1. Creating a Classroom Environment Rich in Meaningful Print in context.
2. Review some key elements that contribute to an environment rich in meaningful text and identify ways they can apply this to their teaching space.
The key elements of good writing instruction according to the document are:
- Providing an environment that supports writing with space and tools;
- Teachers who model good writing strategies and provide feedback;
- Frequent opportunities for students to practice writing with guidance.
The document outlines an action plan to ensure reading success for all children with several key elements: 1) providing teachers with new materials and strategies as well as extensive professional development; 2) reducing class sizes and providing tutoring for struggling students; 3) changing school organization to better support students; 4) setting high standards and supporting teachers. It also calls for community and parental involvement to help children arrive at school ready to learn and support intensified efforts to improve reading ability for all.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
This document outlines components of a reading program including the Daily Five literacy structure, AVID strategies, and the Great 8 skill-building approach. It describes how these methods incorporate differentiation, student engagement, and independence to accelerate learning through structured literacy tasks and college readiness skills. The team will create anchor charts to analyze and incorporate these reading program elements into their classrooms.
The document outlines an action plan to ensure reading success for all children with several key elements: 1) providing teachers with new materials and strategies as well as extensive professional development; 2) reducing class sizes and providing tutoring for struggling students; 3) changing school organization to better support students; 4) setting high standards and supporting teachers. It also calls for community and parental involvement to help children arrive at school ready to learn and ensure reading ability improves for all students.
The key elements of good writing instruction according to the document are:
- Providing an environment that supports writing with space and tools;
- Teachers who model good writing strategies and provide feedback;
- Frequent opportunities for students to practice writing with guidance.
The document outlines an action plan to ensure reading success for all children with several key elements: 1) providing teachers with new materials and strategies as well as extensive professional development; 2) reducing class sizes and providing tutoring for struggling students; 3) changing school organization to better support students; 4) setting high standards and supporting teachers. It also calls for community and parental involvement to help children arrive at school ready to learn and support intensified efforts to improve reading ability for all.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
This document outlines components of a reading program including the Daily Five literacy structure, AVID strategies, and the Great 8 skill-building approach. It describes how these methods incorporate differentiation, student engagement, and independence to accelerate learning through structured literacy tasks and college readiness skills. The team will create anchor charts to analyze and incorporate these reading program elements into their classrooms.
The document outlines an action plan to ensure reading success for all children with several key elements: 1) providing teachers with new materials and strategies as well as extensive professional development; 2) reducing class sizes and providing tutoring for struggling students; 3) changing school organization to better support students; 4) setting high standards and supporting teachers. It also calls for community and parental involvement to help children arrive at school ready to learn and ensure reading ability improves for all students.
The Write Place Writing Center: A Resource for Freshman StudentsAntoinette Manuel
To The Write Place Team:
This is your PowerPoint deliverable in web format. Having it in this way may ease the access that others have to it, and also ensures that the format stays the same.
Thank you,
PowerPoint Deliverable Team
*Reading the World Now is a three-book series designed for advanced university and adult students seeking to bridge their English reading to the native level
*Provides students with coverage of a broad scope of informative texts & topics from literature, to science, to social issues
*All passages are supported with activities to encourage practice of all skills in English
This document provides guidance for planning day-to-day English language lessons. It outlines steps for selecting performance areas to focus on, breaking them into component parts, and planning individual lessons. It also discusses selecting and using different teaching methods, defining warm-ups, presenting new language, providing feedback and corrections, raising learner awareness, and example activities. Key recommendations include relating all practice to performance areas, making objectives clear, adapting methods as needed, and empowering students with useful language.
Making Molehills Out Of Mountains - Realizing Learner Potential and Creating ...Andy Boon
This presentation was given at the 4th JALT Joint Tokyo conference held at Toyo Gakuen University, Hongo, Japan on October 11th, 2009.
Presenters: Sarah Louisa Birchley and Andy Boon (Toyo Gakuen University)
Abstract: This presentation will provide an overview of 'What the "Good Language Learner" can teach us' (Rubin, 1975), and detail the theory behind the design of a new 2nd-year English course, ALPS (Academic Learning and Professional Skills), which is aimed at further developing 'good language learners ' at a Japanese university. The strengths and limitations of the course will be discussed. Finally, we will hear from the learners themselves regarding their learner strategies and language learning experiences.
Top 5 Strategies for Teaching English Language LearnersShajaira Lopez
This document outlines strategies for teaching English Language Learners (ELLs) presented by Dr. Shajaira P. López. The top 5 strategies are: 1) Make content visible using pictures, videos and graphic organizers; 2) "Chunk and chew" information by pacing instruction appropriately; 3) Use "Numbered Heads Together" for cooperative learning; 4) Employ sentence frames, starters and signal words to support oral and written language; 5) Focus on what ELLs can do using WIDA's CAN DO descriptors. The presentation includes examples and explanations of each strategy.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
The document provides tips for college students to succeed through smart reading techniques, understanding learning styles, and effective note-taking. It discusses active reading strategies like identifying purpose and key points. It debunks common myths about speed reading and emphasizes comprehension over speed. Reading tips include pre-reading questions, varying speed, highlighting important points, and finding a quiet reading space. The document also outlines four main learning styles - visual/verbal, visual/nonverbal, tactile/kinesthetic, and auditory/verbal - and provides characteristics of each. Finally, it discusses effective note-taking methods like focusing on lectures, taking selective notes in your own words, and using visual formats like outlines, lists, paragraphs, Cornell notes,
The document provides tips and strategies for effective literacy teaching organized by letter, including assessing students, being explicit in lessons, using class blogs, guided reading, independent reading, handwriting practice, oral language activities, questioning techniques, comprehension exercises, visual literacy, spelling programs, and using technology in literacy instruction. Many websites and resources are also recommended throughout for teachers to utilize. The author also provides her contact information and blog links at the end.
Connect is an English language course for teenagers aged 11-15 that has four levels of progression. It focuses primarily on listening and speaking skills. Each unit in the student's book contains five lessons organized around grammar, vocabulary, reading, writing, and other language skills. Special features include vocabulary and grammar that are taught across all levels, contextualized and step-by-step grammar instruction, personalized speaking tasks, and listening exercises that recycle language from lessons.
The document introduces the major changes in the third edition of the Interchange textbook series. It highlights new content like readings, listening activities, and self-study materials. It also describes updates to the design, including new illustrations. Grammar instruction is now presented in authentic text types through new "Perspectives" sections. There are also new assessment programs with progress checks and quizzes to track student development. Additional resources for teachers include idea banks, games, and photocopiable activities.
Writing to Learn PowerPoint (Without Graphics)hgould
The document discusses several writing strategies:
1. Write to Learn strategies can help students comprehend content and use writing to demonstrate understanding.
2. The Important Thing strategy has students work with a partner to summarize key ideas from a text using a template.
3. Reflection journals allow students to periodically reflect on their understanding of a concept and track growth over time.
2nd Project - Learn Business English Language CoursesKetsia David
This document describes business English language courses offered between June 13th and August 31st 2016. The courses aim to improve colleagues' English skills in areas like speaking, listening, reading and writing through topics designed to stimulate their minds. All activities require a high level of participation and involve working with others to practice language fluency. The goal is to help colleagues communicate in a relaxed atmosphere without fear of mistakes.
This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also covers components of a good lesson plan such as sequencing, pacing, gauging difficulty level, and accounting for individual learner differences. Questions are presented to help teachers evaluate different aspects of their lesson plans such as monitoring talk time, timing of activities, and providing back-up plans. References on lesson planning principles and guidelines are also included.
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also discusses key elements of lesson planning like sequencing activities logically, appropriate pacing, accounting for individual learner differences, and monitoring learner engagement. References for further reading on lesson planning techniques are also included.
This document provides an overview and instructions for various inclusion strategies for science classrooms including:
1) Unpacking standards to identify the essential content and cognitive level for lessons.
2) Using a 5E co-teaching lesson plan format and different co-teaching models.
3) The LINCS vocabulary strategy which uses reminding words, stories and pictures to help students learn definitions.
4) Concept comparison routines like FRAME and comparison tables to compare topics.
5) Using interactive science notebooks to engage students and document their learning.
This document discusses the relationship between teachers and textbooks. It presents different perspectives on textbook usage: some teachers create their own materials, some follow the textbook strictly, and some use it as a guide. A textbook provides structure, language content, and skills practice, but teachers must adapt materials to meet students' needs. Factors like a school's environment and students' expectations can influence how dependent teachers are on textbooks. Teachers can supplement, replace, reorder, or omit textbook content to better achieve learning objectives. When evaluating textbooks, teachers should consider students' language goals, learning processes, and intended language uses.
This document discusses evaluating textbooks for language courses. It begins by noting that choosing a textbook is difficult as the suitability is only clear after using it. The teacher is responsible for evaluating both students and the teaching/learning process, including materials. A good textbook should provide structure, varied materials, preparation time savings, teaching ideas, independent work, homework basis, and allow comparison to other schools. It should also give students purpose, progression, security, autonomy and referencing. No single textbook will meet all needs, but the best fit for teachers and students should determine materials rather than vice versa. The document provides a checklist for textbook evaluation covering layout, activities, language, content, guidance, and practical considerations. It emphasizes adapting materials to
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Ppg module tsl3105 topic 5 planning for teaching l&sJojo PaPat
This document provides guidance on lesson planning for teaching listening and speaking skills in a primary ESL classroom. It discusses the principles of lesson planning, including setting objectives and considering factors like variety and flexibility. A sample lesson plan format is presented, outlining stages like set induction, presentation, practice, and closure. Key aspects of lesson planning like selecting teaching aids and strategies are also covered. Finally, a matrix for evaluating lessons is presented, focusing on elements such as classroom management, teacher-student interaction, tasks, and opportunities for student speaking.
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
The Write Place Writing Center: A Resource for Freshman StudentsAntoinette Manuel
To The Write Place Team:
This is your PowerPoint deliverable in web format. Having it in this way may ease the access that others have to it, and also ensures that the format stays the same.
Thank you,
PowerPoint Deliverable Team
*Reading the World Now is a three-book series designed for advanced university and adult students seeking to bridge their English reading to the native level
*Provides students with coverage of a broad scope of informative texts & topics from literature, to science, to social issues
*All passages are supported with activities to encourage practice of all skills in English
This document provides guidance for planning day-to-day English language lessons. It outlines steps for selecting performance areas to focus on, breaking them into component parts, and planning individual lessons. It also discusses selecting and using different teaching methods, defining warm-ups, presenting new language, providing feedback and corrections, raising learner awareness, and example activities. Key recommendations include relating all practice to performance areas, making objectives clear, adapting methods as needed, and empowering students with useful language.
Making Molehills Out Of Mountains - Realizing Learner Potential and Creating ...Andy Boon
This presentation was given at the 4th JALT Joint Tokyo conference held at Toyo Gakuen University, Hongo, Japan on October 11th, 2009.
Presenters: Sarah Louisa Birchley and Andy Boon (Toyo Gakuen University)
Abstract: This presentation will provide an overview of 'What the "Good Language Learner" can teach us' (Rubin, 1975), and detail the theory behind the design of a new 2nd-year English course, ALPS (Academic Learning and Professional Skills), which is aimed at further developing 'good language learners ' at a Japanese university. The strengths and limitations of the course will be discussed. Finally, we will hear from the learners themselves regarding their learner strategies and language learning experiences.
Top 5 Strategies for Teaching English Language LearnersShajaira Lopez
This document outlines strategies for teaching English Language Learners (ELLs) presented by Dr. Shajaira P. López. The top 5 strategies are: 1) Make content visible using pictures, videos and graphic organizers; 2) "Chunk and chew" information by pacing instruction appropriately; 3) Use "Numbered Heads Together" for cooperative learning; 4) Employ sentence frames, starters and signal words to support oral and written language; 5) Focus on what ELLs can do using WIDA's CAN DO descriptors. The presentation includes examples and explanations of each strategy.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
The document provides tips for college students to succeed through smart reading techniques, understanding learning styles, and effective note-taking. It discusses active reading strategies like identifying purpose and key points. It debunks common myths about speed reading and emphasizes comprehension over speed. Reading tips include pre-reading questions, varying speed, highlighting important points, and finding a quiet reading space. The document also outlines four main learning styles - visual/verbal, visual/nonverbal, tactile/kinesthetic, and auditory/verbal - and provides characteristics of each. Finally, it discusses effective note-taking methods like focusing on lectures, taking selective notes in your own words, and using visual formats like outlines, lists, paragraphs, Cornell notes,
The document provides tips and strategies for effective literacy teaching organized by letter, including assessing students, being explicit in lessons, using class blogs, guided reading, independent reading, handwriting practice, oral language activities, questioning techniques, comprehension exercises, visual literacy, spelling programs, and using technology in literacy instruction. Many websites and resources are also recommended throughout for teachers to utilize. The author also provides her contact information and blog links at the end.
Connect is an English language course for teenagers aged 11-15 that has four levels of progression. It focuses primarily on listening and speaking skills. Each unit in the student's book contains five lessons organized around grammar, vocabulary, reading, writing, and other language skills. Special features include vocabulary and grammar that are taught across all levels, contextualized and step-by-step grammar instruction, personalized speaking tasks, and listening exercises that recycle language from lessons.
The document introduces the major changes in the third edition of the Interchange textbook series. It highlights new content like readings, listening activities, and self-study materials. It also describes updates to the design, including new illustrations. Grammar instruction is now presented in authentic text types through new "Perspectives" sections. There are also new assessment programs with progress checks and quizzes to track student development. Additional resources for teachers include idea banks, games, and photocopiable activities.
Writing to Learn PowerPoint (Without Graphics)hgould
The document discusses several writing strategies:
1. Write to Learn strategies can help students comprehend content and use writing to demonstrate understanding.
2. The Important Thing strategy has students work with a partner to summarize key ideas from a text using a template.
3. Reflection journals allow students to periodically reflect on their understanding of a concept and track growth over time.
2nd Project - Learn Business English Language CoursesKetsia David
This document describes business English language courses offered between June 13th and August 31st 2016. The courses aim to improve colleagues' English skills in areas like speaking, listening, reading and writing through topics designed to stimulate their minds. All activities require a high level of participation and involve working with others to practice language fluency. The goal is to help colleagues communicate in a relaxed atmosphere without fear of mistakes.
This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also covers components of a good lesson plan such as sequencing, pacing, gauging difficulty level, and accounting for individual learner differences. Questions are presented to help teachers evaluate different aspects of their lesson plans such as monitoring talk time, timing of activities, and providing back-up plans. References on lesson planning principles and guidelines are also included.
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also discusses key elements of lesson planning like sequencing activities logically, appropriate pacing, accounting for individual learner differences, and monitoring learner engagement. References for further reading on lesson planning techniques are also included.
This document provides an overview and instructions for various inclusion strategies for science classrooms including:
1) Unpacking standards to identify the essential content and cognitive level for lessons.
2) Using a 5E co-teaching lesson plan format and different co-teaching models.
3) The LINCS vocabulary strategy which uses reminding words, stories and pictures to help students learn definitions.
4) Concept comparison routines like FRAME and comparison tables to compare topics.
5) Using interactive science notebooks to engage students and document their learning.
This document discusses the relationship between teachers and textbooks. It presents different perspectives on textbook usage: some teachers create their own materials, some follow the textbook strictly, and some use it as a guide. A textbook provides structure, language content, and skills practice, but teachers must adapt materials to meet students' needs. Factors like a school's environment and students' expectations can influence how dependent teachers are on textbooks. Teachers can supplement, replace, reorder, or omit textbook content to better achieve learning objectives. When evaluating textbooks, teachers should consider students' language goals, learning processes, and intended language uses.
This document discusses evaluating textbooks for language courses. It begins by noting that choosing a textbook is difficult as the suitability is only clear after using it. The teacher is responsible for evaluating both students and the teaching/learning process, including materials. A good textbook should provide structure, varied materials, preparation time savings, teaching ideas, independent work, homework basis, and allow comparison to other schools. It should also give students purpose, progression, security, autonomy and referencing. No single textbook will meet all needs, but the best fit for teachers and students should determine materials rather than vice versa. The document provides a checklist for textbook evaluation covering layout, activities, language, content, guidance, and practical considerations. It emphasizes adapting materials to
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Ppg module tsl3105 topic 5 planning for teaching l&sJojo PaPat
This document provides guidance on lesson planning for teaching listening and speaking skills in a primary ESL classroom. It discusses the principles of lesson planning, including setting objectives and considering factors like variety and flexibility. A sample lesson plan format is presented, outlining stages like set induction, presentation, practice, and closure. Key aspects of lesson planning like selecting teaching aids and strategies are also covered. Finally, a matrix for evaluating lessons is presented, focusing on elements such as classroom management, teacher-student interaction, tasks, and opportunities for student speaking.
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Lucy calkins units_of_study[1] final projectshoney82
The document provides an overview of Lucy Calkins' Units of Study writing curriculum for grades K-5. It describes the purpose and structure of the Units of Study, which are designed to provide sequenced writing instruction to students. Key aspects include a year-long curriculum divided into units for K-2 and 3-5 grades, with a focus on the writing process, research principles, and mini-lessons during daily writing workshops. Modifications for English language learners and special education students are also addressed.
The document provides information on effective lesson planning for teachers. It discusses the importance of lesson planning for time management, building teacher confidence, and providing a clear structure for teaching. The key components of a lesson plan are outlined as general information, objectives, materials, procedure, and assessment. Objectives should be specific, measurable, and attainable. Assessment can occur throughout the lesson and at the end using methods like exit slips. The document also covers ordering lesson activities, reflecting on lessons, and considering elements like motivation and sequencing. Overall, the document emphasizes that thorough lesson planning is essential for effective teaching and student learning.
This document provides information and strategies for teaching vocabulary to English language learners. It discusses the importance of vocabulary instruction, recommends direct teaching of specific words using visuals and examples, and suggests activities like word sorts, dictionaries, games and word walls. Effective vocabulary instruction incorporates techniques like pre-teaching key words, modeling independent learning strategies, encouraging wide reading, and using oral language development.
Reading the World Now- Reading Activites for English Language LearnersJamie H
This is presentation was given at the Universidad Autónoma de San Luis Potosí's 2013 ELT conference on a new series from Compass Publishing called Reading the World Now.
The presenter at the event was Rebecca Elliott, we'd like to acknowledge her kind support and guidance in the development of this presentation. Lots of great reading comprehension extension activities herein!
We welcome your feedback on facebook.com/compasspublishing, on twitter @CompassELT, on our hompeage www.compasspub.com, or through email info@compasspub.com.
Thanks for the views!!!
1. Choose a content area and specific learning objectives to focus the centers around.
2. Design 3-5 centers with hands-on activities that reinforce the objectives. Include visuals, organizers, and interactive elements.
3. Pilot the centers with a small group and collect feedback to refine the activities. Observe student engagement and understanding.
4. Once refined, implement the centers as a rotation for whole class and continue assessing student learning from the activities. Adjust as needed based on results.
How can esl teachers support teachers in otherlindsesl
1) ESL teachers can support mainstream teachers and students in various ways, such as providing vocabulary lists, visual aids, graphic organizers, adapted texts and homework help.
2) In primary schools, ESL teachers can either pull students out of class for focused English instruction or push into the classroom to co-teach. Close communication between ESL and mainstream teachers is important.
3) In secondary schools, ESL teachers can implement sheltered instruction by co-teaching content area subjects to make material comprehensible for English learners while developing their language skills. This requires collaboration between ESL and subject area teachers.
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
The document addresses several myths about teaching English/Language Arts based on the curriculum framework. It clarifies that teachers are not required to strictly follow the lesson plans, can choose their own supplemental materials, and should focus on covered the benchmarks for each cycle. The embedded assessments are formative and meant to guide instruction rather than evaluate teachers. Support resources are available for re-take students preparing for assessments.
The document describes an effective language lesson as one that:
1) Reflects high professional standards and principles of language teaching.
2) Addresses meaningful learning outcomes that can be assessed.
3) Provides opportunities for learners to practice using language in a meaningful way through activities like pair and group work.
4) Is effectively managed through procedures that create a positive learning environment.
5) Consists of a coherent sequence of learning activities that link together to achieve the lesson goals.
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
Similar to Literacy: Creating a Classroom Environment Rich in Meaningful Print in Context (20)
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
This document outlines Marzano's six-step plan for direct vocabulary instruction. The six steps include: 1) providing a description of the term, 2) having students describe it in their own words, 3) creating a nonlinguistic representation, 4) doing activities to reinforce knowledge of the term, 5) discussing terms with peers, and 6) playing games involving the terms. Research shows that direct vocabulary instruction can increase student comprehension percentiles by over 30 points. The document also discusses selecting terms, example activities for each step, and tracking student progress in learning terms.
Intro to positive behavioural invervations and supportsMarkBarratt13
Positive Behavioural Interventions and Supports (PBIS) is an approach to discipline that focuses on proactive strategies rather than punishment. It aims to define and teach appropriate student behaviors in a positive school environment. PBIS provides a common purpose and approach to discipline through clear behavioral expectations, teaching expected behaviors, and procedures for discouraging inappropriate behaviors. The goal is to shift thinking away from traditional discipline methods like punishment, which do not teach students or improve behaviors, and toward positive reinforcement of appropriate conduct.
This document summarizes a presentation on inclusion given by Mark Barratt at the University of Auckland. The presentation covered Barratt's experiences that led him to advocate for inclusion, his key beliefs about inclusion, and how to implement inclusion in schools and classrooms. Some of the main points included: defining inclusion as changing attitudes rather than just policy/resources, seeing inclusion as an ongoing process to improve responses to diversity, having presence and participation of all students as the goals, and the importance of teacher attitude, relationships with families, creative problem-solving, and support systems in inclusive classrooms.
This document provides guidance and questions for leaders to reflect on and improve their leadership. It discusses the importance of self-awareness, seeking feedback, learning from failures and disruptions, releasing anchors like perfectionism, and focusing outward on developing others. Leaders are encouraged to challenge themselves, evaluate their performance critically, and make progress through small actions. Regular reflection on questions like what employees experience working for the leader can help identify areas for growth. Overall it emphasizes that leadership development requires ongoing learning, humility, and courage to acknowledge shortcomings.
An opportunity to:
1. Unpack the WALT
2. Introduce new vocabulary and language structures
3. Activate students knowledge and make links to prior learning
4. Model ways to construct meaning for the reader
5. Stimulate students to think critically
6. Encourage students to reflect on their learning
7. Monitor students closely while they engage and process texts
8. Build confidence as independent readers
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
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.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. What do you know?
In your tables:
Write down as many facts as you can about bananas…...
3. Outcome (WALT):
• Review some key elements that contribute to an environment rich in
meaningful text and identify ways they can apply this to their
teaching space
Success Criteria:
• Teachers will be able to state why text rich environments are
important
• Teachers will be able to name 3 ways to make a classroom
environment rich in meaningful text
• Teachers will apply these elements to their classroom environment
4. Text rich classrooms are important!!
As we all know, the classroom environment is a second teacher for any student.
A large amount of the student’s time is spent in a school classroom. We therefore need
to maximise the learning teach to capitalise on this by providing many and varied
opportunities for language acquisition.
93% of our students learn English as an additional language. We therefore need to
surround the language learner with correct models of language. This is especially so for
EAL in upper primary and CALP
These opportunities should be both passive and active for the learner. The classroom is
one variable in teaching that we have a lot of control over. We need to maximise what
we have control over.
Manzarno amongst others argues that vocabulary and conceptual comprehension
improves significantly if words are learnt that are important to students i.e. what they are
learning.
5. Print Rich Environments
Teacher and students create:
• Labels
• Anchor Charts
• Signs
• Lists
• Timetables
• Word Banks
• Explanations
• Writing examples
• Instructions
• Topic Displays
Jot Thoughts:
How else might you promote print rich
classroom environments??
6. Anchor Charts:
Anchor charts are created during the instruction of the lesson. As the teacher
models the lesson or strategy, the lesson reinforcement or strategy tool in written
up on chart paper.
https://www.scholastic.com/teachers/blog-posts/genia-connell/12-steps-creating-language-rich-environment/
Examples:
7. Word Banks
• Word banks that grow over time eg. “Instead of Said” - students ad
• “stick it” notes for different dialogue tags
• Word banks that relate to the current learning eg. transition words
fiction writing
• Word banks related to topics
• Students need to have ownership of the word bank.
• It needs to be a living list
• It may not look pretty
9. Using students’ predictions,
questions and ideas
• At the start of the lesson
What I know, What I want to find out…
• Add text to the artwork
that provides transcripts of students
conversation. This shows students that
their ideas are important and
provides an opportunity
to model language
10. Praxis - thinking in action
Decide upon one activity that you are going to do to make the classroom
environment more rich in print.
By next Tuesday morning send Dayana a photo of what you’ve added to the
classroom.