Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Focusing in this second session on modelling how to write a double-entry journal, the assessment conference as the students write, feedback and criteria.
Focusing in this second session on modelling how to write a double-entry journal, the assessment conference as the students write, feedback and criteria.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Ab lit circles.st james.assiniboia.extra slidesFaye Brownlie
Slides additional to the handout, K-12 day session, using Literature Circles with no roles and no limits on reading, with a focus on Aboriginal Ways of Knowing and Aboriginal Literature.
A half day session with English and Humanities teachers, gr 7-12, focusing on literature circles without roles. Students read with limits on amount read, keep response journals and meet in groups to discuss their books and deepen their understanding.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Ab lit circles.st james.assiniboia.extra slidesFaye Brownlie
Slides additional to the handout, K-12 day session, using Literature Circles with no roles and no limits on reading, with a focus on Aboriginal Ways of Knowing and Aboriginal Literature.
A half day session with English and Humanities teachers, gr 7-12, focusing on literature circles without roles. Students read with limits on amount read, keep response journals and meet in groups to discuss their books and deepen their understanding.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need to know in terms of how to deeply understand these texts.
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
2nd in a K-12 series, Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals. This inter-district series includes work with the demonstration teachers from Burnaby, Coquitlam and Mission.
Half day session as we continue the conversation on instructional strategies and frameworks that make a difference for and support the learning of all students, K-12.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Why Do I Need to Teach Reading?
If you teach a content area subject and have struggled with incorporating Reading into your classroom, please join us for some practical solutions. We will provide example lessons and materials to help you feel comfortable and confident about using these Reading strategies in your classroom.
Presenters: Angie Douglas & Mandy Lovell
An morning presentation on literature circles without roles, for primary, middle and secondary, using Indigenous texts. A grade 6/7 example using visual journals is included.
A 2 hour session for myPITA examining literature circles without roles or assigned reading, with a focus on Indigenous texts and building background knowledge through specific strategic sequences.
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...Austin Hall
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
This tutorial provides an overview of the three levels of questioning, drawing on the concept of the three-level study guide. *The “Three level question guide” is a technique developed by Herber in 1978.
Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
5. Why is this adaptation the best for
this environment?
• Examine
the
pictures,
the
capIons
and
the
graphics,
the
text
• Look
for
what
strikes
you,
what
jumps
out
as
unique
and/or
important
to
remember
• Place
3
post-‐it
notes
on
3
different
points
that
support
your
inquiry/argument
• Come
to
the
circle
to
start
the
conversaIon
with
the
informaIon
behind
the
post-‐it
notes
9. Inquiry Circles
• Choose
your
inquiry
quesIon
• Model
how
to
ask
quesIons
from
an
image,
within
the
framework
of
the
quesIon
• Fishbowl
an
inquiry
circle
conversaIon
• Other
student
observe
for
‘what
works’
• Build
criteria
for
effecIve
group
behaviour
11. Inquiry Circles
• Select
4-‐5
different
arIcles,
focused
on
central
topic
or
theme.
• Present
arIcles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
meeIng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
arIcle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-‐alike
groups
and
present
their
informaIon
from
their
arIcle.
12. The
10
Greatest
Canadian
Environmentalists
–
Discovery
Series,
ScholasIc
13.
14.
15.
16. Another Book Intro:
Students
need:
• strategies
to
hook
them
into
reading
• mulIple
ways
into
the
books
• an
opportunity
to
apply
the
strategies
you
have
been
teaching
• opportuniIes
to
talk
with
others
about
their
thinking
about
their
reading
• Ime
to
read
independently
17. The Plan
• Distribute
5-‐6
different
first
pages
• Have
students
read
the
page
• Students
sketch
what
they
‘see’
on
the
page
• Students
circle
powerful
words
• Students
ask
quesIons
around
the
text
• Students
meet
with
others
reading
the
same
page
and
compare
their
notes
• Students
meet
with
others
not
reading
the
same
page
and
compare
their
notes
• Students
read
independently,
in
the
novel
of
their
choosing
18. What
made
the
conversaIon
work
well…
• Linked
comments
to
each
other
• Drawing
a`enIon
to
other
points
not
picked
up
• No
interrupIons
• Eye
contact
with
speaker
• Inclusive
language…”maybe,
what
about…”
• Returned
to
text
for
verificaIon
• Came
prepared
• Non-‐threatening
prep
–
variety
of
ways
in
• Analyzed
language
• Makes
me
want
to
read
the
passage
• Almost
felt
like
I
had
read
it
• Text
to
text
connecIon
23. Primary Literature Circles –
acknowledging Lisa Schwartz,
Teacher Consultant, and Michelle Hikida,
Teacher Librarian, Richmond
24. Focus
for
Discussion:
ConnecIons
• Read
a
picture
book
to
the
class.
• As
you
read,
each
student
writes
2/3
words
or
sketches
on
a
post-‐it
note,
and
places
the
post-‐it
on
the
page
where
the
connecIon
is
made
• Reread
the
book,
expanding
on
the
connecIons
as
you
read
• Students
in
small
groups,
discuss
the
book
and
their
connecIons
25. Literature Circles
There is great success in engaging
students with text and conversation
using literature circles
choose
their
own
books
are never
assigned
roles
Within these groupings,
STUDENTS
read at
their own
pace
engage in
conversations
keep journals
about readings
and conversations
are taught
comprehension
strategies