story, they will be able to
rewrite it using their own words.
83. Write an original story
• What is a story?
• What are the parts of a story?
84. Instructions
• Now that you’ve learned so much about the
parts of a story you will enjoy writing your
own story. Let’s write a story together. It can
be funny, or spooky, or you can write an
animal story, or one about your family and
friends. The only thing you need to remember
is that your story must have a beginning, a
middle, and an end.
I’m a professor at George Mason in English. My PhD is in education with a focus on writing development across the lifespan.
I also am the Director of the Northern Virginia Writing Project. Nvwp.org
I work with LOTS of teachers throughout Northern Virginia. I don’t like to give one-off talks as a form of professional development, but I’m really interested in expanding the nvwp to include preschool educators. I’m also interested in early childhood writing development; so, this is a fun conversation for me to have!
This is my little girl, Estella. She’s 3 years old. So, there are three reasons I’m giving this talk: I’m an educational researchers, a teacher of teachers, and father of a preschooler.
The cognitive
and to engage in positive interactions with parents and teachers
Why does she jump rope? How does she learn?
Please don’t use writing as a punishment!
Pt. 1 is the constructivePt. 2 is the multimodal
Children draw on the world of print that surrounds them in forming their hypotheses about what writing is and what it does
Let’s climb to the top of Mt. Obvious for a minute
The thank you card! Remember its intentionnot convention!