Nancy teaches a Grade 3 classroom. The document provides context about Nancy's classroom and the students she teaches. It does not provide any other details about specific lessons, activities, or students in the class.
P.E.M.D.A.S is an acronym that represents the proper order of operations when solving equations with multiple arithmetic operations - Parentheses, Exponents, Multiply, Divide, Add, Subtract. Solving equations requires following this order step-by-step to get the correct solution. Examples are provided to demonstrate using P.E.M.D.A.S to evaluate expressions and equations accurately.
Cómo elaborar el análisis dafo www.aleive.orgsuperja007
Este documento explica cómo realizar un análisis DAFO, que permite evaluar las debilidades, amenazas, fortalezas y oportunidades de una empresa. Primero define cada componente del análisis y explica que las fortalezas y debilidades se refieren a factores internos sobre los que la empresa tiene control, mientras que las oportunidades y amenazas son externas e independientes de la empresa. Luego detalla cómo realizar un análisis interno y externo, y elabora los pasos para completar la matriz DAFO que resumirá los resultados del
Lou & Harry's is a company with 3 locations looking to improve their social media marketing. Their current social media efforts are limited and not effective. The document recommends expanding Lou & Harry's presence on platforms like Instagram and developing mobile-friendly content and promotions to draw more customers, especially compared to competitors. It also suggests the company assess the costs and potential sales impacts of various social media marketing strategies and options.
This document outlines the steps of a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, developing lesson plans and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve educational practices.
This document outlines a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, creating lessons and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve teaching practices.
P.E.M.D.A.S is an acronym that represents the proper order of operations when solving equations with multiple arithmetic operations - Parentheses, Exponents, Multiply, Divide, Add, Subtract. Solving equations requires following this order step-by-step to get the correct solution. Examples are provided to demonstrate using P.E.M.D.A.S to evaluate expressions and equations accurately.
Cómo elaborar el análisis dafo www.aleive.orgsuperja007
Este documento explica cómo realizar un análisis DAFO, que permite evaluar las debilidades, amenazas, fortalezas y oportunidades de una empresa. Primero define cada componente del análisis y explica que las fortalezas y debilidades se refieren a factores internos sobre los que la empresa tiene control, mientras que las oportunidades y amenazas son externas e independientes de la empresa. Luego detalla cómo realizar un análisis interno y externo, y elabora los pasos para completar la matriz DAFO que resumirá los resultados del
Lou & Harry's is a company with 3 locations looking to improve their social media marketing. Their current social media efforts are limited and not effective. The document recommends expanding Lou & Harry's presence on platforms like Instagram and developing mobile-friendly content and promotions to draw more customers, especially compared to competitors. It also suggests the company assess the costs and potential sales impacts of various social media marketing strategies and options.
This document outlines the steps of a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, developing lesson plans and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve educational practices.
This document outlines a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, creating lessons and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve teaching practices.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
This document discusses various topics related to vocabulary instruction including:
- Research showing a large gap in vocabulary knowledge between high and low performing students by 2nd grade.
- Expectations that students learn 3000 new words per year by 3rd grade.
- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
- Principles of effective vocabulary instruction including using firsthand experiences, promoting student interaction, and taking a metacognitive approach.
- Different tiers of vocabulary including basic, high frequency, and discipline specific words.
Class 9 spelling & grammar cont'd 2020rmcquirter
This document provides information about word study, including spelling patterns, meaning patterns, prefixes, suffixes, and strategies for spelling unfamiliar words. It discusses sound patterns, structural patterns, and meaning patterns in spelling. It explains common prefixes for number such as mono-, bi-, tri-, and dec- and their meanings. It encourages activities with prefixes, base words, and suffixes to build new words. Strategies for spelling unfamiliar words include visual, auditory, tactile, meaning, memory tricks, and dictionary skills. A cloze assessment and app critiques are also mentioned.
This document discusses spelling instruction and the Ontario Language curriculum. It contains 3 main points:
1. The Ontario Language curriculum does include spelling expectations, contrary to the statement that "Teachers don't have to deal with spelling anymore." It includes expectations around spelling familiar words, unfamiliar words, and proofreading.
2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020rmcquirter
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020rmcquirter
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 3 integration and assignment supportrmcquirter
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020rmcquirter
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020rmcquirter
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
This document discusses strategies for improving expository reading comprehension. It outlines four roles of literate learners: text user, code user, text analyzer, and meaning maker. It also discusses the Ontario curriculum expectations for reading at various grade levels and lists five elements that must be included in a teacher's reading program. Finally, it provides resources for guided reading, comprehension strategies, and designing guided reading questions based on selected cards.
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.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
This document discusses various topics related to vocabulary instruction including:
- Research showing a large gap in vocabulary knowledge between high and low performing students by 2nd grade.
- Expectations that students learn 3000 new words per year by 3rd grade.
- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
- Principles of effective vocabulary instruction including using firsthand experiences, promoting student interaction, and taking a metacognitive approach.
- Different tiers of vocabulary including basic, high frequency, and discipline specific words.
Class 9 spelling & grammar cont'd 2020rmcquirter
This document provides information about word study, including spelling patterns, meaning patterns, prefixes, suffixes, and strategies for spelling unfamiliar words. It discusses sound patterns, structural patterns, and meaning patterns in spelling. It explains common prefixes for number such as mono-, bi-, tri-, and dec- and their meanings. It encourages activities with prefixes, base words, and suffixes to build new words. Strategies for spelling unfamiliar words include visual, auditory, tactile, meaning, memory tricks, and dictionary skills. A cloze assessment and app critiques are also mentioned.
This document discusses spelling instruction and the Ontario Language curriculum. It contains 3 main points:
1. The Ontario Language curriculum does include spelling expectations, contrary to the statement that "Teachers don't have to deal with spelling anymore." It includes expectations around spelling familiar words, unfamiliar words, and proofreading.
2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020rmcquirter
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020rmcquirter
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 3 integration and assignment supportrmcquirter
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020rmcquirter
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020rmcquirter
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
This document discusses strategies for improving expository reading comprehension. It outlines four roles of literate learners: text user, code user, text analyzer, and meaning maker. It also discusses the Ontario curriculum expectations for reading at various grade levels and lists five elements that must be included in a teacher's reading program. Finally, it provides resources for guided reading, comprehension strategies, and designing guided reading questions based on selected cards.
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.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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
Plenty of space of movement. Blue mats are easily reconfigured. This is the gathering space for whole group time at beginning and end of Literacy Block.
Co-constructed anchor charts about features of self-regulation.
Learning materials are organized here so that students are not bound by their tables. Each student’s books are in a separate space. Scissors etc. easily accessible
Note the padded chair-back features. Students move their chairs, not the tables.
Guided reading table positioned so that Nancy can see what is happening at other stations but is occupied with a group – meaning that students have to solve their own problems while she is working with a small group.
Reading Railroad at front of room for independent reading.