This presentation was delivered at the 2013 GATESOL conference and looks at the challenge of taking older ELL students to a higher level in the CCSS world to continue their education.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Literacy in History/Social Studies: Strategies for Middle and High School Cl...primarysource
PPT from Primary Source webinar for Shrewsbury teachers, January 21, 2013. Common Core Literacy in History/Social Studies: Strategies for Middle and High School Classrooms
Language learners in Japanese secondary and tertiary educational contexts are often cycled through course and classroom regimes emphasizing accuracy and precision, but often with constraints that prevent fluency to develop, and no contexts for fluency to expand as is. This presentation explores the capability of latent learner creativity in areas such as art, music, and L1 written capacity as sources that learners could draw from to reappraise, individualize, and explore assignments in two key L2 output tasks - presentation and written composition - that could enable greater heartfelt engagement with such assignments and expand output beyond where learners may previously have achieved. When creativity in such assignments can be channeled though contextualization such as web-based presentation display upload and compositional publication, learners may be capable of some extraordinary breakthroughs in language capacity as well as greater motivation and orientation to language learning.
Literacy in History/Social Studies: Strategies for Middle and High School Cl...primarysource
PPT from Primary Source webinar for Shrewsbury teachers, January 21, 2013. Common Core Literacy in History/Social Studies: Strategies for Middle and High School Classrooms
Language learners in Japanese secondary and tertiary educational contexts are often cycled through course and classroom regimes emphasizing accuracy and precision, but often with constraints that prevent fluency to develop, and no contexts for fluency to expand as is. This presentation explores the capability of latent learner creativity in areas such as art, music, and L1 written capacity as sources that learners could draw from to reappraise, individualize, and explore assignments in two key L2 output tasks - presentation and written composition - that could enable greater heartfelt engagement with such assignments and expand output beyond where learners may previously have achieved. When creativity in such assignments can be channeled though contextualization such as web-based presentation display upload and compositional publication, learners may be capable of some extraordinary breakthroughs in language capacity as well as greater motivation and orientation to language learning.
Teaching ELL students in a common core worldKeith Pruitt
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
Putting wow in the classroom with common coreKeith Pruitt
Presentation Delivered at the East TN Title 1 Conference. Looks at three of the aspects of CCSS, comprehension, vocabulary and writing. This is but one small part of a 6 hour workshop.
Ignite vocabulary with a multimedia approachKeith Pruitt
Presented at TNTESOL conference 2012. This is the ticketed session and it is a bit longer than the previous presentation with a similar title. Works with multimedia in teaching vocabulary.
Focus on writing building the conversationKeith Pruitt
In this presentation teachers are reminded of the importance of conversation in exciting children to write. Keith Pruitt shares three child-tested strategies for engagement. The video clips used in this presentation are from a DVD included in Children Want to Write by Thomas Newkirk and Penny Kittle.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
Creating the link between reading and writingKeith Pruitt
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
Recasting history: Lee Harvey Oswald on TrialKeith Pruitt
Presented at the Tennessee Social Studies Conference, this presentation tells how the historical fiction book Lee Harvey Oswald on Trial: A Novel came to be written and how historical fiction can help students to appreciate and understand history.
Writing A Proper Essay. 002 Picture1 Proper Essay Format ThatsnotusMegan Wilson
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Can You Start An Essay With A Question.pdfPatty Loen
Help with Writing Essay Questions: Types and Examples. 10 Easy Steps: How to Start an Article Essay - Example 2024. Effective Waysto Start Your Essay - 3+ Examples, Format, Pdf | Examples. Archaicawful How To Start An Essay With A Question Examples ~ Thatsnotus. Step-By-Step Guide to Essay Writing - ESL Buzz. 010 How To Start An Essay With Question Examples Example Illustration .... Beautiful Can You Start An Essay With A Question ~ Thatsnotus. dentrodabiblia: can you start an essay with a question. Starting an essay with a question. Best Can I Start An Essay With A Question ~ Thatsnotus. Starting sentence of an essay. Essay Skills 1: Understanding the Essay Question. PPT - Essay Question PowerPoint Presentation, free download - ID:5809464.
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Persusive Essay. Clk Sample Persuasive Essays For High School Students Writ...Ashley Arrington
50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Clk Sample Persuasive Essays For High School Students — — Writing high .... Writing paper: Essay persuasive. Persuasive Essay. Persuasive Essay: Tips on Writing. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Template. Persuasive Essay Structure | Templates at allbusinesstemplates.com. School Essay: Persuasive topics for essays. Top Trending 6Th Grade Informative Essay Examples Gif - Informative. College essay: Apa persuasive essay example. Persuasive essay examples for students. Free Printable Persuasive Writing Graphic Organizer - Printable Word .... Online Essay Help | amazonia.fiocruz.br. How to Write a Persuasive Essay (with Free Sample Essay) - Persuasive .... Persuasive Essay Writing prompts and Template for Free. Persuasive Essay Rubric | Templates at allbusinesstemplates.com. persusive essay. The Persuasive Essay. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... What Is A Persuasive Essay Answers Com 570512 — — Custom Thesis .... Beth Wilcox's Northern Learning Centre Blog: Persuasive Essay Format. Persuasive Essay Example College Level Best Of 52 College Level .... School essay: Persuasive essay topis. 「Persuasive Essay」のおすすめ画像 32 件 | Pinterest | アイデアを書く、説得力のあるエッセイ、エッセイ ライティング Persusive Essay Persusive Essay. Clk Sample Persuasive Essays For High School Students Writing high ...
Independence Day Essay. 75 Years Of Independence Essay / Independence Day Spe...Melissa Chastain
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Rhetorical Analysis Reflection
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"Grains Of Sand" Study Guide: It's HOT (Higher Order Thinking)Sara Shomron
Ideal for teachers and students, this highly accessible and free for downloading interdisciplinary literature study guide, HOT compliant, gives tools to enhance understanding of the historical fiction novel "Grains Of Sand: The Fall Of Neve Dekalim." All exercises and activities provide the teacher with a wide variety of options that assist with pedagogic results.
Handouts accompanying this presentation are available on this site. To view: click on "More" (upper right hand side) or on my name, Sara Shomron, (above blue).
The principles and ideas of this study guide can easily be applied to other works of historical fiction literature. The teachers would simply need to compose applicable study questions and word games on their own.:
This power point presentation was shown at the English Teachers Association in Israel (ETAI) Winter Conference, Dec 5, 2010, sponsored by the Foreign Literatures and Linguistics department at Ben Gurion University, Be'er Sheva.
Session Three:
Presenter: Sara L. Shomron,
"Just Book It: LOGS, HOTS and Exciting Research Project Ideas"
Example Of Debate Essay. How to write a Debate Essay of the highest quality?Latoya White
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Part 2 of 2 of Climbing the Mountain series from Old Hickory VBS 2019. This lesson looks at the lives of Job and Elijah to obtain lessons by which we may be blessed.
What i've learned about literacy in 40 yearsKeith Pruitt
Presentation delivered at the 2017 Tennessee Reading Association Meeting. Covers just some of the things I've learned over 40 years of work in education
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Transitions Needed by Adult ELL Students Based on
Common Core
Keith Pruitt, Ed.S
www.woweducationalconsulting.com
2. • Spell as many words as possible
in one minute from the
following word. Use each letter
only once.
• remediation
3. But I want to suggest
that the real message is
it is time to focus on
the real issue of
education….
4. What CCSS Means…
1.
2.
3.
4.
5.
There is a higher
expectation!
A direct
emphasis on
comprehension.
A new
connection with
writing.
Listening and
Speaking
Greater
emphasis on
vocabulary
Turn and Talk
What do you know about
CCSS and how they will
impact Adult Learners?
5. It is now a different time with a
different set of expectations and
needs.
Think of the skill sets that were
needed just twenty years ago.
•
•
•
•
•
•
Computer Skills
Communication Skills
Vocabulary at higher levels
Technical writing skills
Collaborative skills
Ability to solve complex
problems
What are some skills students
need today that would be different
from what was needed 20 years
ago?
6. So how do we
transition students in
the ELL world to a
place where they are
prepared?
7. What are the constants?
1. To gain comprehension of
text one must know words.
2. The main reason to engage
text is for comprehension.
3. Students need to express
ideas in writing.
9. The greatest obstacle to
comprehension for the
English Language Learner
and Struggling Reader is
the inability to know
enough words to engage
the text.
10. By the time a student
finishes the 12th grade, they
need to have been exposed
to approximately 52,000
new words.
11. Of the 100,000+ words in the
English language, only the
2,000 most frequent words
(General Service List) are
necessary for students to
understand at least 80% of daily
conversation and writing. If
students know…, in
conjunction with 570 high
frequency academic words
found on the AWL
(Coxhead), they may
understand close to 90% of
academic text. (Nation, 2002, as
sited in Vocabulary Power).
12. 500 Words from General Services
and 400 words from the Academic
Word List.
13.
14. Determine the meaning of words and phrases as
they are used in the text, including figurative
and connotative meanings; analyze the impact of
specific word choices on meaning and
tone, including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful.
--CCSS, Language Arts Standards 12 Gr
th
15. Concepts of Instruction to
use for transition:
1. Allow for auditory
language acquisition.
2. Have discussions around
words
3. Substitute words- Build
volume
16. Concepts of Instruction to
use for transition:
4. Use visuals to teach words
5. Get students using words
in writing
17. Dictionary Skills as
Reference
Dictionaries can be
a key ingredient in
helping students
gain words.
Pictures help create
schema.
Explanations that
are student friendly
help them
understand how
words are used.
23. Notice how the explanation of the term
is found on the page with the term.
This is an idea way to keep focus on
the text and help scaffold meaning
through explanation of terms.
24. Theodore Roosevelt, Jr., born October 27, 1958
and died January 6, 1919 was the 26th President of
the United States (1901-1909). He is noted for his
exuberant personality, range of interest and
achievements, and his leadership of the
Progressive Movement, as well as his “cowboy”
persona and robust masculinity. He was a leader
of the Republican Party and founder of the first
incarnation of the short-lived Progressive (Bull
Moose) Party of 1912. Before becoming
President, he held offices at the city, state, and
federal levels. Roosevelt’s achievements as a
naturalist, explorer, hunter, author, and soldier
are as much a part of his fame as any office he
held as a politician.
Wikipedia, online entry for Theodore
Roosevelt
This is a typical
informational
text at the
higher levels.
What words in
this text would
pose a
roadblock to
comprehension?
25. Theodore Roosevelt, Jr., born October 27, 1958
and died January 6, 1919 was the 26th President of
the United States (1901-1909). He is noted for his
exuberant personality, range of interest and
achievements, and his leadership of the
Progressive Movement, as well as his “cowboy”
persona and robust masculinity. He was a leader
of the Republican Party and founder of the first
incarnation of the short-lived Progressive (Bull
Moose) Party of 1912. Before becoming
President, he held offices at the city, state, and
federal levels. Roosevelt’s achievements as a
naturalist, explorer, hunter, author, and soldier
are as much a part of his fame as any office he
held as a politician.
Wikipedia, online entry for Theodore
Roosevelt
This is a typical
informational
text at the
higher levels.
What words in
this text would
pose a
roadblock to
comprehension?
26. Theodore Roosevelt, Jr., born October 27, 1958
and died January 6, 1919 was the 26th President of
the United States (1901-1909). He is noted for his
exuberant personality, range of interest and
If leadership of the
achievements, and hissomeone is exuberant
they are very excited or
Progressive Movement, as well as his “cowboy”
outgoing in their
persona and robust masculinity. He was a leader
personality.
of the Republican Party and founder of the first
incarnation of the short-lived Progressive (Bull
Moose) Party of 1912. Before becoming
President, he held offices at the city, state, and
federal levels. Roosevelt’s achievements as a
naturalist, explorer, hunter, author, and soldier
are as much a part of his fame as any office he
held as a politician.
Wikipedia, online entry for Theodore
This is a typical
informational
text at the
higher levels.
What words in
this text would
pose a
roadblock to
comprehension?
Roosevelt
Us a sticky note on the page to help explain the meaning
of unfamiliar words.
28. Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
--CCSS, LA, 12th gr
The level of questioning
has dramatically
changed. Instead of
superficial and surface
level comprehension,
students are now asked
to do close reading of
text.
31. Old Structure versus Common Core
Here is the conversation of
Comprehension as traditionally taught
Here is the Conversation of
Comprehension based on Common Core
• Who were the main
characters in Charlotte’s
Web?
• Where did they live?
• When animals are given
human characteristics it is
called _______________.
• Can you think of a time
when animals influenced
how you felt about
something?
• What descriptions are used
by the author to indicate
that Wilbur is growing
lonelier at the Zuckerman
farm?
• What is the main point of
the friendship of Charlotte
and Wilbur?
• How does the author let us
know that Fern has grown
disinterested in Wilbur?
34. Write arguments to
support claims in an
analysis of
substantive topics or
texts using valid
reasoning and
relevant and
sufficient evidence.
--CCSS, Writing, 12th gr
This is only one of
three different
types (genres) of
writing that is
expected. Let’s
look at the rubric
text that shows the
expectation or goal.
35. I believe that it would be beneficial for our schools to adopt dress codes.
Although some may argue that this action would restrict the individual
student’s freedom of expression, I do not agree. Our right to express
ourselves is important, but in our society none of us has unrestricted
freedom to do as we like at all times. We must all learn discipline, respect
the feelings of others, and learn how to operate in the real world in order to
be successful. Dress codes would not only create a better learning
environment, but would also help prepare students for their futures.
This is a rubric exemplar text for 12th grade. It is one of five
paragraphs in this paper. The paper was an essay written
for college entrance. This is sited in CCSS Appendix C as an
exemplar text for writing at the 12th grade level. This is
under the category of Opinion/Argument Writing
36. A Method to Strengthen
Who Went
to the
Writing What did
store?
How did
store
you go?
you go to
We went to the store.
We bought some
clothes. We had fun.
What kind of
clothes did
you buy?
What was
there about
this that was
fun?
When did
you go to
the store?
37. Did you have the
Now We Have…down? What
top
What was it like
inside the store?
was the weather
like?
Carlos, Maria, and I went to the Wal-mart on Thursday
evening. Maria drove us in her Mazda convertible.
Carlos bought some new shirts to wear. Maria bought
a new dress. I bought a new pair of boots to wear to
work. We had a lot of fun at the Wal-mart. I like being
with my friends. We tell jokes and like being together.
Describe the shirts, dress
and boots. What color
were they?
38. By just asking questions, you can
flesh out a very simple form of
writing to give it more meat and
build its volume.
Now I’m going to show you a
picture. With a partner, I would
like for you to start telling a story
using the details of what you see
in the picture.
39.
40. We can then take the list
as a brainstorm (ideas)
list and we can begin to
craft a story.
One day in the winter, I sat
in my chair one morning. It was very
cold outside, so I built a fire in the
fireplace to stay warm. My cat liked
the warm fire and lay on the carpet
at my feet.
I read a book and enjoyed
it so much that when I looked at the
clock I discovered it was already
4:30. So I ate a banana from my fruit
bowl to hold me over until dinner.
41.
42. In this presentation we have
attempted to examine three core areas
where we must transition our ELL
students to provide them a clearer
path toward success and further
educational opportunities. CCSS is
changing the face of Adult Education
as well as K-12 and we must actively
embrace these changes.
43. On Behalf of Pearson ELT and
Words of Wisdom
Thank You
Keith Pruitt, Ed.S
www.woweducationalconsulting.com