Literacy in my classroom
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This document summarizes a classroom literacy program that uses CAFE, Daily Five, guided reading, and work on writing. It includes: 1) A Whole Class CAFE session to introduce/review strategies using online stories or big books. 2) A Read to Self time where students read self-selected books while the teacher holds reading conferences and strategy groups. 3) A Daily Five rotation with activities like VCOP tasks, spelling, word work and comprehension, along with guided reading sessions. 4) A 50-minute Work on Writing session including shared writing, individual writing, and writing conferences.
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The document describes a literacy block structure that uses the CAFE and Daily Five programs. It includes:
1) A whole class CAFE lesson to introduce or review reading strategies.
2) Independent reading with conferences, and strategy group lessons to practice targeted skills.
3) Daily Five rotations for activities like spelling, comprehension, and listening to reading. Guided reading is also conducted.
4) A writing block with shared writing, conferences, and time to work independently and in groups on writing goals.
The Literacy Block
The document describes a literacy block structure that uses the CAFE and Daily Five programs. It includes:
1) A whole class CAFE lesson to introduce or review reading strategies. 2) Independent reading with student-selected "just right" books while the teacher holds reading strategy groups and reading conferences. 3) A Daily Five rotation of comprehension, word work, and other literacy activities differentiated for students' needs, while the teacher holds guided reading sessions. 4) A 50-minute writing block with shared writing, individual writing time, and writing conferences.
The Literacy Block
The literacy block uses the CAFE and Daily Five programs. It includes 15 minutes of whole class CAFE instruction, 15 minutes of independent reading with reading conferences, 20 minutes of Daily Five rotations focusing on skills like vocabulary and comprehension, and 50 minutes of writing instruction. Students work on individual reading and writing goals. The teacher meets with guided reading groups and writing conferences to help students improve targeted skills.
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The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
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The document describes a literacy block structure that uses the CAFE and Daily Five programs. It includes:
1) A whole class CAFE lesson to introduce or review reading strategies.
2) Independent reading with conferences, and strategy group lessons to practice targeted skills.
3) Daily Five rotations for activities like spelling, comprehension, and listening to reading. Guided reading is also conducted.
4) A writing block with shared writing, conferences, and time to work independently and in groups on writing goals.
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The document describes a literacy block structure that uses the CAFE and Daily Five programs. It includes:
1) A whole class CAFE lesson to introduce or review reading strategies. 2) Independent reading with student-selected "just right" books while the teacher holds reading strategy groups and reading conferences. 3) A Daily Five rotation of comprehension, word work, and other literacy activities differentiated for students' needs, while the teacher holds guided reading sessions. 4) A 50-minute writing block with shared writing, individual writing time, and writing conferences.
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The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
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Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning đ
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a good đđđ a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
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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!
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A IndependÃĒncia da AmÊrica Espanhola LAPBOOK.pdf
Lapbook sobre independÃĒncia da AmÊrica Espanhola.
PCOS corelations and management through Ayurveda.
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 Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcÂ
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DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Letâs 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.
How to Manage Your Lost Opportunities in Odoo 17 CRM
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
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Literacy in my classroom
- 1. Literacy Using the CAFE and Daily Five in my classroom program
- 2. Whole Class CAFE - 15 minutes īĄ Focus is on introducing a new CAFÃ strategy and/or revising previously taught strategies. īĄ I use online stories on the Interactive Whiteboard (using resources such as Oxford Owl) or Big Books, to model the strategy.
- 3. Read to Self - 15 minutes īĄ Students read âJust Right Booksâ that they have selected from the Classroom Librar y. During Reading Conferences I monitor studentsâ book choices. īĄ During this time I hold Reading Strategy Groups. The focus for these groups has been determined during the previous weekâs Guided Reading sessions. During these Strategy Groups students are introduced to their new reading goal, and are explicitly taught the strategy that they need to work on, and given the oppor tunity to practise it. They write their goals on the classroom display and are given a bookmark with their reading goal on it. īĄ Strategy groups are shor t and sharp â no longer than 10 minutes.
- 5. Daily Five Rotations - 20 minutes īĄ Activities include: ī§ VCOP tasks (focusing on a particular area within Vocabulary, Connectives, Openers & Punctuation) ī§ Spelling investigations ī§ Word Work ī§ Comprehension activities. Every second week these are focused on Guided Reading texts. ī§ Listen to Reading (using netbooks or MP3 player) ī§ Handwriting. ī§ Activities designed to practise reading strategies taught in CAFÃ time. īĄ Activities are differentiated to cater for the ability levels and needs of individual students. īĄ During this time I hold Guided Reading sessions. I work with each student to identify a reading goal. These are documented and used to group students according to common areas of need. These groups form the focus for reading strategy groups in the following week.
- 7. Work on Writing - 50 minutes Structure: īĄ Whole Class Introduction, involving an experience to engage and âtune inâ the students, and to connect with prior knowledge. īĄ Shared/modelled writing with whole class. īĄ Individual writing for approximately 25 minutes ī§ Interactive Writing groups held regularly with low/reluctant writers, and other groups as required. ī§ Writing conferences are used to determine individual writing goals, and writing strategy groups are held to explicitly teach strategies and practice working on goals. īĄ Whole Class share time to reflect on and consolidate learning, as well as celebrate working towards and achieving writing goals.
- 8. Reflection Positive Minus Interesting âĸ Student learning is goal- âĸ Can be tricky to fit it all in âĸ I would like to adapt my oriented. each morning structure to cater for more âĸ All tasks are differentiated âĸ I havenât yet integrated Writing student choice and ownership according to ability levels and tasks into the Daily Five over the Daily Five activities. student needs. program, rather keep the âĸ Reading goal bookmarks help âĸ Reading strategies are âWork on Writingâ task ensure students always know explicitly taught, and students relatively separate to the rest their reading goal and are are able to articulate their of the session. I would like to reminded of it each time they goals, and what strategies try to integrate this some read. they are working on. more. âĸ The program helps to develop student independence, stamina and motivation. âĸ Students work in both similar- ability and mixed-ability groupings.