This document discusses the development of writing skills in children. It explains that writing skills emerge from oral storytelling and develop through stages that include using pictures, symbols, and true written forms with letters. It provides examples of tools like story chests, cubes, and strings that help children develop storytelling abilities. The document also discusses supporting students as they learn to draw, add labels and captions, and write formal sentences. It emphasizes using student samples to identify their current stage and progress.
Literacy Ass1A: Handwriting and PunctuationJasmineMurphy
This document summarizes an assignment submitted by Sania Bahrom and Jasmine Murphy on the topic of handwriting and punctuation for their Bachelor of Education course. The assignment details include the topic, which is a presentation on handwriting and punctuation, and is due on March 30th, 2012. The document also includes a declaration signed by Sania and Jasmine, certifying that the work is original.
This document summarizes a presentation about writing workshops for elementary school students. It discusses:
1. The importance of teachers being writers themselves and using their own writing as examples for students. Various units of study are described for kindergarten through 2nd grade, including how-to books, memoirs, pattern books, and more.
2. The concept of "reading like a writer" is introduced, where students analyze aspects of text like punctuation, illustrations, and word choice to understand author's craft. Mentor texts and author studies are recommended.
3. Tips and materials for implementing writing workshops are provided, including the importance of daily writing time, mini-lessons, conferencing, and sharing
This document provides an overview of creative writing. It begins by outlining the session objectives, which are to differentiate creative writing from other types of writing, understand creative writing genres, learn writing techniques, and write short paragraphs. It then defines creative writing as original, artistic, and self-expressive works that entertain and share human experiences through imagination, as seen in poetry, fiction, and plays. The document lists characteristics of creative writing such as clarity, form with a beginning, middle and end, emotional impact, meaning and connection, and skilled use of language. It provides examples of creative writing genres and concludes by emphasizing that creative writing is both an art of self-expression and a discipline that can be learned and improved with practice
ElA Curriculum Renewal Project October 2008v2E Robertson
The document summarizes the curriculum renewal for English Language Arts at the Half Hollow Hills Elementary School. It discusses implementing a balanced literacy framework and independent reading/writing workshop model from kindergarten through 5th grade. Key elements include a reading and writing workshop structure with mini-lessons, independent work, and sharing. Sample unit plans and lesson plans are provided for different grades.
This document provides guidance for teaching English to students aged 6-10 (Cambridge levels). It discusses integrating different writing styles such as descriptive, imaginative, and persuasive writing. Even simple texts like nursery rhymes can incorporate multiple styles. The role of the teacher is to help students understand this integration and build skills in various writing techniques. Effective teaching also develops students' character, values, and sense of identity. Given characteristics of today's students, the teacher must connect curriculum to students' interests and expose them to diverse perspectives through various media and examples from Indian culture.
This document compares and contrasts imaginative writing and technical writing. Imaginative writing uses creative and poetic language to express thoughts and feelings to entertain and educate readers. It uses imaginative metaphors and symbols. Technical writing provides factual information to instruct people on products and services using specialized vocabulary and a sequential structure. The purpose is to inform people and encourage action. Technical writing has a specific audience and objective tone, while imaginative writing has a subjective tone and is meant for a general audience. Examples of each type of writing are also provided.
The document summarizes the curriculum renewal for English Language Arts at the Half Hollow Hills Elementary School. It discusses implementing a balanced literacy framework incorporating readers' and writers' workshop models. These models include components such as read alouds, shared reading, guided reading, independent reading and writing, and conferencing. The document also provides an example curriculum calendar for a first grade writers' workshop unit focusing on the craft of writing through immersion in mentor authors' works.
These lesson plans introduce students to the country of Mali through stories and visuals. Over four 30-minute lessons, students will read a story about a girl losing her tooth in Mali, make observations about Mali culture from illustrations, discuss what can be learned from stories versus facts, and examine photographs from a teacher's friend's trip to Mali to practice visual literacy skills. The lessons aim to improve students' cultural understanding and ability to make informed observations about other places.
Literacy Ass1A: Handwriting and PunctuationJasmineMurphy
This document summarizes an assignment submitted by Sania Bahrom and Jasmine Murphy on the topic of handwriting and punctuation for their Bachelor of Education course. The assignment details include the topic, which is a presentation on handwriting and punctuation, and is due on March 30th, 2012. The document also includes a declaration signed by Sania and Jasmine, certifying that the work is original.
This document summarizes a presentation about writing workshops for elementary school students. It discusses:
1. The importance of teachers being writers themselves and using their own writing as examples for students. Various units of study are described for kindergarten through 2nd grade, including how-to books, memoirs, pattern books, and more.
2. The concept of "reading like a writer" is introduced, where students analyze aspects of text like punctuation, illustrations, and word choice to understand author's craft. Mentor texts and author studies are recommended.
3. Tips and materials for implementing writing workshops are provided, including the importance of daily writing time, mini-lessons, conferencing, and sharing
This document provides an overview of creative writing. It begins by outlining the session objectives, which are to differentiate creative writing from other types of writing, understand creative writing genres, learn writing techniques, and write short paragraphs. It then defines creative writing as original, artistic, and self-expressive works that entertain and share human experiences through imagination, as seen in poetry, fiction, and plays. The document lists characteristics of creative writing such as clarity, form with a beginning, middle and end, emotional impact, meaning and connection, and skilled use of language. It provides examples of creative writing genres and concludes by emphasizing that creative writing is both an art of self-expression and a discipline that can be learned and improved with practice
ElA Curriculum Renewal Project October 2008v2E Robertson
The document summarizes the curriculum renewal for English Language Arts at the Half Hollow Hills Elementary School. It discusses implementing a balanced literacy framework and independent reading/writing workshop model from kindergarten through 5th grade. Key elements include a reading and writing workshop structure with mini-lessons, independent work, and sharing. Sample unit plans and lesson plans are provided for different grades.
This document provides guidance for teaching English to students aged 6-10 (Cambridge levels). It discusses integrating different writing styles such as descriptive, imaginative, and persuasive writing. Even simple texts like nursery rhymes can incorporate multiple styles. The role of the teacher is to help students understand this integration and build skills in various writing techniques. Effective teaching also develops students' character, values, and sense of identity. Given characteristics of today's students, the teacher must connect curriculum to students' interests and expose them to diverse perspectives through various media and examples from Indian culture.
This document compares and contrasts imaginative writing and technical writing. Imaginative writing uses creative and poetic language to express thoughts and feelings to entertain and educate readers. It uses imaginative metaphors and symbols. Technical writing provides factual information to instruct people on products and services using specialized vocabulary and a sequential structure. The purpose is to inform people and encourage action. Technical writing has a specific audience and objective tone, while imaginative writing has a subjective tone and is meant for a general audience. Examples of each type of writing are also provided.
The document summarizes the curriculum renewal for English Language Arts at the Half Hollow Hills Elementary School. It discusses implementing a balanced literacy framework incorporating readers' and writers' workshop models. These models include components such as read alouds, shared reading, guided reading, independent reading and writing, and conferencing. The document also provides an example curriculum calendar for a first grade writers' workshop unit focusing on the craft of writing through immersion in mentor authors' works.
These lesson plans introduce students to the country of Mali through stories and visuals. Over four 30-minute lessons, students will read a story about a girl losing her tooth in Mali, make observations about Mali culture from illustrations, discuss what can be learned from stories versus facts, and examine photographs from a teacher's friend's trip to Mali to practice visual literacy skills. The lessons aim to improve students' cultural understanding and ability to make informed observations about other places.
The document compares and contrasts technical writing and creative writing. Technical writing focuses on providing instructions to operate devices or machinery in a factual, straightforward manner aimed at a specific audience. The goal is to inform, instruct, and persuade using a formal, standard, and academic style. In contrast, creative writing uses imaginative and metaphorical content to entertain and provoke readers in a more informal and artistic style using general and evocative vocabulary without a strictly sequential organization. Both types of writing share the common goal of keeping the reader engaged.
This document outlines the content and sub-topics covered in a Writing Skills course at Colegio Las Cumbres for senior year students. Over the course of the school year, students will work on describing people and places, writing letters, and writing short stories. Specific skills taught will include using personality and physical adjectives, senses and narrative techniques, connectors and linking words, openings and closings, formal and informal styles. Students will also learn how to develop plots in stories and write "for and against" essays using techniques for strong beginnings and endings.
Students will create a memory box out of popsicle sticks containing personal items. They will write a narrative tying one item to a memory. Essential questions focus on how memories relate to kept objects and what they say about identity. Students present boxes and reflections are evaluated using a rubric. The project allows students to express identity and build community understanding.
This document provides an agenda and information for a new teacher orientation at Melissa ISD. The agenda includes sessions on humanities and engineering. It discusses the importance of all teachers taking responsibility for literacy development and shares strategies for incorporating literacy into all subjects. The remainder of the document focuses on interactive notebooks and provides examples and instructions for teachers to create their own interactive notebooks to use for staff development. It discusses the components and purpose of interactive notebooks.
The document outlines the curriculum expectations and assessments for KS1 in England. It discusses the changes to the curriculum in 2014/15 including the introduction of a new national curriculum. It provides details on the expectations for reading, writing and maths in Years 1 and 2. These include specific objectives students should meet in different subject areas. It also describes the assessments used to measure student progress, including the KS1 SATs tests administered at the end of Year 2 in reading, grammar and math.
This document describes an activity for developing characters in short stories. It discusses developing believable characters by getting to know them through techniques like character profiles and interviews. The activity involves students working in pairs to interview each other and create fictional Facebook profiles for the characters they develop. They then present their characters to the class. The goal is to empower student writing through enjoyable, relevant activities that incorporate performance and relate to students' interests like drama.
Writing is a difficult skill for second language learners to acquire. It involves complex cognitive processes like planning, organizing, drafting, and revising. There are two approaches to writing - as a process and as a product. The writing process involves generating ideas, drafting, getting feedback, and making changes. It is important for students to have opportunities to write in different genres like narratives, responses to literature, reports, and personal essays. For young EFL learners, teachers should provide motivating environments and encourage creative writing from students' own interests to help develop their writing skills.
This document provides a teacher's guide for promoting drawing skills in the primary classroom through the use of artwork focusing on hands. It includes introductions to key concepts like form and tone, examples of artists' work, suggested drawing activities exploring different materials and techniques, and links to how this topic connects to wider areas of the curriculum. Suggested activities guide students in close observation, developing tonal range, and conveying form through sketching, painting, sculpture, printmaking, photography and other media. Links are made to subjects like science, maths, history and RE to provide broader learning opportunities through hands as a theme.
Mobile learnig in teaching 4 language skills- fadwa al amrifadwaangela
This document discusses how mobile learning can be used to teach English language skills. It describes how podcasts, apps, and other mobile resources can help improve students' listening, reading, speaking, and writing skills. For listening, students can access materials anywhere and practice pronunciation. Reading skills are enhanced through ebooks, graphic novels, and audiobooks. Speaking practice occurs through voice recording and video chat apps. Writing is supported by apps that teach letter formation, sentence structure, and the writing process. Overall, mobile learning creates an accessible new learning environment that motivates students and allows independent practice of English skills.
The document discusses Bridget Fallon's personality traits, skills, goals, values, and career interests. She describes herself as lively, creative, independent, and good at writing, art, and problem solving. Her goals include high grades, internships, exercise, college, travel, and advanced degrees. She is interested in careers like translation, writing, teaching, and photography that match her personality.
This document provides instructions for creating a sandpaper letters learning task to help young children develop letter recognition and formation skills. Students trace letters cut from sandpaper and glued to cards to learn letter shapes through touch. The activity allows independent, self-guided practice and development of fine motor skills. Assessment involves observing students matching traced letters to models and providing feedback to support letter mastery.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
This document provides a daily lesson log for a Grade 9 English class. It includes the objectives, content, learning resources, and procedures for the week's lessons. The objectives are to understand how literature can value people and to use language techniques like adverbs and conditionals in a chamber theatre presentation. Students will discuss recognizing roles in life, analyzing how literature discovers the self, and distinguishing different writing styles. Learning activities include discussions, games, poems, and reflections on roles and inspiring figures. The resources listed are textbooks, guides, technology, and additional materials.
The document discusses factors that influence reading ability such as intelligence, motivation, language facility, and auditory/visual discrimination. It also discusses reading problems like reading deficiency. The group members are listed as Shukria, Aatika, Shoaib, Farhat, and Waqas. The document proposes activities to improve reading like pre-reading, during reading, and post-reading activities. These include schema building, vocabulary games, assigning interesting books for students to read and summarize.
Writing is an expressive skill that develops slowly compared to other language skills like speaking. There are two categories of writing aids: those that reinforce mechanical aspects and those that provide ideas to guide and enrich free expression. Pictures can be used to help students write stories by arranging them on a felt board in a certain order to convey a story, then having students write out the story based on the pictures.
Pstti enhancing reading skills to a preschoolerPSTTI
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
The document discusses various ICT tools that can be used for literacy learning including:
1. The Gloss and Story Starter which aim to improve vocabulary and provide engaging templates to start writing lessons.
2. Fotobabble and Wallwisher allow recording audio onto photos and posting comprehension answers online for discussion.
3. Kid Pix is a drawing program where students can create art, animations and recordings to add to slideshows reflecting on their reading.
4. Story Jumper and Writing Fun provide ways for students to publish their own stories and access writing exemplars.
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
The document compares and contrasts technical writing and creative writing. Technical writing focuses on providing instructions to operate devices or machinery in a factual, straightforward manner aimed at a specific audience. The goal is to inform, instruct, and persuade using a formal, standard, and academic style. In contrast, creative writing uses imaginative and metaphorical content to entertain and provoke readers in a more informal and artistic style using general and evocative vocabulary without a strictly sequential organization. Both types of writing share the common goal of keeping the reader engaged.
This document outlines the content and sub-topics covered in a Writing Skills course at Colegio Las Cumbres for senior year students. Over the course of the school year, students will work on describing people and places, writing letters, and writing short stories. Specific skills taught will include using personality and physical adjectives, senses and narrative techniques, connectors and linking words, openings and closings, formal and informal styles. Students will also learn how to develop plots in stories and write "for and against" essays using techniques for strong beginnings and endings.
Students will create a memory box out of popsicle sticks containing personal items. They will write a narrative tying one item to a memory. Essential questions focus on how memories relate to kept objects and what they say about identity. Students present boxes and reflections are evaluated using a rubric. The project allows students to express identity and build community understanding.
This document provides an agenda and information for a new teacher orientation at Melissa ISD. The agenda includes sessions on humanities and engineering. It discusses the importance of all teachers taking responsibility for literacy development and shares strategies for incorporating literacy into all subjects. The remainder of the document focuses on interactive notebooks and provides examples and instructions for teachers to create their own interactive notebooks to use for staff development. It discusses the components and purpose of interactive notebooks.
The document outlines the curriculum expectations and assessments for KS1 in England. It discusses the changes to the curriculum in 2014/15 including the introduction of a new national curriculum. It provides details on the expectations for reading, writing and maths in Years 1 and 2. These include specific objectives students should meet in different subject areas. It also describes the assessments used to measure student progress, including the KS1 SATs tests administered at the end of Year 2 in reading, grammar and math.
This document describes an activity for developing characters in short stories. It discusses developing believable characters by getting to know them through techniques like character profiles and interviews. The activity involves students working in pairs to interview each other and create fictional Facebook profiles for the characters they develop. They then present their characters to the class. The goal is to empower student writing through enjoyable, relevant activities that incorporate performance and relate to students' interests like drama.
Writing is a difficult skill for second language learners to acquire. It involves complex cognitive processes like planning, organizing, drafting, and revising. There are two approaches to writing - as a process and as a product. The writing process involves generating ideas, drafting, getting feedback, and making changes. It is important for students to have opportunities to write in different genres like narratives, responses to literature, reports, and personal essays. For young EFL learners, teachers should provide motivating environments and encourage creative writing from students' own interests to help develop their writing skills.
This document provides a teacher's guide for promoting drawing skills in the primary classroom through the use of artwork focusing on hands. It includes introductions to key concepts like form and tone, examples of artists' work, suggested drawing activities exploring different materials and techniques, and links to how this topic connects to wider areas of the curriculum. Suggested activities guide students in close observation, developing tonal range, and conveying form through sketching, painting, sculpture, printmaking, photography and other media. Links are made to subjects like science, maths, history and RE to provide broader learning opportunities through hands as a theme.
Mobile learnig in teaching 4 language skills- fadwa al amrifadwaangela
This document discusses how mobile learning can be used to teach English language skills. It describes how podcasts, apps, and other mobile resources can help improve students' listening, reading, speaking, and writing skills. For listening, students can access materials anywhere and practice pronunciation. Reading skills are enhanced through ebooks, graphic novels, and audiobooks. Speaking practice occurs through voice recording and video chat apps. Writing is supported by apps that teach letter formation, sentence structure, and the writing process. Overall, mobile learning creates an accessible new learning environment that motivates students and allows independent practice of English skills.
The document discusses Bridget Fallon's personality traits, skills, goals, values, and career interests. She describes herself as lively, creative, independent, and good at writing, art, and problem solving. Her goals include high grades, internships, exercise, college, travel, and advanced degrees. She is interested in careers like translation, writing, teaching, and photography that match her personality.
This document provides instructions for creating a sandpaper letters learning task to help young children develop letter recognition and formation skills. Students trace letters cut from sandpaper and glued to cards to learn letter shapes through touch. The activity allows independent, self-guided practice and development of fine motor skills. Assessment involves observing students matching traced letters to models and providing feedback to support letter mastery.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
This document provides a daily lesson log for a Grade 9 English class. It includes the objectives, content, learning resources, and procedures for the week's lessons. The objectives are to understand how literature can value people and to use language techniques like adverbs and conditionals in a chamber theatre presentation. Students will discuss recognizing roles in life, analyzing how literature discovers the self, and distinguishing different writing styles. Learning activities include discussions, games, poems, and reflections on roles and inspiring figures. The resources listed are textbooks, guides, technology, and additional materials.
The document discusses factors that influence reading ability such as intelligence, motivation, language facility, and auditory/visual discrimination. It also discusses reading problems like reading deficiency. The group members are listed as Shukria, Aatika, Shoaib, Farhat, and Waqas. The document proposes activities to improve reading like pre-reading, during reading, and post-reading activities. These include schema building, vocabulary games, assigning interesting books for students to read and summarize.
Writing is an expressive skill that develops slowly compared to other language skills like speaking. There are two categories of writing aids: those that reinforce mechanical aspects and those that provide ideas to guide and enrich free expression. Pictures can be used to help students write stories by arranging them on a felt board in a certain order to convey a story, then having students write out the story based on the pictures.
Pstti enhancing reading skills to a preschoolerPSTTI
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
The document discusses various ICT tools that can be used for literacy learning including:
1. The Gloss and Story Starter which aim to improve vocabulary and provide engaging templates to start writing lessons.
2. Fotobabble and Wallwisher allow recording audio onto photos and posting comprehension answers online for discussion.
3. Kid Pix is a drawing program where students can create art, animations and recordings to add to slideshows reflecting on their reading.
4. Story Jumper and Writing Fun provide ways for students to publish their own stories and access writing exemplars.
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
This document provides information and strategies for teachers to help students activate and build on their background knowledge or schema when reading. It discusses the importance of making connections between what students already know and new information in a text. There are three types of connections: text to self, text to text, and text to world. Strategies described include think-alouds, talking drawings, and filling in charts to help students summarize what they read and make connections to their own lives and experiences. The goal is for students to understand how making connections can deepen their comprehension of what they read.
Cat 250 elizabeth daugherty's newsletter module 4eadaugherty
Students in Miss Daugherty's class will write a short storybook as a writing project. They will write either about something from their own life or something significant about themselves. This will help students learn basic writing skills like using vocabulary, complete sentences, and organizing their thoughts. They will also learn how to brainstorm, outline events, and include illustrations in their story. The project aims to help students express themselves creatively while practicing important reading and writing skills that are useful in real world communication.
Visual images can help students comprehend texts by supporting reading skills. Pictures build on children's experience in a visual world and deepen understanding of texts. Teachers should focus on how to use images to develop literacy, especially for visual and kinesthetic learners as well as English language learners.
In this science and literacy lesson, kindergarten students will hear a story about a girl who creates things from everyday materials. The students will then explore recyclable materials and document their characteristics using writing and drawing. They will examine materials like cardboard, plastic bottles, and string. The lesson incorporates standards around identifying story elements, speaking clearly, and adding drawings to descriptions. Students will participate in the read aloud, examine materials, and write about material characteristics. The teacher will model the activity and students will share their inventions. Assessments include observation notes and examining student worksheets documenting invented designs.
The Language Experience Classroom Presentation Changed For Blogndaviskunyung
This document provides guidance on implementing a language experience approach in early childhood classrooms. It discusses the importance of oral language development and emphasizing children's personal experiences. The key aspects of this approach are that children can talk about what they can think about, write about what they can say, and read what they can write. The approach should be interwoven with best practices of early childhood education and focus on developing children's communication, literacy, and inquiry skills.
The document discusses academic writing and reflection. It begins by noting the importance of reflection in furthering one's potential as a learner and becoming an honors student. It then reflects on the author's past educational experiences from elementary through high school, noting opportunities for growth and success, as well as a defining struggle in 8th grade math that provided a lesson in growth versus fixed mindsets. The author concludes by resolving to maintain a growth mindset and habit of reflection to continue improving as a student.
This document discusses contextualizing language instruction by using effective tasks. It defines contextualization as the meaningful use of language for real communicative purposes. Three benefits of contextualizing are outlined: 1) it actively involves learners, 2) combines content and context using authentic materials, and 3) helps students understand how language is used in real contexts. Several characteristics of contextualized learning are described, such as working with real situations and integrating new knowledge. Various activities are provided as examples and benefits to students include increased motivation, responsibility for learning, and application of language to real life. A range of authentic materials that can be used are also listed.
This document describes an activity for developing characters in short stories. It discusses developing believable characters by getting to know them through techniques like character profiles and interviews. The activity involves students working in pairs to interview each other and create fictional Facebook profiles for the characters they develop. They then present their characters to the class. The goal is to empower student writing through enjoyable, relevant activities that incorporate performance and relate to students' interests like drama.
This document discusses competencies, standards, benchmarks and student learning outcomes for language skills. It outlines 5 competencies and 8 standards for language, including reading skills, writing skills, oral communication skills, formal and lexical aspects of language, and appropriate ethical and social development. It then discusses teaching of specific language skills like listening, speaking, reading and writing. It provides details on how to teach these skills separately or integrated, with a focus on oral skills, reading skills and writing skills. Finally, it outlines several instructional strategies that can be used, such as input, discussion, role-play, look-say-cover-write-check, concept mapping, think-pair-share, jigsaw reading and inquiry/invest
This document provides an overview of the curriculum and activities for first graders. It discusses the social studies curriculum which covers topics about the Philippines and uses hands-on activities. It also describes the workshops for reading and writing which follow a guided process and celebrate student work. Special subjects like visual arts, music, and PE are covered, as well as Filipino, religion, homeroom, and physical education. Assessment is done through observations, conferences, projects and other methods. The goal is to develop well-rounded students.
The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
This lesson teaches students how to plan writing by using strategies such as brainstorming, lists, webs, and diagrams. Students will practice writing sentences with correct punctuation, capitalization, and spacing by writing sentences from a story read aloud and discussing the elements of a well-written sentence. The lesson provides instructions for teachers to model writing sentences correctly spaced on the board and have students write their own sentences with finger spaces between words.
This document discusses the importance of teaching students to be critically literate in all content areas. It defines a content literate student as one who can effectively identify, comprehend, interact with, study, internalize and apply important subject matter by possessing strategic reading skills. These include having awareness of text organization and structure in different fields of study. The document outlines a framework for critical literacy instruction and discusses comprehension strategies like inferencing, determining importance, and synthesizing information. It also addresses creating environments where thinking thrives, making thinking visible through think alouds, and providing direct, explicit comprehension strategy instruction.
This lesson plan outlines a unit for 4th grade students focused on choosing a book to base a dramatic production on in small groups. The teacher will be reading Where the Red Fern Grows aloud daily and discussing story elements. The media specialist will help groups choose an appropriate book based on their interests and teach research skills. Students will work in groups to design a script and performance based on their chosen book. The media specialist will provide lessons on effective group work and researching books before guiding individual group work. Students will be assessed on their ability to identify challenges in adapting texts, use the catalog to research, and final group presentations of their dramatic productions.
The lesson plan is for a small group of special education students focusing on author's point of view. Over several days, students will analyze point of view in stories, create their own stories from different character perspectives using technology, and present their stories for peer review. The teacher will assess student understanding through a rubric and survey to inform future lessons.
The document discusses the 6+1 Traits model for writing assessment and instruction. The 6+1 Traits include ideas, organization, word choice, sentence fluency, conventions, presentation, and voice. Using this common language and framework, teachers can provide specific feedback to help students improve their writing. The traits are divided into revision traits like ideas and organization, and editing/publishing traits like conventions. Teachers should embed the traits into teaching the full writing process from the beginning stages of developing content to the final stages of editing.
Tm london presentation on teacher talkDebbie Light
This document discusses the importance of teacher talk and provides strategies for using talk to: 1) give explanations to help student understanding, 2) model academic language, and 3) ask questions that develop critical thinking. Specific techniques are outlined, such as starting and ending explanations with the main point, using analogies to illustrate concepts, and employing Socratic questioning to challenge students' initial responses. The document also addresses using talk to provide immediate feedback through gallery critiques and referring to specific criteria so students understand how to improve their work.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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1. How We Become Writers
THE DEVELOPMENT OF WRITING SKILLS
PART 1: TELLING THE STORY
2. What is Writing?
Can we agree that…
Writing is an invention of symbols that represent ideas that
wish to be recorded. These ideas are based on shared
vocabulary (words) that are created by the combination of
letter sounds (alphabet).
3. Writing Emerged from the Need to Share Stories Orally.
Young children come to understand language through listening to people talk and
engage with them. They also begin to identify words with objects or images, which
develops larger vocabularies and understanding of their culture and world they live
in.
Studies show that children’s literacy rates are higher in families who interact and
read frequently with them.
4. How Writing Skills Develop
Oral Pictures True
Language or other written
Symbols forms.
We begin to learn how to speak first, then begin developing fine motor skills, and
later more complex understandings of how oral language can be represented in
letters and words .
Because young children lack the knowledge of the alphabetic principles, they use
pictures or symbols to represent their ideas. Through education, they learn how to
read, spell, and write in sentences.
5. Skills checklist:
fine motor skills (use
muscles in the fingers
and hands)
attention to focus for
periods of time
memory to generate
ideas and retrieve
letters and appropriate
words Writing combines many
language to be able to
skills and relies on
express themselves. development in areas not
specific to writing.
6. The Foundation: Telling Our Stories
Story time: Student tells a brief story about an important
event that happened to them. When they are done, the
audience explains what they understand about the story
and asks questions.
Treasure Tells: Students bring in personal items or
photos and share a family story with the class.
Telling a Good “Yarn”: One person holds a ball of yarn
and begins telling a story, then passes the yarn and the
storytelling to another classmate.
These activities are best for whole-group instruction and should be modeled by
the teacher first, as well as explaining the etiquette for audience participation.
7. Some Tools for Creating Stories
Story Chest: A simple box with objects or photos that a student may use
to create a story.
Story Cubes: Cubes that have pictures glued to each side. Students roll
cubes to make up stories.
Story Strings: Students use icons glued on a ―string‖ to tell story; can
also use actual beads that are threaded in the order of the story.
Students are taught how to use this in large group instruction, and
then can work with partners and take turns telling stories.
8. A box that contains:
•Photographs of different
settings.
•Figures to use as
characters.
•Interesting props such as
small cars, objects from a
dollhouse, or other small
toys/objects.
Story Chests
9. Story Cubes are a tactile
thinking and storytelling
tool for exploring
relationships and
narratives.
Each of the six sides can
illustrate or describe an
idea, a thing or an action
Story Cubes
10. Tell sequenced stories to
a partner
Represent stories
through pictures and/or
words
Develop a story using
details
Story Strings
11. Let’s Try Some of These Ideas!
Think about how these tools help create writers in
our classroom.
12. Other Ways to Develop the Communication of Ideas
Here’s where YOU get to share other creative ways to
promote story telling by students.
13. How We Become Writers
THE DEVELOPMENT OF WRITING SKILLS
PART 2: ILLUSTRATING OUR IDEAS
15. An Overview of Writing in Primary Grades
Becoming Aware
Invent Symbols Write ―real‖
that Ideas Can
to represent words that
be Written As
language explain ideas.
Words.
Let’s take a look at some of our students’ expressive writing to find out
what stage they are at.
16. Supporting Their Development
Drawing
Asking for more details in their Teaching them how to draw and use
pictures. different writing tools.
Labels and Captions
Student dictates ideas and teacher Teacher prompts them to label or
records them. create captions.
Formalized Sentence Structures
Writing multiple sentences to create
Focusing on spelling and grammar.
paragraphs.
17. In the beginning, we need
to help children develop
captions for their pictures.
Ask lots of
questions, never assume
anything!!!
1.Who is in the Picture?
2.What are they doing?
3.Where are they?
4.What made you First drawing…..then WRITING!
think of that
idea?
18. Next ……
We need to work with them
to write more formal
sentences.
-letter direction and formation.
-spacing between words.
-using punctuation correctly.
-Correct spelling.
This is an on-going process, and
sometimes we have to focus
on one particular skill (letter
spacing) until we observe
mastery.
19. Writing mini-lessons
from reading stories to
the class:
-thinking about the
importance of pictures
in telling a story.
-how authors come up
with ideas for stories.
-looking at language
patterns to create
emotion or interest such
as repeating words/
phrases or rhymes.
- Books not only build reading skills
but writing skills.
- -
-
21. Homework!
Start implementing some of these strategies and
tools!
Evaluate current student samples—what ―stage‖ are
they at. Make a note of it!—you want to see
growth!
Begin compiling authentic student samples (not
handwriting worksheets!!) to be examined at next
CPD.
22. Sources
International Academy Of Education , Teaching Reading
http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/prac12e.pdf
Badry, Fatima, Milestones in Arabic Language Development.
http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=274
The Complete Year in Reading and Writing by Karen McNally and Pam Allyn (Chapter 2, pp. 41–56)
In Pictures and In Words by Katie Wood Ray
Talking, Drawing, Writing: Lesson for Our Youngest Writers by Martha Horn and Mary Ellen Giacobbe
The Happiest Toddler On The Block by Dr. H. Karp
Office of Learning and Teaching, Writing Progression Points http://www.merrivale-
ps.vic.edu.au/image/am68/Writing.pdf
Editor's Notes
This presentation was not designed to tell you everything you need to know about writing, but more or less remind you of the foundational skills that go into creating students who enjoy writing and inevitably write interesting and detailed works. In future CPDs, we will go more in-depth in evaluating student writing and discuss learning tools and writing programs that can be used to get students to be proficient writers.
In all cultures, personal and cultural history needed to be documented, so primitive languages used symbols such as pictures like hieroglyphics, which gave rise to the modern languages of today. As we know, standardized Arabic came about to unite Muslims and share the words of the prophet Mohammed (pbuh) written in the holy Koran.Sharing stories are the foundation to learning to write. Through experimenting with word sounds, intonation, speed, and vocabulary, children develop their understanding of how language is used in different contexts. Listening to stories help children to create their own “voice” and consider what details are important to describing something.
One of the first parts of the brain that becomes developed in babies is the area of speech and communication. Developing language is the first step to communicating our needs and wants, as well as determining what is appropriate in one’s culture. Later on, toddlers master large and fine motor skills, making it possible to hold pencils and crayons to scribble (did you know that there are 22 different kinds of “scribble?”)and later draw shapes that will later be the foundation for letter formation. Eventually children come into the understanding that what is said aloud can be represented as words. And through experience, they learn the structure and styles of different kinds of writing.
Now I want to share some ideas with you. These lessons are examples of how we use the students oral skills to help them to develop their ability to describe important elements that must be in our writing such as details and events. They can be used as “warm-ups” or introductions into a more formal writing lesson, or a way to fill 10 -15 minutes before the bell rings. They are meant to be easy, requiring barely any prep or materials.
These tools are activities that are done within a longer lesson, and can be focused to meet a specific outcome that you are working on. For example, if you are working on a letter for the week or words that rhyme, you can use pictures or objects that complement these other objectives. You can also tie this into math by including numbers or shapes into the materials that you use. You can be as inventive as you wish, because these tools allow for a lot of flexibility and creativity.
Examples of story chests. Teachers work in small groups using the materials to create a short story.
Examples of Story Cubes. Teachers work together in small groups to create short stories.
This “story string” used real beads to symbolize characters, events, and the setting. This is an elaborate and complex story done by an 11 year old girl. Examples of simple “story strings” available for teachers to explore and use to create stories in small groups.
Try to use one of these ideas during the next week. We will be meeting next Sunday to further discuss this topic, so it would be nice to hear how students responding to these activities. Also, please bring some examples of student writing as we will be examining the ir work.
Last time we discussed the importance of talking and listening because it is the precursor skill to actual writing.Today I will discuss:- the stages of writing.-How drawings are an important element in developing student’s writing skills; in fact teaching how to draw objects and use other art materials or writing objects help build fine motor skills and confidence. -What tools we can use in the classroom to help students plan both their formal and expressive writing skills.
Writing is more than correct letter formation and grammar. We need to create time in our classroom to cultivate their skills through real writing experiences. This type of writing is more authentic because they are not merely “copying”, they are creating “words of art!”.
Stages of Writing Development Hand-outIn the beginning, children become aware that speech can be written and begin to recognize that writing is used to convey ideas, feelings andinformation. They write about personally significant topics. They record in symbols what they say and read back their messages at the time of writing. Their writing attempts show concepts about print including left to right, top to bottom and spacing. They write approximate letters for some of the letter-sound relationships they know and may interchange upper and lower case letters. Theyattempt to spell words by writing one or more of the letters in the word, usually having the initial letter.2. Children become more focused and write personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capitalletters. Students are aware of the sound system and the relationships between letters and sounds in words whenspelling. They form letters correctly, and use a range of writing implements and software.3.They write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write letters legibly with consistent size, slope and spacing.http://www.merrivale-ps.vic.edu.au/image/am68/Writing.pdf
During child development, the right side of the brain is more developed than the left. The right side “thinks” in pictures, so it is easy for a child to come up with a picture rather than words for an idea that they have. It is our job to interpret their picture by asking questions about it—who, where, what? We should never jump to conclusions about their pictures. More often than naught, their picture (story) is more interesting than our interpretation. It also gives us important insight into the mind of the child, and is very useful when we are planning or assessing. What details are included in the pictures ARE IMPORTANT—they are creating “writing” habits in this early stage, so they need to be encouraged have more elaborate pictures. Research has shown that these student become better writers because they include more adjectives and adverbs when they move into the conventional stage of writing.
Reading stories to the class can be a spring board for writing. The most basic way to use literature is by doing responses to reading; students develop personal connections-what did this story remind you of? Have you ever felt this way before?You can also review the basic elements of a story: the characters; the setting; the problem and its solution.You can also go into more deeper ideas such as the importance of using certain words and pictures in telling a good story. How else can reading help support writing?
Graphic organizers can be “visual worksheets (paragraph planning hamburger)” or they can be handmade by the students (problem-solution puzzle piece)Look at some examples in small groups,