This document provides suggestions for teachers to create opportunities for children to express themselves through talking. It recommends having children talk about themselves, objects around school, pictures, and stories. For pictures, children can discuss what they see and predict outcomes. Stories should allow children to relate to characters, imagine events, and recreate the story. Role playing story characters develops communication skills. Teachers should let children speak fully, show interest, and respond by elaborating on what was said and asking for more details.
This document discusses strategies for telling stories to young English language learners. It provides tips for telling stories, such as using gestures, pictures, and varying one's voice. Retelling stories is recommended as it helps children practice language skills. When retelling, teachers can use props like flashcards or have children act out parts. Asking questions about the story helps check comprehension. Stories can be used for various activities with children like listening, speaking, reading, writing, coloring and acting.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
This document provides teaching notes for the story "Walrus Joins In" from the TreeTops fiction series. It includes a synopsis of the story, which is about animals in the Arctic putting on a show and Walrus struggling to find his talent until he is accepted by the audience. The document then provides suggestions for group reading activities, independent reading, returning to and discussing the text, speaking and listening activities, further reading activities, using ICT, and writing activities related to the story.
This lesson plan aims to teach 11-12 year old students about past simple tense and family relationships through the story "The Enormous Turnip". The 40 minute lesson begins with an introduction where students make predictions about the story by sequencing pictures. As the teacher reads the story aloud, they will stop at various points to ask questions and have students make further predictions. Afterwards, students will identify the important characters and their actions in the story, noting the use of past simple verbs. Finally, students will evaluate what they have learned by observing their engagement with the story and comprehension of past simple tense formation. The objectives are for students to understand the main idea of the story, retell it using time connectives, and understand the function
The document provides information about upcoming events at Central Elementary School. It announces that the book fair will be held from October 19-25 and encourages parents to attend. It also notes that bus drop off and pick up will now be located behind the school, while car drop off and pick up will be in the front of the school. The document aims to keep parents informed about activities and changes at the school.
This lesson plan is for a 40-minute class on family relationships for 11-12 year olds. The lesson focuses on narrating past events using the past simple tense. Students will review the story "The Enormous Turnip" through a text graffiti activity. They will then work in pairs to think of alternative versions of the story, drafting their own stories on strips or templates. Finally, students will individually create "storytelling bags" based on their rewritten storylines. The lesson aims to have students practice narrating past events and writing short stories using time connectives and the past simple tense. Student understanding will be evaluated through observation of their spoken and written language use during the activities.
This lesson plan was prepared for teaching prepositions through a short story for children called : Where's Rex?- The puppets representation serves to entertain our students while they also learn
This document provides suggestions for teachers to create opportunities for children to express themselves through talking. It recommends having children talk about themselves, objects around school, pictures, and stories. For pictures, children can discuss what they see and predict outcomes. Stories should allow children to relate to characters, imagine events, and recreate the story. Role playing story characters develops communication skills. Teachers should let children speak fully, show interest, and respond by elaborating on what was said and asking for more details.
This document discusses strategies for telling stories to young English language learners. It provides tips for telling stories, such as using gestures, pictures, and varying one's voice. Retelling stories is recommended as it helps children practice language skills. When retelling, teachers can use props like flashcards or have children act out parts. Asking questions about the story helps check comprehension. Stories can be used for various activities with children like listening, speaking, reading, writing, coloring and acting.
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
This document provides teaching notes for the story "Walrus Joins In" from the TreeTops fiction series. It includes a synopsis of the story, which is about animals in the Arctic putting on a show and Walrus struggling to find his talent until he is accepted by the audience. The document then provides suggestions for group reading activities, independent reading, returning to and discussing the text, speaking and listening activities, further reading activities, using ICT, and writing activities related to the story.
This lesson plan aims to teach 11-12 year old students about past simple tense and family relationships through the story "The Enormous Turnip". The 40 minute lesson begins with an introduction where students make predictions about the story by sequencing pictures. As the teacher reads the story aloud, they will stop at various points to ask questions and have students make further predictions. Afterwards, students will identify the important characters and their actions in the story, noting the use of past simple verbs. Finally, students will evaluate what they have learned by observing their engagement with the story and comprehension of past simple tense formation. The objectives are for students to understand the main idea of the story, retell it using time connectives, and understand the function
The document provides information about upcoming events at Central Elementary School. It announces that the book fair will be held from October 19-25 and encourages parents to attend. It also notes that bus drop off and pick up will now be located behind the school, while car drop off and pick up will be in the front of the school. The document aims to keep parents informed about activities and changes at the school.
This lesson plan is for a 40-minute class on family relationships for 11-12 year olds. The lesson focuses on narrating past events using the past simple tense. Students will review the story "The Enormous Turnip" through a text graffiti activity. They will then work in pairs to think of alternative versions of the story, drafting their own stories on strips or templates. Finally, students will individually create "storytelling bags" based on their rewritten storylines. The lesson aims to have students practice narrating past events and writing short stories using time connectives and the past simple tense. Student understanding will be evaluated through observation of their spoken and written language use during the activities.
This lesson plan was prepared for teaching prepositions through a short story for children called : Where's Rex?- The puppets representation serves to entertain our students while they also learn
Central Elementary School is thanking parents for volunteering and encouraging more involvement. They remind parents to update contact information and appropriately dress children for cold weather. Red Ribbon Week activities to promote an anti-drug message are scheduled. The school book fair, winter carnival, and other upcoming events are announced. Classroom updates provide information on current lessons in reading, writing, math, science, and social studies. New drop-off/pick-up locations are shared.
Central Elementary School is thanking volunteers and encouraging parents to stay involved. It announces Red Ribbon Week activities to promote an anti-drug message. Various classroom updates are provided on reading, writing, math and science lessons. Upcoming events like a book fair and winter carnival are announced. Drop off and pick up locations have changed for buses and cars.
This document discusses using games in the language classroom. It begins by posing questions about when games should be used and how to select appropriate games. It then discusses arguments for and against using games, providing research findings on both sides. Examples of classroom language games are provided, such as board races, memory games, and Pictionary. Guidelines are given for selecting games, such as aligning them with learning objectives and assessment. The document concludes by providing sources for finding more classroom language games.
The document discusses the advantages of using stories to teach English to young learners. It notes that stories are fun, foster a positive attitude, contain comprehensible language input, and help children learn words and phrases through context and repetition. The document also provides criteria for selecting stories, such as language level and appeal. It offers many activity ideas for before, during, and after reading stories to reinforce vocabulary and comprehension. These activities include predicting, repeating phrases, acting out scenes, and creating story-related art projects.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
The document provides information to parents from Central Elementary School. It thanks volunteers and encourages parents to keep contact information updated. It announces that October is National Bullying Prevention Month and notes upcoming events like Red Ribbon Week, a book fair, and parent-teacher conferences. It also provides updates on classroom activities and learning in subjects like math, reading, and science.
The document provides information about upcoming events at Central Elementary School. It announces that the book fair will be held from October 19-25 and encourages parents to attend. It also notes that bus drop off and pick up will now be located behind the school, while car drop off and pick up will be in the front. Red Ribbon Week activities to promote an anti-drug message are also mentioned from October 19-25.
A dramatic play center should have ample space, barriers separating it from other centers, and be available for one third of operating hours. It needs dress-up items including gender specific options, props for at least two themes like housekeeping or work, props for outdoor play, and pictures/stories/trips to enhance dramatic play. Providing these materials supports children's language, cooperation, emotional, and creative development in domains like fine arts and approaches to learning. Teachers should engage in pretend play to extend learning.
The document provides information about upcoming events at Central Elementary School. It announces that the book fair will be held from October 19-25 and encourages parents to attend lunch and volunteer at the school. It also discusses bullying prevention month in October and details what each class is learning that month in their respective subjects.
This document outlines the activities of a project focused on celebrating differences and individuality. The project involves students from multiple countries working together on various tasks. Some of the key activities mentioned include:
1) Students creating comics, stories, and crafts about characters who are outliers or different in some way and discussing how to be more inclusive.
2) Producing a segmented play collaboratively about social exclusion.
3) Studying topics in subjects like math and science that involve anomalies or exceptions to demonstrate diversity.
4) Participating in sports simulations and presentations that involve disabilities to promote understanding and inclusion.
5) Assessing students at the beginning and end of the project to evaluate what they've learned about celebrating differences
This document provides guidance on book selection and use for children of different ages in a learning center. It recommends that preschoolers have access to a wide variety of book categories and genres. Infants and toddlers are best suited to board books with pictures of routines, objects, people, animals and transportation. Some books should relate to themes being explored, and follow-up activities should provide ways for children to retell and engage with stories. The teacher's role is to encourage children's involvement with books and keep story time engaging. Early literacy development involves connecting oral language to written symbols.
Flashcards are a popular study tool that allow students to self-test and identify weaknesses. However, flashcards alone don't encourage deep understanding. This document provides a strategy for using two stacks of flashcards - one with concepts and one with instructions - to interact with concepts in new ways and improve understanding beyond memorization. The key is to randomly select a concept card and corresponding instruction card, such as describing a concept without its definition, and verbally responding to help solidify learning. This flashcard strategy can be used across various subjects.
The document provides guidance for setting up an art center in an early childhood education setting. It recommends supplying a variety of non-toxic materials for painting, drawing, collage, 3D art and tools. Specific material examples are listed for each category. Accommodations for infants, toddlers, children with special needs and cultural differences are also noted. The document emphasizes the importance of the art center for developing skills and encourages teachers to support self-expression, discuss works of art, and integrate art into daily activities.
This document discusses the use of flashcards for teaching English. It begins with an introduction on how flashcards can help teachers teach English easily. It then provides a table of contents that outlines the topics to be discussed, including the definition of flashcards, why they are used, characteristics, principles for creating them, advantages and disadvantages. It also discusses different types of flashcards, activities, examples, materials, and concludes by emphasizing that flashcards are a practical and useful resource for teaching vocabulary and making learning more dynamic.
Mayfield Primary School offers a broad curriculum aimed at igniting a passion for learning. They teach core subjects like English, maths, and science through exciting topics. Assessment data is tracked online to monitor progress and inform instruction. The school emphasizes developing skills like problem-solving, creativity, and social-emotional learning through their curriculum and outdoor activities. Spirals of Inquiry is used as a method for listening to students and adapting teaching based on their needs.
This document discusses the use of games in English as a second language (ESL) classrooms. It defines games as a form of play governed by rules that should be enjoyable and fun. Games can help ESL students learn while having fun by lowering stress and providing opportunities for real communication. The document provides tips for teachers on deciding which games to use, such as considering students' language level, interests, and classroom context. It also outlines some advantages of games, such as capturing students' attention and motivating them to use the target language.
This document discusses using improv games in the ESL classroom. It defines improv as spontaneous, intuitive action and explains that improv skills can be taught. Seven principles of improv are outlined: trust, acceptance, attentive listening, spontaneity, storytelling, nonverbal communication, and warm-ups. Several specific improv games are described that target these principles, including "Pass the Clap", "Name Game", and "Yes, And" storytelling. The document concludes by citing references that discuss how improv can promote collaboration and deep learning.
Using learners styles and differences to help students learn more and betterBruna Caltabiano
This document discusses using learners' styles and differences to help students learn more effectively. It covers key topics like multiple intelligences theory, which proposes different types of intelligence. The document also discusses strategies for managing differences in the classroom, like gathering student feedback, varying activities, and understanding frustrations. Overall, it advocates understanding students' unique strengths and tailoring activities accordingly to enrich language courses and better meet student needs and purposes.
Team Sabertooth welcomes 6th grade parents to an open house. The team includes teachers for language arts, social studies, science, math, and reading. Team colors are teal, white and silver and the mascot is a sabertooth tiger. Students will take ownership of their learning using technology and multimedia. Parents should check student planners daily and communicate with teachers when needed. Teachers outline class texts, supplies required, and learning focus for the year.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
How to make the LOTE classroom more engaging & communicativedesalynn
The document provides ideas for making the foreign language classroom more engaging and communicative, including conducting meaningful speaking, writing, listening and reading activities throughout the day and using techniques like circumlocution, beach ball conversations, see-tell-draw, and journaling to promote student interaction and language use. It also discusses the goals of developing intermediate language skills rather than native-like ability and using activities that hold students accountable for their learning through paired exercises.
Central Elementary School is thanking parents for volunteering and encouraging more involvement. They remind parents to update contact information and appropriately dress children for cold weather. Red Ribbon Week activities to promote an anti-drug message are scheduled. The school book fair, winter carnival, and other upcoming events are announced. Classroom updates provide information on current lessons in reading, writing, math, science, and social studies. New drop-off/pick-up locations are shared.
Central Elementary School is thanking volunteers and encouraging parents to stay involved. It announces Red Ribbon Week activities to promote an anti-drug message. Various classroom updates are provided on reading, writing, math and science lessons. Upcoming events like a book fair and winter carnival are announced. Drop off and pick up locations have changed for buses and cars.
This document discusses using games in the language classroom. It begins by posing questions about when games should be used and how to select appropriate games. It then discusses arguments for and against using games, providing research findings on both sides. Examples of classroom language games are provided, such as board races, memory games, and Pictionary. Guidelines are given for selecting games, such as aligning them with learning objectives and assessment. The document concludes by providing sources for finding more classroom language games.
The document discusses the advantages of using stories to teach English to young learners. It notes that stories are fun, foster a positive attitude, contain comprehensible language input, and help children learn words and phrases through context and repetition. The document also provides criteria for selecting stories, such as language level and appeal. It offers many activity ideas for before, during, and after reading stories to reinforce vocabulary and comprehension. These activities include predicting, repeating phrases, acting out scenes, and creating story-related art projects.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
The document provides information to parents from Central Elementary School. It thanks volunteers and encourages parents to keep contact information updated. It announces that October is National Bullying Prevention Month and notes upcoming events like Red Ribbon Week, a book fair, and parent-teacher conferences. It also provides updates on classroom activities and learning in subjects like math, reading, and science.
The document provides information about upcoming events at Central Elementary School. It announces that the book fair will be held from October 19-25 and encourages parents to attend. It also notes that bus drop off and pick up will now be located behind the school, while car drop off and pick up will be in the front. Red Ribbon Week activities to promote an anti-drug message are also mentioned from October 19-25.
A dramatic play center should have ample space, barriers separating it from other centers, and be available for one third of operating hours. It needs dress-up items including gender specific options, props for at least two themes like housekeeping or work, props for outdoor play, and pictures/stories/trips to enhance dramatic play. Providing these materials supports children's language, cooperation, emotional, and creative development in domains like fine arts and approaches to learning. Teachers should engage in pretend play to extend learning.
The document provides information about upcoming events at Central Elementary School. It announces that the book fair will be held from October 19-25 and encourages parents to attend lunch and volunteer at the school. It also discusses bullying prevention month in October and details what each class is learning that month in their respective subjects.
This document outlines the activities of a project focused on celebrating differences and individuality. The project involves students from multiple countries working together on various tasks. Some of the key activities mentioned include:
1) Students creating comics, stories, and crafts about characters who are outliers or different in some way and discussing how to be more inclusive.
2) Producing a segmented play collaboratively about social exclusion.
3) Studying topics in subjects like math and science that involve anomalies or exceptions to demonstrate diversity.
4) Participating in sports simulations and presentations that involve disabilities to promote understanding and inclusion.
5) Assessing students at the beginning and end of the project to evaluate what they've learned about celebrating differences
This document provides guidance on book selection and use for children of different ages in a learning center. It recommends that preschoolers have access to a wide variety of book categories and genres. Infants and toddlers are best suited to board books with pictures of routines, objects, people, animals and transportation. Some books should relate to themes being explored, and follow-up activities should provide ways for children to retell and engage with stories. The teacher's role is to encourage children's involvement with books and keep story time engaging. Early literacy development involves connecting oral language to written symbols.
Flashcards are a popular study tool that allow students to self-test and identify weaknesses. However, flashcards alone don't encourage deep understanding. This document provides a strategy for using two stacks of flashcards - one with concepts and one with instructions - to interact with concepts in new ways and improve understanding beyond memorization. The key is to randomly select a concept card and corresponding instruction card, such as describing a concept without its definition, and verbally responding to help solidify learning. This flashcard strategy can be used across various subjects.
The document provides guidance for setting up an art center in an early childhood education setting. It recommends supplying a variety of non-toxic materials for painting, drawing, collage, 3D art and tools. Specific material examples are listed for each category. Accommodations for infants, toddlers, children with special needs and cultural differences are also noted. The document emphasizes the importance of the art center for developing skills and encourages teachers to support self-expression, discuss works of art, and integrate art into daily activities.
This document discusses the use of flashcards for teaching English. It begins with an introduction on how flashcards can help teachers teach English easily. It then provides a table of contents that outlines the topics to be discussed, including the definition of flashcards, why they are used, characteristics, principles for creating them, advantages and disadvantages. It also discusses different types of flashcards, activities, examples, materials, and concludes by emphasizing that flashcards are a practical and useful resource for teaching vocabulary and making learning more dynamic.
Mayfield Primary School offers a broad curriculum aimed at igniting a passion for learning. They teach core subjects like English, maths, and science through exciting topics. Assessment data is tracked online to monitor progress and inform instruction. The school emphasizes developing skills like problem-solving, creativity, and social-emotional learning through their curriculum and outdoor activities. Spirals of Inquiry is used as a method for listening to students and adapting teaching based on their needs.
This document discusses the use of games in English as a second language (ESL) classrooms. It defines games as a form of play governed by rules that should be enjoyable and fun. Games can help ESL students learn while having fun by lowering stress and providing opportunities for real communication. The document provides tips for teachers on deciding which games to use, such as considering students' language level, interests, and classroom context. It also outlines some advantages of games, such as capturing students' attention and motivating them to use the target language.
This document discusses using improv games in the ESL classroom. It defines improv as spontaneous, intuitive action and explains that improv skills can be taught. Seven principles of improv are outlined: trust, acceptance, attentive listening, spontaneity, storytelling, nonverbal communication, and warm-ups. Several specific improv games are described that target these principles, including "Pass the Clap", "Name Game", and "Yes, And" storytelling. The document concludes by citing references that discuss how improv can promote collaboration and deep learning.
Using learners styles and differences to help students learn more and betterBruna Caltabiano
This document discusses using learners' styles and differences to help students learn more effectively. It covers key topics like multiple intelligences theory, which proposes different types of intelligence. The document also discusses strategies for managing differences in the classroom, like gathering student feedback, varying activities, and understanding frustrations. Overall, it advocates understanding students' unique strengths and tailoring activities accordingly to enrich language courses and better meet student needs and purposes.
Team Sabertooth welcomes 6th grade parents to an open house. The team includes teachers for language arts, social studies, science, math, and reading. Team colors are teal, white and silver and the mascot is a sabertooth tiger. Students will take ownership of their learning using technology and multimedia. Parents should check student planners daily and communicate with teachers when needed. Teachers outline class texts, supplies required, and learning focus for the year.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
How to make the LOTE classroom more engaging & communicativedesalynn
The document provides ideas for making the foreign language classroom more engaging and communicative, including conducting meaningful speaking, writing, listening and reading activities throughout the day and using techniques like circumlocution, beach ball conversations, see-tell-draw, and journaling to promote student interaction and language use. It also discusses the goals of developing intermediate language skills rather than native-like ability and using activities that hold students accountable for their learning through paired exercises.
This document provides information on using Virtual Reality Classroom (VRC) books for Standards of Learning (SOL) objectives and sharing student learning. It summarizes four primary children's books and language objectives for each. It also outlines instructional approaches, activities, and technology tools to bring the books to life for students. These include using apps like ChatterPix for book reviews, Animoto for multimedia book presentations, and the Tween Tribune website for nonfiction articles. The goal is to expand students' vocabulary and comprehension through engaging discussions and projects connected to the books.
Matsqui/Swift - Differentiation and EngagementFaye Brownlie
This document summarizes an engagement and differentiation workshop for teachers. It discusses how to increase student engagement through giving students voice and choice, and how to differentiate instruction through varying the content, processes, products, and learning environments. Specific examples are provided of lessons that incorporate gallery walks, collaborative writing activities, and connecting reading to real-world experiences to engage students with varied abilities.
This activity involves learners scribbling randomly on paper and then working together in groups to create and perform stories based on the images they find in their scribbles. The activity aims to develop skills like collaboration, storytelling, self-expression, listening, and confidence. Learners first scribble individually, then identify images and color them in. In groups, they share their drawings and collectively develop a story to perform for others while holding up their drawings. The activity encourages self-confidence, empathy, and anxiety management.
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
This lesson plan explores animal habitats and includes activities to develop English skills. It focuses on vocabulary about animals and habitats, identifying habitats, and classifying animals. Activities include defining habitat, singing a song about habitats, drawing a favorite habitat, matching animals to habitats in pairs and a game identifying animal homes. The plan aims to engage students and assess their understanding through participation and self-assessment. Upon reflection, the teacher found students grasped key concepts but some activities needed adjustment for time management and developing additional skills like reading comprehension.
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
The document describes a unit plan for teaching first grade students about the needs of plants and animals. It includes objectives focused on science and art standards regarding illustrating plant needs through collage, demonstrating animal needs through skits and writing, and using creative movement, improvisation, and collage to depict needs being met. While the author was unable to teach the unit, they reflected on two other sample integrated arts and other subject area lesson plans, providing brief feedback and suggestions for improvement.
This document provides an overview of a presentation on academic vocabulary instruction. It discusses the importance of vocabulary instruction, outlines six components and steps for effective instruction, and provides strategies like the Frayer model, concept circles, dice games and list-group-label. The presentation aims to help educators understand research on vocabulary, differentiate between general and academic words, and implement best practices for teaching vocabulary to increase student comprehension and achievement.
ACTIVITY-BASED-LEARNING. For DemonstrationpptxRandyBaquiran1
Activity-based learning is a student-centered approach where students are actively involved in learning activities rather than just listening. It emphasizes learning by doing. Teachers act as facilitators, planning exploratory, constructive, and expressional activities for students. Examples include art, writing, cooking, science experiments, games, and digital tools. The method develops students' skills, confidence, and understanding while making learning engaging and relevant. However, it requires more time and effort from teachers to plan and ensure activities are properly structured for learning.
The K-W-L approach is a three-column reading strategy used to help students actively engage with a text. It consists of columns labeled K (Know), W (Want to know), and L (Learned). In the K column, students brainstorm what they already know about a topic. In the W column, they generate questions about what they want to learn. As they read, students record what new information they learned in the L column. This helps improve comprehension and metacognition by tapping prior knowledge and setting learning goals.
Teaching storytelling through varied learning styles big books (1)Genevieve Cavaiani
This document discusses using big books and storytelling to teach children. It outlines the benefits of storytelling, such as boosting creativity and verbal skills. It then describes how to use big books to foster language learning, enjoyment, and other skills. The process of reading big books with children in three sessions is outlined, including modeling reading, discussing predictions and reactions, and encouraging participation. Relating big books to each other and themes helps children make connections.
The document discusses establishing clear classroom procedures and transitions, including scheduling jobs, lining up routines, and closing activities to help structure the classroom day. It provides many ideas for engaging students during transitions between activities, such as using songs, games, sensory activities, and academic prompts. Consistency and preparation are emphasized to minimize wait time and maximize learning during classroom transitions.
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
St. Cecilia Teaching Strategies that Work.pptxMilanWanderland
This document discusses various teaching strategies and perspectives on effective teaching. It begins by outlining the key components of teaching, including content knowledge, teaching skills, the ability to articulate ideas, enthusiasm, understanding students, adaptability, and openness. It then presents different teaching styles like formal lectures versus more discussion-based approaches. Overall, it advocates for student-centered, active learning strategies like discussions and discovery learning rather than purely teacher-centered lecture methods, noting that these types of involvement and participation can better contribute to lifelong learning. The document explores concepts like activating prior knowledge, building understanding, and culminating learning. It also contrasts traditional versus more modern, facilitating approaches to teaching.
Students will create a tableau of the story "The Lion and the Mouse" to familiarize themselves with the story and identify their favorite part. They will then write an opinion piece about their favorite part of the story. The lesson integrates theater, language arts, and visual arts standards and uses a creative process approach including imagining, exploring, creating, sharing, and reflecting. Students work collaboratively to create tableaus, give each other feedback, and refine their work before writing about their favorite part of the story.
1. The document provides the objectives and lessons for Week 1 of the English 4 Quarter 1 curriculum. It focuses on special people, special days, and includes lessons on different races, celebrating birthdays, and forming plural nouns.
2. The lessons encourage students to appreciate differences in people, feel proud of their Filipino identity, and use plural nouns correctly when speaking and writing.
3. Activities include reading stories, engaging in group tasks, answering comprehension questions, and practicing speaking in complete sentences.
This document provides information for parents about the Reception curriculum evening on September 22nd. It summarizes the Reception curriculum, including details on phonics teaching, reading, writing, maths, and homework. It also outlines the timetable, behavior system, and includes dates for upcoming parent events. The purpose is to inform parents about what their children will be learning and how they can support at home.
To get a good band score in your IELTS writing, you should use cohesive devices. With coherence, cohesion makes up 25% of your final IELTS writing band score. In this slideshow are some of the most useful cohesive devices to use in your ILETS writing.
Compare and Contrast Vocabulary for IELTS, TOEFL and TOEICBritish Council
Learn 7 words for the IELTS test. In this presentation, you'll learn some words for comparing and contrasting: complement, converse, differentiate, diverse, mirror, resemble and synonymous.
Business Vocabulary for IELTS, TOEFL and TOEICBritish Council
Each year companies undergo audits to check the accuracy of their accounts. Audits are inspections or investigations of a company's finances, accounts, and operations. When problems arise such as bank failures, internal audits are carried out to identify the issues. Governments may compensate customers for losses from bank collapses. Courts can order compensation to be paid to victims to repay them for expenses, costs, or trauma. Companies reimburse participants' travel expenses and policyholders in the event of insurer failure. Last year a company enjoyed increased revenue from a rise in income and earnings. Turnover is the total income or revenue from business operations over a set period. Creditors such as banks must be repaid by companies within deadlines.
Biology Vocabulary for IELTS, TOEFL and TOEICBritish Council
Learn 7 words for the IELTS test. In this presentation, you'll learn some words related to biology: decay, dormant, exhale, inhale, fertilize, reproduce and suppress.
This document summarizes key ideas from the book "Leadership What's In It For Schools?" by Thomas Sergiovanni. Sergiovanni argues that effective school leadership is based on shared ideas rather than policies or personalities. He advocates for "ideas-based leadership" where teachers and leaders share values and beliefs. Sergiovanni also believes leadership should be distributed and that the principal acts as a "lead follower" who engages others through conversation rather than directives. He criticizes standardized leadership models and argues schools require a flexible approach tailored to their unique contexts.
The document discusses accelerated learning techniques for teaching English as a foreign language. It emphasizes creating real-life language learning situations, using multi-sensory and engaging activities, and providing a structured yet low-anxiety environment where learners feel comfortable taking risks. Effective teaching incorporates connection, activity, demonstration, and consolidation stages to make learning memorable and fun.
The document discusses theories of second language acquisition and the role that information and communication technologies (ICT) can play. It covers Stephen Krashen's theories of acquisition vs learning, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. It then presents Charles Cornelius' top 10 ways that ICT can provide comprehensible input at a low affective filter level, including chat rooms, email, blogging, podcasts, dictionaries, online texts, videos, video conferencing, virtual worlds, and language quests.
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.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
12. • What do you think the story is about?
• Present your ideas to the rest of the class.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26. • 5. Order the story: Hand out picture cards (without the
final two cards) to small
• groups and ask them to put the story in order. Then hand
out text cards, and ask
• them to match the text with the pictures. The first group to
finish is the winner.
27. • 6. Create the story ending: In small groups, students predict how the story will
• end and draw more pictures on blank picture cards and matching text to illustrate
• the continuation of the story. Students present their ideas to the class- who has
the
• funniest ending?
28. • 7. Video: Show the whole video of the story
on LearnEnglish Kids. Elicit which
• groups’ predictions were closest to the real
story ending.
29. • - Design your own desert island
• - Give directions for a partner to find water / shelter / food on a desert island
• - Decide what to take to a desert island
• - Act out the story in small groups
• - Create a comic strip of the story
• - Make a substitution story using different animals / island features etc.
30. • † Additional activities
• - Trainees work together to recreate the demo lesson procedure
• - Trainees write their own lesson procedure for a different story.
• - Trainees practise using materials for this story in a peer teaching
practice.