Presented at TNTESOL conference 2012. This is the ticketed session and it is a bit longer than the previous presentation with a similar title. Works with multimedia in teaching vocabulary.
Using visual literacy to teach vocabularyKeith Pruitt
ย
First presented at the TN Spec Education Conference 2012 at Opryland Hotel. It is important to use visuals to teach vocabulary. Here are suggestions as to how you can make this happen.
The document provides information about eLC Plans 2011/2012 homework help for grades 7-10 in math from Sunday to Thursday from 5:30-9:30 pm. It details that students can access online tutoring by Ontario teachers during these times. It also lists interactive lessons and tutorials available. It provides instructions for creating a username and password as a student or guest and selecting those options. It stresses providing a valid email address for password retrieval. It also mentions e-learning features like differentiation, future skills, and course offerings. Finally, it briefly discusses blended learning combining in-person and online elements like debates, presentations, and discourse versus content and management.
Social and Emotional Centers bySimple Solutions Educational Services(1)Dr. Angela Searcy
ย
Angela Searcy founded Simple Solutions Educational Services to provide social and emotional learning centers and staff training to early childhood programs, drawing on over 20 years of experience in education and specialized training in neuropsychology and child development. The document describes Searcy's background and credentials, and provides examples of how her company has partnered with schools to develop centers and tools to help young children learn skills like conflict resolution, emotion identification, and appropriate classroom behavior.
This document summarizes the design research process conducted at the Jakkur Urdu Government Primary School. The researchers used participatory tools like post-its and time tables to understand what spaces, subjects, and days students preferred. Interviews with teachers and students provided insights into challenges like managing multi-classrooms, lack of furniture, and unorganized storage. Needs analysis found issues like voice clashes in multi-classrooms, discomfort from long hours of bending without tables, disorganized storage wasting space, and lack of regular soap provision. Design requirements were identified to address these needs through solutions like soundproof movable partitions, benches with backrests and storage, detachable shelves, a space-saving shoe rack, and a system to ensure
Teaching vocabulary in a common core worldKeith Pruitt
ย
The document discusses how vocabulary is addressed in the Common Core State Standards for K-5. It emphasizes that students should determine meanings of unknown words, understand relationships between words, and acquire academic vocabulary. It outlines how vocabulary is developed for literature, informational text, foundational skills, and writing. Specific standards are provided for each grade level. Effective strategies for teaching vocabulary are explained, such as explaining words, showing their use, and applying them in fun ways to build background knowledge. Sample read aloud books and lesson templates are provided to help teachers implement vocabulary instruction.
This presentation was delivered at the 2013 GATESOL conference and looks at the challenge of taking older ELL students to a higher level in the CCSS world to continue their education.
Using visual literacy to teach vocabularyKeith Pruitt
ย
First presented at the TN Spec Education Conference 2012 at Opryland Hotel. It is important to use visuals to teach vocabulary. Here are suggestions as to how you can make this happen.
The document provides information about eLC Plans 2011/2012 homework help for grades 7-10 in math from Sunday to Thursday from 5:30-9:30 pm. It details that students can access online tutoring by Ontario teachers during these times. It also lists interactive lessons and tutorials available. It provides instructions for creating a username and password as a student or guest and selecting those options. It stresses providing a valid email address for password retrieval. It also mentions e-learning features like differentiation, future skills, and course offerings. Finally, it briefly discusses blended learning combining in-person and online elements like debates, presentations, and discourse versus content and management.
Social and Emotional Centers bySimple Solutions Educational Services(1)Dr. Angela Searcy
ย
Angela Searcy founded Simple Solutions Educational Services to provide social and emotional learning centers and staff training to early childhood programs, drawing on over 20 years of experience in education and specialized training in neuropsychology and child development. The document describes Searcy's background and credentials, and provides examples of how her company has partnered with schools to develop centers and tools to help young children learn skills like conflict resolution, emotion identification, and appropriate classroom behavior.
This document summarizes the design research process conducted at the Jakkur Urdu Government Primary School. The researchers used participatory tools like post-its and time tables to understand what spaces, subjects, and days students preferred. Interviews with teachers and students provided insights into challenges like managing multi-classrooms, lack of furniture, and unorganized storage. Needs analysis found issues like voice clashes in multi-classrooms, discomfort from long hours of bending without tables, disorganized storage wasting space, and lack of regular soap provision. Design requirements were identified to address these needs through solutions like soundproof movable partitions, benches with backrests and storage, detachable shelves, a space-saving shoe rack, and a system to ensure
Teaching vocabulary in a common core worldKeith Pruitt
ย
The document discusses how vocabulary is addressed in the Common Core State Standards for K-5. It emphasizes that students should determine meanings of unknown words, understand relationships between words, and acquire academic vocabulary. It outlines how vocabulary is developed for literature, informational text, foundational skills, and writing. Specific standards are provided for each grade level. Effective strategies for teaching vocabulary are explained, such as explaining words, showing their use, and applying them in fun ways to build background knowledge. Sample read aloud books and lesson templates are provided to help teachers implement vocabulary instruction.
This presentation was delivered at the 2013 GATESOL conference and looks at the challenge of taking older ELL students to a higher level in the CCSS world to continue their education.
Teaching ELL students in a common core worldKeith Pruitt
ย
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
Focus on writing building the conversationKeith Pruitt
ย
In this presentation teachers are reminded of the importance of conversation in exciting children to write. Keith Pruitt shares three child-tested strategies for engagement. The video clips used in this presentation are from a DVD included in Children Want to Write by Thomas Newkirk and Penny Kittle.
Teaching students in a common core world decatur trainingKeith Pruitt
ย
This document discusses teaching students in a Common Core world. It makes three key points:
1. Common Core State Standards aim to provide all students with the same level of expertise regardless of their backgrounds by focusing on core skill sets.
2. There is a shift from a culture of teaching to a culture of learning, with the standards defining what students should know and be able to do rather than how teachers should teach.
3. Successful implementation of the standards requires a focus on comprehension through close reading of complex texts, as well as scaffolding such as pre-teaching vocabulary to support students in making meaning from what they read.
Putting wow in the classroom with common coreKeith Pruitt
ย
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
How about students who cannot read complex textKeith Pruitt
ย
1. The document provides guidance on using scaffolds to help students access complex text as required by 21st century standards.
2. It recommends three key scaffolds: laying the foundation with phonics instruction, having students hear text, and ensuring students read a lot of text with choice and at their level.
3. Examples are given for each scaffold, such as using phonics programs, having students read aloud to each other, and providing 20 minutes of independent reading per day with high-interest topics.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
ย
The document discusses Response to Intervention (RTI) and how it focuses on teaching students rather than just testing them. It explains the differences between Tier 1 and Tier 3 interventions, with Tier 1 being core classroom instruction for all students and Tier 3 being intensive intervention for 5-10% of students who are experiencing significant problems. The document advocates using assessments to plan differentiated instruction that matches students' needs through targeted small group or individualized teaching.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
Creating the link between reading and writingKeith Pruitt
ย
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Recasting history: Lee Harvey Oswald on TrialKeith Pruitt
ย
This document discusses the assassination of President John F. Kennedy and questions the official conclusion that Lee Harvey Oswald acted alone. It notes that Oswald claimed to be a "patsy" and was never brought to trial. The author was haunted by this and wondered what if Oswald was framed. Primary sources are discussed that plant seeds of doubt about the official investigation. The document suggests an historical fiction book was created that presents an alternative interpretation of the facts surrounding Kennedy's assassination with perhaps more truth than the Warren Report. The lesson for students is about exploring history through primary sources and questioning singular interpretations.
What Struggling Readers Need For SuccessKeith Pruitt
ย
This document outlines best practices for helping struggling readers succeed. It discusses that struggling readers need to break the reading code through phonics, but also need extensive reading practice with books at their instructional level. Students benefit from exposure to new experiences through field trips and guest speakers, as well as hearing fluent reading from teachers, audio programs, and partner reads. Implementing these practices can help struggling readers become independent, strategic readers with strong comprehension.
Increasing Comprehensible Input In Vocabulary InstructionKeith Pruitt
ย
This document discusses strategies for increasing comprehensible input in vocabulary instruction. It emphasizes building background knowledge and schema by explaining new words, showing visual representations, discussing concepts with peers, and applying words in multiple contexts. Strategies include word trees, graphic organizers, word sorts, cognates, and theme-based instruction. The goal is to move beyond superficial word learning and help students understand concepts at a deeper level through meaningful engagement and transfer of knowledge between their first and second languages.
There Is No Can't: AAC, Literacy & Meeting Complex NeedsJane Farrall
ย
This document discusses strategies for teaching literacy to students with complex needs. It begins by describing traditional, reductionist approaches to literacy instruction and argues for an emergent literacy approach. Some key points made include:
- Literacy instruction should involve exposure to all aspects of literacy from an early age, not just isolated skills.
- Universal design for learning principles and differentiation can help make instruction accessible for diverse learners.
- Shared reading using strategies like C-A-R (comment, ask, respond) can promote language development.
- For conventional literacy, the four blocks framework including guided reading, working with words, writing, and self-selected reading supports a balanced approach.
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
This document provides an overview of a professional development workshop on Literacy 2.0. The summary is:
The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
This document describes strategies used to improve ESL students' descriptive writing skills. It discusses introducing students to concepts like clauses, phrases, and noun groups. Students were given assessments and activities to practice these grammar concepts in their writing. Pre- and post-tests showed students improved their use of language features like referencing, connectives, and descriptive language after receiving this focused instruction. The approach aimed to develop students' metalinguistic awareness of language.
This presentation was presented at the 2010 MABE conference in Dearborn Michigan. The presentation speaks to different methods of teaching words to students.
This document discusses literacy assessment and instructional strategies for elementary students. It covers:
1) Standardized and non-cognitive assessments to understand students' reading abilities and interests.
2) Selecting texts that align with Hartman's literacy matrix to engage different skills.
3) Implementing interactive lessons that develop metacognition and strategic reading.
4) Eliciting feedback to strengthen instruction and support students' literacy development.
R.I.P. "Sound It Out": What Else Can you Say (TWU)Lauren Johnson
ย
This document discusses strategies for teaching early readers, including fostering strategic processing rather than simply telling students to "sound it out". It emphasizes teaching students to self-monitor, check multiple sources of information, and solve words independently. Specific prompting techniques are presented to encourage meaning-making, visual checking, and attention to word structure rather than relying on phonics alone. Selecting appropriate texts and monitoring reading behaviors are also highlighted.
The document discusses Cummins' Interdependence Hypothesis, which proposes that the development of proficiency in a first language (L1) facilitates the development of a second language (L2). It provides the definition of the hypothesis and explains some of its key principles, including that cognitive and linguistic abilities transfer across languages. It also discusses strategies for teaching English language learners, such as activating background knowledge, using cognates between languages, and organizing curriculum around themes to help students transfer knowledge.
This document discusses research on effective vocabulary instruction and provides examples of vocabulary activities teachers can use in the classroom. It notes that knowing a word involves more than just its definition, and that vocabulary instruction works best when it provides rich information about words, multiple opportunities for students to think about and use words, and enhances comprehension and production. Several vocabulary activities are then described in detail, including word sorts, non-linguistic representations like picture dictionaries, vocabulary skits, think-pair-share, and matching games. The document concludes by having teachers plan a vocabulary lesson using one of the strategies.
Teaching ELL students in a common core worldKeith Pruitt
ย
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
Focus on writing building the conversationKeith Pruitt
ย
In this presentation teachers are reminded of the importance of conversation in exciting children to write. Keith Pruitt shares three child-tested strategies for engagement. The video clips used in this presentation are from a DVD included in Children Want to Write by Thomas Newkirk and Penny Kittle.
Teaching students in a common core world decatur trainingKeith Pruitt
ย
This document discusses teaching students in a Common Core world. It makes three key points:
1. Common Core State Standards aim to provide all students with the same level of expertise regardless of their backgrounds by focusing on core skill sets.
2. There is a shift from a culture of teaching to a culture of learning, with the standards defining what students should know and be able to do rather than how teachers should teach.
3. Successful implementation of the standards requires a focus on comprehension through close reading of complex texts, as well as scaffolding such as pre-teaching vocabulary to support students in making meaning from what they read.
Putting wow in the classroom with common coreKeith Pruitt
ย
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
How about students who cannot read complex textKeith Pruitt
ย
1. The document provides guidance on using scaffolds to help students access complex text as required by 21st century standards.
2. It recommends three key scaffolds: laying the foundation with phonics instruction, having students hear text, and ensuring students read a lot of text with choice and at their level.
3. Examples are given for each scaffold, such as using phonics programs, having students read aloud to each other, and providing 20 minutes of independent reading per day with high-interest topics.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
ย
The document discusses Response to Intervention (RTI) and how it focuses on teaching students rather than just testing them. It explains the differences between Tier 1 and Tier 3 interventions, with Tier 1 being core classroom instruction for all students and Tier 3 being intensive intervention for 5-10% of students who are experiencing significant problems. The document advocates using assessments to plan differentiated instruction that matches students' needs through targeted small group or individualized teaching.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
Creating the link between reading and writingKeith Pruitt
ย
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Recasting history: Lee Harvey Oswald on TrialKeith Pruitt
ย
This document discusses the assassination of President John F. Kennedy and questions the official conclusion that Lee Harvey Oswald acted alone. It notes that Oswald claimed to be a "patsy" and was never brought to trial. The author was haunted by this and wondered what if Oswald was framed. Primary sources are discussed that plant seeds of doubt about the official investigation. The document suggests an historical fiction book was created that presents an alternative interpretation of the facts surrounding Kennedy's assassination with perhaps more truth than the Warren Report. The lesson for students is about exploring history through primary sources and questioning singular interpretations.
What Struggling Readers Need For SuccessKeith Pruitt
ย
This document outlines best practices for helping struggling readers succeed. It discusses that struggling readers need to break the reading code through phonics, but also need extensive reading practice with books at their instructional level. Students benefit from exposure to new experiences through field trips and guest speakers, as well as hearing fluent reading from teachers, audio programs, and partner reads. Implementing these practices can help struggling readers become independent, strategic readers with strong comprehension.
Increasing Comprehensible Input In Vocabulary InstructionKeith Pruitt
ย
This document discusses strategies for increasing comprehensible input in vocabulary instruction. It emphasizes building background knowledge and schema by explaining new words, showing visual representations, discussing concepts with peers, and applying words in multiple contexts. Strategies include word trees, graphic organizers, word sorts, cognates, and theme-based instruction. The goal is to move beyond superficial word learning and help students understand concepts at a deeper level through meaningful engagement and transfer of knowledge between their first and second languages.
There Is No Can't: AAC, Literacy & Meeting Complex NeedsJane Farrall
ย
This document discusses strategies for teaching literacy to students with complex needs. It begins by describing traditional, reductionist approaches to literacy instruction and argues for an emergent literacy approach. Some key points made include:
- Literacy instruction should involve exposure to all aspects of literacy from an early age, not just isolated skills.
- Universal design for learning principles and differentiation can help make instruction accessible for diverse learners.
- Shared reading using strategies like C-A-R (comment, ask, respond) can promote language development.
- For conventional literacy, the four blocks framework including guided reading, working with words, writing, and self-selected reading supports a balanced approach.
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
This document provides an overview of a professional development workshop on Literacy 2.0. The summary is:
The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
This document describes strategies used to improve ESL students' descriptive writing skills. It discusses introducing students to concepts like clauses, phrases, and noun groups. Students were given assessments and activities to practice these grammar concepts in their writing. Pre- and post-tests showed students improved their use of language features like referencing, connectives, and descriptive language after receiving this focused instruction. The approach aimed to develop students' metalinguistic awareness of language.
This presentation was presented at the 2010 MABE conference in Dearborn Michigan. The presentation speaks to different methods of teaching words to students.
This document discusses literacy assessment and instructional strategies for elementary students. It covers:
1) Standardized and non-cognitive assessments to understand students' reading abilities and interests.
2) Selecting texts that align with Hartman's literacy matrix to engage different skills.
3) Implementing interactive lessons that develop metacognition and strategic reading.
4) Eliciting feedback to strengthen instruction and support students' literacy development.
R.I.P. "Sound It Out": What Else Can you Say (TWU)Lauren Johnson
ย
This document discusses strategies for teaching early readers, including fostering strategic processing rather than simply telling students to "sound it out". It emphasizes teaching students to self-monitor, check multiple sources of information, and solve words independently. Specific prompting techniques are presented to encourage meaning-making, visual checking, and attention to word structure rather than relying on phonics alone. Selecting appropriate texts and monitoring reading behaviors are also highlighted.
The document discusses Cummins' Interdependence Hypothesis, which proposes that the development of proficiency in a first language (L1) facilitates the development of a second language (L2). It provides the definition of the hypothesis and explains some of its key principles, including that cognitive and linguistic abilities transfer across languages. It also discusses strategies for teaching English language learners, such as activating background knowledge, using cognates between languages, and organizing curriculum around themes to help students transfer knowledge.
This document discusses research on effective vocabulary instruction and provides examples of vocabulary activities teachers can use in the classroom. It notes that knowing a word involves more than just its definition, and that vocabulary instruction works best when it provides rich information about words, multiple opportunities for students to think about and use words, and enhances comprehension and production. Several vocabulary activities are then described in detail, including word sorts, non-linguistic representations like picture dictionaries, vocabulary skits, think-pair-share, and matching games. The document concludes by having teachers plan a vocabulary lesson using one of the strategies.
The document discusses mnephonics, a literacy intervention developed by Alisha Das that combines mnemonic devices and phonics instruction. It evaluates the effectiveness of mnemonic and phonics instruction for at-risk learners through group activities, case studies, and evidence from examples. The intervention teaches sounds, letters, sight words and spelling through multisensory techniques like actions, illustrations, and rhymes to help struggling readers associate sounds and symbols.
This document appears to be a schedule for presentations at a JALT conference on Saturday November 3rd. It lists the times and rooms for various presentations on topics related to teaching English as a foreign language. Some of the presentation topics include effective EFL literacy instruction, using graded readers in coursework, teaching English for children using plays and songs, and integrating creativity into the EFL classroom. The schedule shows presentations running from 10:00 to 5:30 across the 4th, 5th, 7th floors of the conference building.
The document discusses effective approaches for teaching vocabulary through direct and contextual instruction. It emphasizes teaching words intentionally by explaining meanings, having students see and use words in multiple contexts, and helping students construct meanings through exploration and analysis. Examples are provided to illustrate teaching vocabulary in a contextual and constructive manner.
The document describes the Word Walk strategy for teaching vocabulary to young children during shared storybook reading. The strategy involves introducing, practicing, and reviewing a targeted vocabulary word before, during, and after reading. Teachers first introduce a word with a picture or prop, define it, and have children repeat it. During reading, the teacher pauses when the word is encountered and provides another definition. After reading, the word is reinforced through repetition, revisiting its use in the story, and discussing other examples. The strategy provides structured guidance for implementing robust vocabulary instruction within shared storybook reading.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provided a document summarizing her work supporting school improvement and instructional quality. The document discussed establishing clear routines and procedures, analyzing student tasks, behaviors, and teacher behaviors during classroom observations. It also connected these observations to frameworks like Common Core, Danielson Evaluation Model, Marzano's strategies, and best practices. Evans plans future professional development sessions to model vocabulary instruction, provide classroom support through walk-throughs, and discuss how administration can help teachers improve.
Respond to two of your peers1.Mitzi McDowell222017 114518 .docxinfantkimber
ย
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.โ
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephoneโ
.
When it comes to
discrete language skills
, ELLโs have an understanding of letters and how we make new words by changing the ending (-es, -ly โing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educatorโs job to teach on a level of understanding and when they donโt problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called Itโs Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
-for-esl-students/
An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
This document discusses a project that used video collaboration software to record interactions between expert and novice teachers. Novice teachers, who were initial teacher training students, used the software to co-create teaching resources with expert teachers and reflect on their online and in-person teaching practices. The discussions analyzed different aspects of teaching and provided feedback to help novices develop their skills. All participants found the software facilitated more in-depth reflection compared to face-to-face observations alone. It provides flexibility for recording and discussing teaching in various formats.
Here are the steps to scheme-based word problem solving:
1. Read the problem and identify the scheme (missing addend, compare, change, etc.)
2. Draw a picture or diagram to represent the problem
3. Write a number sentence to represent the problem
4. Solve the number sentence
5. Check the answer in the context of the original problem
The key is teaching students to recognize common problem types or schemes. Having a systematic approach helps students solve new problems.
The document discusses Response to Intervention (RTI) and differentiated instruction. It explains that RTI involves three tiers of instruction, with Tier 1 being core classroom instruction for all students, Tier 2 being additional intervention for some students, and Tier 3 being intensive intervention for a smaller group of students who require more support. It emphasizes that RTI is about teaching students, not just testing them, and using assessment data to plan targeted, small-group instruction that meets students' individual needs.
Similar to Ignite vocabulary with a multimedia approach (20)
Part 2 of 2 of Climbing the Mountain series from Old Hickory VBS 2019. This lesson looks at the lives of Job and Elijah to obtain lessons by which we may be blessed.
This document provides an outline of topics from Romans chapters 1-14, with a focus on chapter 12. It discusses how Christians are called to be a living sacrifice by presenting their bodies as holy and acceptable to God. The passage explains that this reasonable service grows out of God's mercies and comfort shown to believers. It notes how believers should not be conformed to the world but transformed by renewing their minds. The outcomes of living as a living sacrifice are then outlined, including showing love, clinging to good, serving others, rejoicing in hope, and more.
God has designed salvation for all people. Salvation comes through faith, which is an internalized belief based on the evidence and preaching of the gospel. True faith involves believing in one's heart that Jesus is Lord and confessing this with one's mouth. Confessing Jesus as Lord acknowledges him as the ruler of one's life and allegiance. To be saved, one must have faith that Jesus was born of a virgin, died and was buried but then resurrected as proof that he alone can forgive sins and offer eternal life.
This document outlines the key topics discussed in the book of Romans. It explores Romans 1-11, covering themes like the glory of God, the problem of sin, holiness, the law, predestination, and salvation through faith in Jesus Christ. The document also examines God's relationship with the Israelites and his plan for all people to hear the gospel, not just Jews. It emphasizes that acceptance with God begins through faith in Jesus as Savior and Lord.
This document discusses the topic of hope in Christianity. It explains that as Christians, our hope is anchored in God and looks forward to what He has promised us. Several Bible passages are referenced that discuss hope, including how hope relates to suffering. The document also discusses how God is present even in difficult times, saying that when we face temptation, suffering, pain from the world, or even death, God remains with us as He is "in the fire" with us.
This document discusses the concept of predestination from the Bible. It examines the questions of whether God predetermined who would be saved or lost, and whether Calvin was correct that only the elect could be saved. The document argues that what God predetermined was the method of salvation, not specific individuals. It notes the Greek meanings of words related to predestination in the Bible. The document concludes that whoever desires salvation can take it freely according to God's purpose.
The document discusses the topic of how all things work together for good according to Romans 8:28. It explains that God causes everything, even painful things, to work for the good of those who love Him. Examples from the Bible like Joseph, Job, and Paul show how God protected them and brought good out of their hardships. The document encourages trusting that God, who has power over all creation, is able to turn any situation for our benefit.
The document discusses chapter 6 of Romans, titled "The Law Has Died". It summarizes that Paul uses marriage as an example - that the law reigns as long as the relationship lasts, and one is dead to the law by the body of Christ in order to be married to another. It notes that the law was nailed to the cross of Christ and that sin reigned until Christ. The law led to Christ. Without Christ, one is dead in sin, and there was no justification through works of the law because we could not do for ourselves what we needed God to do. Christ took away our sins and changes us through his love. The law was kept to please God but today we follow the perfect law of
This document discusses the problem of sin and walking in the light. It explores the concept of walking in darkness versus walking in the light, and how we cannot maintain a relationship with God if we walk in darkness. It notes that some believe in "yo-yo Christianity" where one's salvation depends on whether they are in or out of fellowship with God based on their sins. However, the document suggests that God demands growth, not perfection, and discusses how Paul struggled against sin yet was still righteous. It emphasizes that if we are not struggling against sin, we may have been overcome by the devil.
The document discusses the problem of sin according to Romans. It explains sin's origin when Adam and Eve disobeyed God and listened to Satan in the garden. Sin is defined as missing the mark or transgression of God's law. Sin is removed when a person puts their faith in Jesus Christ - they die with Christ to sin and are raised to new life, with their old sinful self being crucified. Through justification, a believer is made righteous as if they had never sinned.
The document discusses the concept of sin and salvation according to Romans chapters 1-3. It explains that all people have sinned and fallen short of God's glory. However, salvation is offered through Jesus Christ by God's grace through faith. Justification comes not by works of the law but through Jesus' blood. The conclusion is that all are condemned by sin, but salvation extends to all through Christ alone by grace through faith.
The document discusses the background and context of the book of Romans. It describes how the church in Rome likely originated from Pentecost converts in Acts and was influenced by Paul's missionary journeys. It examines key passages in Romans and the Gospel, concluding that the Gospel refers specifically to the testimony of Christ's death, burial, and resurrection according to the Scriptures and apostolic witnesses. The document then outlines 14 lessons or topics covered in the book of Romans.
This document provides an overview of Jesus' miracles as recorded in the Gospel of John. It summarizes 12 miracles that demonstrate Jesus' power over elements, space, time, tradition, quantity, nature, adversity, and death. The purpose stated at the end is that by believing in Jesus as the Christ and Son of God, one may have eternal life.
This document discusses Jesus' obedience to God through his baptism and temptation. It provides several examples from the Bible of Jesus obeying God's will, such as being baptized by John, resisting Satan's three temptations, and saying he came to do God's will. The key point is that Jesus followed God's will completely and was the perfect obedient son, setting an example for believers to also obey God in their lives.
What i've learned about literacy in 40 yearsKeith Pruitt
ย
Presentation delivered at the 2017 Tennessee Reading Association Meeting. Covers just some of the things I've learned over 40 years of work in education
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
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Ignite vocabulary with a multimedia approach
1. Ignite Vocabulary
with a Multimedia
Approach
Keith Pruitt, Ed.S.
Words of Wisdom Educational Consulting
www.woweducationalconsulting.com
2. If teachers are teaching only 200 words
per year, by 4th grade students will
already be 50% behind where they need
to be.
--Keith Pruitt
How Great is the Deficit?
Turn and Talk
Deficit of 800
words
3. Beck, McKeown, Kucan
โข Vocabulary must first be orally introduced.
โข Vocabulary is not grade specific.
โข Words must be explained, not defined.
โข Must be contextualized.
โข Multiple usages in a meaningful context (8-10).
โข Create Schema (visual representation)
โข Students reflect with each other
โข Three Tiers of Vocabulary
4. The Work of J R Anderson
Discards
OR
Sensory Working Permanent
Memory Memory Memory Files
This speaks to why creating schema is so very important.
Anderson, J.R. (1995). Learning and memory: An integrated approach. New York: John
Wiley & Sons
5. Teacher Presented Visuals
The word we are going to
talk about is invisible.
So what would that
mean?
If something is
invisible, you canโt
see it.
23. What Words can I
teach based on the
video just seen?
Turn and Talk
24.
25.
26.
27.
28. Here are real
students working
with words in a
real classroom.
There are a wide
variety of
students in this
classroom
including IEP
students.
29.
30. Provide purpose for reading
Glossary terms are highlighted
fingerprint
Terms are defined for the
students in words they can
understand
Pearson Longman, Keystone, Level E
49. It is so important for children S
to have words.
U
As a teacher, the most
important teaching I can do is
C
to give students words. C
E
And when I have done that I
will experience one of the
S
most delightful words in the S
dictionaryโฆ
50. Thank You
Keith Pruitt, Ed.S.
Words of Wisdom
Educational Consulting
www.woweducationalconsulting.com