This document provides guidance on fostering structure in classroom writing. It recommends connecting exercises to incrementally build skills. Lessons should flow from setting goals to timed writing, exercises, peer review, and teacher feedback. Paragraph structure is standardized with a template. Helpful online resources are listed for grammar, vocabulary, mind mapping, and more. The overall aim is to provide a clear methodology and efficient feedback to help students refine their writing.
The document provides 3 tips for writing concisely:
1) Work from a plan by outlining arguments, referring to the thesis, and properly summarizing.
2) Use effective word choice by avoiding unnecessary modifiers and cluttered phrases.
3) Employ proper sentence structure such as placing strong words at the beginning and end of sentences, using simple sentences, and avoiding redundancy.
Cats spend an average of 1/3 of their lives, or 33% of their time, asleep. The document presents 5 multiple choice answers about what percentage of time cats spend asleep on average: 25%, 33%, 50%, 66%, or 75%. It does not provide any additional context or information to support the answer choices.
The document discusses assessing writing and speaking skills according to AACI standards. It provides examples of writing tasks for different age groups from describing pictures to writing stories and emails. It also includes comments from students about their feelings towards writing, finding it stressful in exams but a way to be creative. The AACI standards assess task fulfillment, organization, and linguistic resources, providing criteria for passing grades from 9-10 to failing grades from 1-2. Sample student writings are assessed between grades 3-9 based on these standards.
Eng 121 Education Organization-snaptutorial.comrobertlesew9
For more classes visit
www.snaptutorial.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
The document summarizes a presentation about using templates to teach paragraph structure. The presentation aims to provide teachers with tools and strategies for incorporating more writing practice into their classes. It discusses templates that outline the basic components of a paragraph, such as a topic sentence, examples, explanations, and a concluding sentence. The presentation also addresses challenges of grading and fitting writing assignments into an already full schedule, and provides resources for additional paragraph teaching techniques.
ENG 121 Exceptional Education - snaptutorial.comDavisMurphyB
This document outlines the course content and assignments for ENG 121 Entire Course. It includes discussion questions, quizzes, essays and other writing assignments that are required throughout the 5 week course. The first week covers topics like reading strategies, generating essay ideas, and includes a practice essay. Students are given feedback on their writing to help identify strengths and weaknesses. The course aims to improve students' skills in areas like structure, style, grammar and more. Subsequent weeks focus on additional writing assignments, peer reviews, and revising drafts to completion.
The document provides 3 tips for writing concisely:
1) Work from a plan by outlining arguments, referring to the thesis, and properly summarizing.
2) Use effective word choice by avoiding unnecessary modifiers and cluttered phrases.
3) Employ proper sentence structure such as placing strong words at the beginning and end of sentences, using simple sentences, and avoiding redundancy.
Cats spend an average of 1/3 of their lives, or 33% of their time, asleep. The document presents 5 multiple choice answers about what percentage of time cats spend asleep on average: 25%, 33%, 50%, 66%, or 75%. It does not provide any additional context or information to support the answer choices.
The document discusses assessing writing and speaking skills according to AACI standards. It provides examples of writing tasks for different age groups from describing pictures to writing stories and emails. It also includes comments from students about their feelings towards writing, finding it stressful in exams but a way to be creative. The AACI standards assess task fulfillment, organization, and linguistic resources, providing criteria for passing grades from 9-10 to failing grades from 1-2. Sample student writings are assessed between grades 3-9 based on these standards.
Eng 121 Education Organization-snaptutorial.comrobertlesew9
For more classes visit
www.snaptutorial.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
The document summarizes a presentation about using templates to teach paragraph structure. The presentation aims to provide teachers with tools and strategies for incorporating more writing practice into their classes. It discusses templates that outline the basic components of a paragraph, such as a topic sentence, examples, explanations, and a concluding sentence. The presentation also addresses challenges of grading and fitting writing assignments into an already full schedule, and provides resources for additional paragraph teaching techniques.
ENG 121 Exceptional Education - snaptutorial.comDavisMurphyB
This document outlines the course content and assignments for ENG 121 Entire Course. It includes discussion questions, quizzes, essays and other writing assignments that are required throughout the 5 week course. The first week covers topics like reading strategies, generating essay ideas, and includes a practice essay. Students are given feedback on their writing to help identify strengths and weaknesses. The course aims to improve students' skills in areas like structure, style, grammar and more. Subsequent weeks focus on additional writing assignments, peer reviews, and revising drafts to completion.
This document is a rubric for grading written book reports. It provides criteria for evaluating 5 elements of a book report: the introduction paragraph, two body paragraphs, the conclusion paragraph, grammar and spelling, and a depiction of the student's favorite part of the book. For each element, the rubric describes the requirements for earning full points, almost full points, partial points, or no points.
This document provides the lesson plan for Day 5 of a Grade 2 writing unit. The lesson focuses on revising narrative pieces by adding more details. The teacher will model revising a sample piece by adding details in response to student questions. Students will then choose a previous writing piece and revise it, using a blue pen to add more details while paying attention to grammar conventions.
This document contains a rubric for assessing students on an "Apps and Games" project for secondary English. The rubric evaluates students on creativity, text structure, grammar/vocabulary, pronunciation/fluency, participation, learning diary, and Weebly site. For each category, it provides descriptors for excellent (4 points), good (3 points), regular (2 points), and needs improvement (1 point). The rubric will be used to evaluate how original students' work is, how well written texts and oral presentations are structured, the grammatical accuracy and vocabulary used, and how completely students document their work.
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
The document provides guidance on techniques for the Reading and Use of English section of an English language exam. It consists of 7 parts testing different skills over 52 questions in 1 hour and 15 minutes. The document then summarizes the format, focus, and strategies for 6 different task types in the exam: multiple choice cloze, open cloze, word formation, paraphrasing, and grammar/vocabulary/collocation. Candidates are advised to read questions carefully and make educated guesses when unsure.
Writer’s workshop small group presentationJennifer Evans
This document outlines the structure and components of a typical writing workshop, including a mini-lesson, independent practice with teacher conferring, and a sharing period. It provides examples of possible mini-lessons and teaching points for individual student conferences. It also discusses the importance of setting student learning standards and monitoring progress.
Some advice on what you should and should do when writing Task 2 of the IELTS writing exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides guidelines for the IELTS general training writing tasks. It discusses the requirements and examples for Task 1 and Task 2.
For Task 1, test takers have 20 minutes to write a minimum 150-word letter based on a given topic and context. Examples of letter topics are provided. For Task 2, test takers have 40 minutes to write a minimum 250-word essay discussing a given topic by providing reasons, arguments, and examples from their own knowledge or experiences. Strategies and tips are given for successfully completing both tasks. The criteria for evaluating the written responses are also outlined.
This document provides guidance on differentiating instruction to meet the needs of all students. It discusses assessing students' current and target levels, setting clear learning objectives, using flexible grouping strategies, and differentiating by content, process, product and learning environment. Specific differentiation techniques are described, such as modifying tasks, support, questioning, input and homework assignments based on students' needs. The document also addresses common difficulties struggling learners may face and provides differentiation strategies to support them.
This document provides guidance on writing Task 2 of the IELTS Writing test. It discusses the types of questions that may be asked, such as discussing both sides of an argument or presenting a point of view. It emphasizes that this task is worth double the points of Task 1 and recommends developing a relevant vocabulary. Sample questions are presented on topics like communication trends and criminal recidivism. Finally, it outlines a structure for the essay, including an introduction, main body with arguments, and conclusion, and provides vocabulary for each section.
This document provides guidance on techniques for the Reading section of the IELTS exam. It summarizes the structure and content of the different parts of the Reading section, including multiple choice questions, matching headings, sentence completion, and paragraph ordering. It also provides tips for each question type, such as skimming the text before answering questions and using linguistic clues to help match sentences to gaps. The document emphasizes reading questions carefully, making notes, eliminating incorrect answer options, and guessing rather than leaving questions unanswered.
A story has 5 basic but important elements. These 5 components are: the characters, the setting, the plot, the conflict, and the resolution. These essential elements keep the story running smoothly and allow the action to develop in a logical way that the person reading it can follow.
The document provides information about the format and techniques for different parts of the Cambridge English: First exam. It includes the following details:
- The Reading and Use of English section is 1 hour 15 minutes long and contains multiple choice cloze questions, open cloze questions, word formation questions, key word transformation questions, and multiple choice and gapped text questions.
- For multiple choice cloze questions, candidates should try to eliminate three of the four answer choices without looking at the options first.
- For open cloze questions, candidates should use context clues to determine what type of word is missing and make sensible guesses if unsure.
- For word formation questions, candidates must change a word stem into the
Rubric reading comprehension questions and answersProyecto CREA
This document is a rubric for evaluating a student's reading comprehension based on their answers to questions. The rubric assesses students on their general understanding of vocabulary and information, as well as their grammar, spelling, vocabulary, and use of language. For general understanding, students can score 4 points for excellent comprehension, 3 points for good comprehension, 2 points for fair comprehension but not understanding a lot, and 1 point for not understanding enough to answer questions. For grammar, spelling, and vocabulary, students can score points based on their language use, precision of ideas, and number of errors. The rubric also instructs students to upload it to their eportfolio and write a short reflection on the activity.
The document provides strategies for improving writing skills. It recommends 1) evaluating strengths and weaknesses, 2) dedicating weekly time to study weaknesses, and 3) developing proofreading and revision strategies. For evaluation, instructors will comment on 1-2 examples of 2-3 specific errors to help students learn self-assessment. Independent study is important to correct common mistakes. Regular revision is key, including reading text aloud and allowing time between drafts. The instructor is available for questions but students must practice regularly to develop improved writing habits.
This document provides an overview and instructions for an investigation coursework assignment. It outlines the objectives of understanding what is required and becoming aware of deadlines and the marking scheme. The coursework must be around 2500 words and investigate spoken language through a theoretical perspective like gender differences or regional dialects. Important dates are provided, including transcribing recordings over half term and submitting a first draft by November 22nd and a final draft by December 12th. Past examples are available and students are encouraged to discuss ideas with peers and choose an unscripted or semi-scripted topic.
Annotation Bookmarks: Supporting Active Reading in the Language ClassroomCLIC_Illinois
A presentation by Amber Dunse at the 2016 "Language Teaching Share Fair" organized by the Center for Language Instruction and Coordination (clic.illinois.edu)
This document provides an overview of the Great Writing 4 textbook. It is an advanced academic writing textbook focused on teaching students how to write different types of essays. The textbook contains 6 units that cover the key elements of different essay genres including narrative, comparison, cause-effect, argument, and reaction essays. Each unit provides example essays for students to read and analyze, grammar lessons to support their writing, and opportunities for students to write original essays on provided topics. The overview describes the intended level and estimated time needed to cover the material in the textbook.
This document discusses adapting program and student learning outcomes to lesson plans. It begins by outlining the agenda and distinguishing between program learning outcomes (PLOs), student learning outcomes at the syllabus level (SLOs), and student learning outcomes at the lesson level. It describes how to narrow syllabus-level SLOs down to more specific lesson-level SLOs. Finally, it addresses how to link assessments and activities to lesson-level SLOs and some challenges in assessing student learning at the lesson level.
This document outlines the objectives, activities, and structure for a Bahasa Melayu class for year 3 students taught by Cikgu Nor Hadibah Hushaini. The objectives include students being able to read and act out stories with proper pronunciation and suitable intonation, and predicting story endings based on their own opinions. The class activities include watching a video story with correct pronunciation and intonation, looking at story illustrations, and understanding key concepts and definitions with examples. The class is wrapped up with recaps to summarize important points and reinforce the objectives.
The document provides an overview of the writing workshop model. It discusses key components such as the mini-lesson, independent writing time with teacher conferencing, and sharing. During the mini-lesson, the teacher provides direct instruction on writing skills and strategies. Students then spend most of their time writing independently while the teacher meets with individuals and small groups. Lessons focus on the writing process, qualities of writing, and editing skills. The document also provides examples of effective conferring and sharing techniques.
This document is a rubric for grading written book reports. It provides criteria for evaluating 5 elements of a book report: the introduction paragraph, two body paragraphs, the conclusion paragraph, grammar and spelling, and a depiction of the student's favorite part of the book. For each element, the rubric describes the requirements for earning full points, almost full points, partial points, or no points.
This document provides the lesson plan for Day 5 of a Grade 2 writing unit. The lesson focuses on revising narrative pieces by adding more details. The teacher will model revising a sample piece by adding details in response to student questions. Students will then choose a previous writing piece and revise it, using a blue pen to add more details while paying attention to grammar conventions.
This document contains a rubric for assessing students on an "Apps and Games" project for secondary English. The rubric evaluates students on creativity, text structure, grammar/vocabulary, pronunciation/fluency, participation, learning diary, and Weebly site. For each category, it provides descriptors for excellent (4 points), good (3 points), regular (2 points), and needs improvement (1 point). The rubric will be used to evaluate how original students' work is, how well written texts and oral presentations are structured, the grammatical accuracy and vocabulary used, and how completely students document their work.
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
The document provides guidance on techniques for the Reading and Use of English section of an English language exam. It consists of 7 parts testing different skills over 52 questions in 1 hour and 15 minutes. The document then summarizes the format, focus, and strategies for 6 different task types in the exam: multiple choice cloze, open cloze, word formation, paraphrasing, and grammar/vocabulary/collocation. Candidates are advised to read questions carefully and make educated guesses when unsure.
Writer’s workshop small group presentationJennifer Evans
This document outlines the structure and components of a typical writing workshop, including a mini-lesson, independent practice with teacher conferring, and a sharing period. It provides examples of possible mini-lessons and teaching points for individual student conferences. It also discusses the importance of setting student learning standards and monitoring progress.
Some advice on what you should and should do when writing Task 2 of the IELTS writing exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides guidelines for the IELTS general training writing tasks. It discusses the requirements and examples for Task 1 and Task 2.
For Task 1, test takers have 20 minutes to write a minimum 150-word letter based on a given topic and context. Examples of letter topics are provided. For Task 2, test takers have 40 minutes to write a minimum 250-word essay discussing a given topic by providing reasons, arguments, and examples from their own knowledge or experiences. Strategies and tips are given for successfully completing both tasks. The criteria for evaluating the written responses are also outlined.
This document provides guidance on differentiating instruction to meet the needs of all students. It discusses assessing students' current and target levels, setting clear learning objectives, using flexible grouping strategies, and differentiating by content, process, product and learning environment. Specific differentiation techniques are described, such as modifying tasks, support, questioning, input and homework assignments based on students' needs. The document also addresses common difficulties struggling learners may face and provides differentiation strategies to support them.
This document provides guidance on writing Task 2 of the IELTS Writing test. It discusses the types of questions that may be asked, such as discussing both sides of an argument or presenting a point of view. It emphasizes that this task is worth double the points of Task 1 and recommends developing a relevant vocabulary. Sample questions are presented on topics like communication trends and criminal recidivism. Finally, it outlines a structure for the essay, including an introduction, main body with arguments, and conclusion, and provides vocabulary for each section.
This document provides guidance on techniques for the Reading section of the IELTS exam. It summarizes the structure and content of the different parts of the Reading section, including multiple choice questions, matching headings, sentence completion, and paragraph ordering. It also provides tips for each question type, such as skimming the text before answering questions and using linguistic clues to help match sentences to gaps. The document emphasizes reading questions carefully, making notes, eliminating incorrect answer options, and guessing rather than leaving questions unanswered.
A story has 5 basic but important elements. These 5 components are: the characters, the setting, the plot, the conflict, and the resolution. These essential elements keep the story running smoothly and allow the action to develop in a logical way that the person reading it can follow.
The document provides information about the format and techniques for different parts of the Cambridge English: First exam. It includes the following details:
- The Reading and Use of English section is 1 hour 15 minutes long and contains multiple choice cloze questions, open cloze questions, word formation questions, key word transformation questions, and multiple choice and gapped text questions.
- For multiple choice cloze questions, candidates should try to eliminate three of the four answer choices without looking at the options first.
- For open cloze questions, candidates should use context clues to determine what type of word is missing and make sensible guesses if unsure.
- For word formation questions, candidates must change a word stem into the
Rubric reading comprehension questions and answersProyecto CREA
This document is a rubric for evaluating a student's reading comprehension based on their answers to questions. The rubric assesses students on their general understanding of vocabulary and information, as well as their grammar, spelling, vocabulary, and use of language. For general understanding, students can score 4 points for excellent comprehension, 3 points for good comprehension, 2 points for fair comprehension but not understanding a lot, and 1 point for not understanding enough to answer questions. For grammar, spelling, and vocabulary, students can score points based on their language use, precision of ideas, and number of errors. The rubric also instructs students to upload it to their eportfolio and write a short reflection on the activity.
The document provides strategies for improving writing skills. It recommends 1) evaluating strengths and weaknesses, 2) dedicating weekly time to study weaknesses, and 3) developing proofreading and revision strategies. For evaluation, instructors will comment on 1-2 examples of 2-3 specific errors to help students learn self-assessment. Independent study is important to correct common mistakes. Regular revision is key, including reading text aloud and allowing time between drafts. The instructor is available for questions but students must practice regularly to develop improved writing habits.
This document provides an overview and instructions for an investigation coursework assignment. It outlines the objectives of understanding what is required and becoming aware of deadlines and the marking scheme. The coursework must be around 2500 words and investigate spoken language through a theoretical perspective like gender differences or regional dialects. Important dates are provided, including transcribing recordings over half term and submitting a first draft by November 22nd and a final draft by December 12th. Past examples are available and students are encouraged to discuss ideas with peers and choose an unscripted or semi-scripted topic.
Annotation Bookmarks: Supporting Active Reading in the Language ClassroomCLIC_Illinois
A presentation by Amber Dunse at the 2016 "Language Teaching Share Fair" organized by the Center for Language Instruction and Coordination (clic.illinois.edu)
This document provides an overview of the Great Writing 4 textbook. It is an advanced academic writing textbook focused on teaching students how to write different types of essays. The textbook contains 6 units that cover the key elements of different essay genres including narrative, comparison, cause-effect, argument, and reaction essays. Each unit provides example essays for students to read and analyze, grammar lessons to support their writing, and opportunities for students to write original essays on provided topics. The overview describes the intended level and estimated time needed to cover the material in the textbook.
This document discusses adapting program and student learning outcomes to lesson plans. It begins by outlining the agenda and distinguishing between program learning outcomes (PLOs), student learning outcomes at the syllabus level (SLOs), and student learning outcomes at the lesson level. It describes how to narrow syllabus-level SLOs down to more specific lesson-level SLOs. Finally, it addresses how to link assessments and activities to lesson-level SLOs and some challenges in assessing student learning at the lesson level.
This document outlines the objectives, activities, and structure for a Bahasa Melayu class for year 3 students taught by Cikgu Nor Hadibah Hushaini. The objectives include students being able to read and act out stories with proper pronunciation and suitable intonation, and predicting story endings based on their own opinions. The class activities include watching a video story with correct pronunciation and intonation, looking at story illustrations, and understanding key concepts and definitions with examples. The class is wrapped up with recaps to summarize important points and reinforce the objectives.
The document provides an overview of the writing workshop model. It discusses key components such as the mini-lesson, independent writing time with teacher conferencing, and sharing. During the mini-lesson, the teacher provides direct instruction on writing skills and strategies. Students then spend most of their time writing independently while the teacher meets with individuals and small groups. Lessons focus on the writing process, qualities of writing, and editing skills. The document also provides examples of effective conferring and sharing techniques.
This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.
What's Up? is a four-year English course for teenage students that aims to help them learn English through meaningful contexts and provide a clear understanding of the language. Each unit in the student book contains sections for vocabulary, reading, grammar, listening, speaking, and writing that introduce and practice the target language. Students are assessed on their language skills at the end of each unit. Technology such as classroom websites are used to enhance learning and for students to share their work.
This document outlines a scheme of work for an English department. It includes:
- Four types of lessons planned: routine, content/DARTs, full English, and project lessons.
- Starters and plenaries that focus on maintenance, inference, questions, and grammar.
- Four types of integrated homework: improving work, responding to marking, producing texts, and speaking to others.
- Formative and summative assessments integrated, including SATs, APP assessments, and question-based reading assessments.
Writer’s workshop model lesson teacher's meetingJennifer Evans
This document outlines the structure and components of a typical writing workshop lesson. It includes:
- A 10-15 minute mini-lesson to introduce a writing strategy or skill. This includes modeling and shared or guided writing.
- 30-40 minutes of independent writing time for students while the teacher conferences individually.
- A 5-10 minute sharing period at the end where students can share their work.
The document also provides guidance on selecting an appropriate teaching point for mini-lessons and conferring with students, with examples for capitalization, combining sentences, and comma use. Suggested resources for the writing workshop approach are also listed.
The document discusses identifying and selecting lesson aims. It explains that main aims state what learners will be able to do, subsidiary aims are linked skills needed to achieve the main aim, and personal aims focus on an aspect the teacher wants to improve. Effective aims are learner-centered, specify the context and skills, and allow measuring learner achievement. Procedures should have stage aims describing the purpose of each section.
This scheme of work provides structure for teachers through routine, content, full English, and project lessons. Starters focus on maintenance, inference, or questions, while plenaries use KWL charts or recorded questions. Homework improves work, responds to marking, produces new texts, or involves family discussions. Assessment includes SATs, APPs, grades for each assessment focus, and question-based reading assessments. The goal is to inspire students through public performances and personal growth.
1) Many students struggle with writing, with only about 20% of students writing at a proficient level or higher based on national assessments. Writing is time-consuming for both students and teachers, which is why it is rarely assigned in full.
2) To address these issues, experts recommend doubling the time students spend writing each day, including more journaling and writing across subjects. Teachers should focus on developing students' ideas as they write rather than perfect handwriting or grammar.
3) Effective ways to teach paragraph writing include using a hamburger model to structure ideas, having students write "lost and found" ads to describe missing mittens, and incorporating more journaling into daily routines.
1) Many students struggle with writing, with only about 20% of students writing at a proficient level based on standardized tests. Writing is time-consuming for both students and teachers, which is why it is rarely assigned in full.
2) To address these issues, experts recommend doubling the time students spend writing each day, including more journaling and writing across subjects. Teachers should focus on developing students' ideas as they write rather than perfect handwriting or grammar.
3) Effective strategies for teaching students to write better paragraphs include using a hamburger model, journal writing, and descriptive "lost and found" style activities where students write ads to find missing items.
Building Academic Language in the ESL ClassroomElisabeth Chan
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Writing can be categorized into different modes such as narrative, informative, and persuasive. The types of writing are extensive writing, where the writer is given a broad topic, and intensive writing, where the topic is more focused. The writing process involves several steps: prewriting, drafting, revising, editing, and publishing. Qualities of good writing include having interesting ideas, clear organization, an engaging voice, precise word choice, varied sentence structures, and correct grammar conventions.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
This document discusses effective lesson planning. It begins by defining a lesson plan as a teacher's detailed guide for instructing one class that outlines objectives and activities. Well-planned lessons provide structure for learners, help teachers stay organized, and demonstrate commitment. Good plans include coherence, variety, challenge, flexibility, and balanced ingredients. When planning, teachers should consider learners' backgrounds, content, and available resources. Lesson plans traditionally include objectives, activities, timing, evaluation. The document provides examples of lesson components and emphasizes the importance of involving learners through techniques like discussion and practice.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. CONNECTED EXERCISES
1. Set a clear class schedule that can be replicated on a weekly basis
2. Design activities that are clearly connected to the learning
objectives of the course
3. Sequence these activities to help students attain skills that they
can build on incrementally.
4. Students will find that they are able to refine their writing if they
can see the process’s methodology
5. Sequencing allows the instructor to provide more efficient
feedback
7. TIMED WRITING
•
•No erasers Speed, not accuracy
1st how much they have written without having to count
each and every word
2nd prepares students for IELTS or iBT TOEFL
100 words in 10 minutes / 200 words in 20
minutes
8. THREE REASONS FOR PEER
CORRECTION
1st allows the instructor to highlight common mistakes by
allowing students to analyze writing at a similar level to their own
2nd creates a new role for the student in a predominantly
teacher centered environment; could lead to more creativity
3rd if able to use their second language (L2), then the task is not
just on finding writing mistakes but permitting multiple language
skills and critical thinking
9. GRAMMAR ERROR LOG
Type of error Error in Context Corrected Sample
article a apple an apple
Subject verb
agreement
Everyone have an important
issue.
Everyone has an
important issue.
Apostrophe error Only dog’s should eat dog
food.
Only dogs should eat
dog food.
10. TEACHER FEEDBACK
• Correction should be specific to
the goals of the task
• Teachers may print the forms out
or attach them with their
electronic feedback enabling
instructors to keep a clear record
of their students’ abilities from
one assignment to the next.
• Feedback should not be given as
a writer, but as a reader.
Student Name: 1 2 3 4 5
Paragraph structure
Topic Sentence
Supporting Sentences
Concluding Sentence
Subject Verb Agreement
Articles
Prepositions
Word Order
Total /40
Positive Points:
____________________________________________________
____________________________________________
Areas to work on:
____________________________________________________
____________________________________________
Grade/Mark: ____________
12. PARAGRAPH STRUCTURE
1. Name and Class only in the header / right justify
2. Title should be centered and the same font as the paragraph
3. Do not bold the main title.You may bold the subtitle (if you are
writing a more advanced paper)
4. Leave a margin around the boarder (about 2.54 cm)
5. Indent the first sentence use the (tab key or 5 space bar taps)
6. Double space between lines (This makes it easier to read and to
add corrections)
7. Left justify the paragraph
8. Use 12pt font (Times New Roman)
15. HELPFUL WEBSITES
• Purdue OnlineWriting Lab (OWL)
• Grammarly
• Corpus of contemporaryAmerican English
(COCA)
• Google Scholar
• Easy world of English (EWE) (grammar,
pronunciation, readings, picture dictionary)-
Could assign for homework/self-study
• News in levels (1, 2, 3 , grammar, reading,
listening, writing, speaking)
• Wordhippo
• Visuwords
• Bubbl.us (mind mapping program for
writing/presenting)
• Spiderscribe (add date, personal or web pictures,
present, google maps, share with others)
• Beta Free rice (synonyms-World Food
Programme)
16. EASY WORLD OF ENGLISH
• For low level students
• Great for extras / autonomous learners
• Grammar, pronunciation, reading, vocabulary (picture
dictionary)
• http://easyworldofenglish.com
18. CORPUS OF CONTEMPORARY
AMERICAN ENGLISH (COCA)
• Useful for students at higher levels who want to improve their
academic English (Register)
• Example: happy
• [=happy] to find synonyms that are more academic
• Aid students with prepositions or collocations
• Example:The advantage _____ self-driving cars.
• The advantage *
• https://www.english-corpora.org/coca/
20. WORLD RICE SYNONYM PRACTICE
•Partnership with UNICEF
•Students can build their vocabulary knowledge
and also help other people around the world
•https://beta.freerice.com
First, Set a clear class schedule that can be replicated on a weekly basis is essential in establishing writing proficiency. Assists you and gets your students into a routine.
Second, design activities that are clearly connected to the learning objectives of the course. Important to know the text, the level of students and where they need to be at the end of the semester or the end of the year.
Third, sequence activities to help students attain skills that they can build on incrementally. Use the timed writing warm up not just as a way to practice speed, but also as an intro to the topic you will be writing about later on in the class, or use it to begin peer review.
Designing activities that are clearly connected to the learning objectives of the course and sequencing these activities helps students attain skills that they can build on incrementally.
Students will find that they are able to refine their writing if they can see the process’s methodology; while sequencing allows the instructor to provide more efficient feedback.
Utilizing these tools in a five-stage learning cycle will provide a clear map for teachers to use in their classroom making it much easier for students to follow. In general terms, it will give students not only an outline but also promote a better dialogue with the teacher as it relates to students’ weak areas in their writing. It is clear that students respond better to specific feedback that does not overwhelm their writing capability. Teachers who can constructively highlight areas students have performed well in as well as areas for further study will improve the overall ability of students in their writing classes.
Set specific goals:
If your unit is working on topic sentences then everything that is involved in your lesson should be focused on Topic Sentences.
The same goes for whatever your unit or class goal is. On the right I have used Paraphrasing as another example.
Don’t be afraid to add a flipped classroom experience to allow students to work it out in their own time and give you a chance to see who really is
The goal of this exercise is to focus on the number of words written. A good number to start with is to have students write 100 words in 10 minutes. The reasons are twofold. Firstly, with consistent practice students are able to judge quickly how much they have written without having to count each and every word. Secondly, this prepares those students who may be planning to take written exams such as the International English Language Testing System (IELTS) or the Internet Based Test of English as a Foreign Language (iBT TOEFL), both of which have unique and challenging writing tasks.
There are three sound reasons for using peer editing in EFL writing classes. First, it allows the instructor to highlight common mistakes by allowing students to analyze writing at a similar level to their own. Secondly, it creates a new role for the student in a predominantly teacher centered environment in which students are able to make their own decisions which consequently leads to more individual creativity. Thirdly, if students are able to use their second language (L2) when giving feedback to their peers, then the task is not just on finding writing mistakes but permitting multiple language skills and critical thinking to be used (Min, 2005, 2006; Lam 2012; Rothman 2015).
Have students keep a Grammar Error Log of the mistakes they are making. Before submitting a module or term paper to you they should review the common mistakes that they made in the past to make sure they haven’t repeated the same mistake in their newest paper.
Feedback is one of the most important aspects to get right. Correction should be specific to the goals of the task or essay.
Teachers are not usually professional editors, and should not fill their students’ papers with more red ink than type faced print. It is more practical to use a feedback form.
Teachers may print the forms out or attach them with their electronic feedback enabling instructors to keep a clear record of their students’ abilities from one assignment to the next. It is therefore arguable that feedback should not be given as a writer, but as a reader.
Finally, clear, constructive feedback will a) create a paper trail that can be referred to in subsequent assignments and b) emphasize consistent student weaknesses.
Utilizing these tools in a five-stage learning cycle will provide a clear map for teachers to use in their classroom making it much easier for students to follow. In general terms, it will give students not only an outline but also promote a better dialogue with the teacher as it relates to students’ weak areas in their writing. It is clear that students respond better to specific feedback that does not overwhelm their writing capability. Teachers who can constructively highlight areas students have performed well in as well as areas for further study will improve the overall ability of students in their writing classes.