Mr. Martin provided information about building community in the classroom, the curriculum and classroom structure. The curriculum is aligned to state standards and focuses on developing writing skills through different genres and the writing process. Students will be assessed through multiple methods including MEAP testing. Homework will include daily math practice and occasional projects. The report card uses letter grades and effort scales to evaluate student learning and missing work. Mr. Martin welcomed questions from parents.
The document provides strategies and ideas for supporting striving secondary readers. It discusses establishing relationships with students, maintaining high expectations, scaffolding reading skills, uplifting students through meaningful feedback, and engaging students through choice, collaboration and relevance. Specific strategies mentioned include building community through interest surveys, name tents and shared work displays, alternative activities to round robin reading, using a comprehension continuum, giving feedback on strengths, and allowing choice in text selection and social construction of meaning.
This document discusses strategies for creating engaging online courses through stimulating discussions, structuring topics well, and putting students into groups. It emphasizes the importance of engagement and providing avenues for higher-order thinking. Specific tips are provided, such as using icebreakers to build trust, giving students topic choices, assigning experts to add insight, and putting students into groups to feel more connected. Grading rubrics and both "parallel play" and "real" group projects are explored as ways to enhance learning. The goal is to provide conditions where students can learn through creative and fun activities.
This document contains the agenda and notes from a professional development session on student engagement. The agenda covers topics like rewards and punishments, student choice, personalizing learning through surveys, lesson planning, grades and assessment. The notes provide definitions of engaged students, the three areas of engagement, and some truths about what causes disengagement. It also includes tips for re-engagement, questions about punishment and rewards, the power of student surveys, and ideas for incorporating more student choice and voice into lessons. Throughout there are prompts for discussions and reflections from teachers on these topics.
Personalizing Learning - On A Journey to ChangePernille Ripp
The document discusses personalizing learning in education. It advocates for focusing on building community, giving students more choice in their learning, and empowering student voice. The author describes starting this process by changing how students sit, work, access knowledge, and are assessed. Barriers to personalizing learning are acknowledged, such as it being perceived as more work or chaotic. However, the benefits of engaging and re-engaging students are emphasized, such as helping students love learning.
Mr. Martin provided information about building community in the classroom, the curriculum and classroom structure. The curriculum is aligned to state standards and focuses on developing writing skills through different genres and the writing process. Students will be assessed through multiple methods including MEAP testing. Homework will include daily math practice and occasional projects. The report card uses letter grades and effort scales to evaluate student learning and missing work. Mr. Martin welcomed questions from parents.
The document provides strategies and ideas for supporting striving secondary readers. It discusses establishing relationships with students, maintaining high expectations, scaffolding reading skills, uplifting students through meaningful feedback, and engaging students through choice, collaboration and relevance. Specific strategies mentioned include building community through interest surveys, name tents and shared work displays, alternative activities to round robin reading, using a comprehension continuum, giving feedback on strengths, and allowing choice in text selection and social construction of meaning.
This document discusses strategies for creating engaging online courses through stimulating discussions, structuring topics well, and putting students into groups. It emphasizes the importance of engagement and providing avenues for higher-order thinking. Specific tips are provided, such as using icebreakers to build trust, giving students topic choices, assigning experts to add insight, and putting students into groups to feel more connected. Grading rubrics and both "parallel play" and "real" group projects are explored as ways to enhance learning. The goal is to provide conditions where students can learn through creative and fun activities.
This document contains the agenda and notes from a professional development session on student engagement. The agenda covers topics like rewards and punishments, student choice, personalizing learning through surveys, lesson planning, grades and assessment. The notes provide definitions of engaged students, the three areas of engagement, and some truths about what causes disengagement. It also includes tips for re-engagement, questions about punishment and rewards, the power of student surveys, and ideas for incorporating more student choice and voice into lessons. Throughout there are prompts for discussions and reflections from teachers on these topics.
Personalizing Learning - On A Journey to ChangePernille Ripp
The document discusses personalizing learning in education. It advocates for focusing on building community, giving students more choice in their learning, and empowering student voice. The author describes starting this process by changing how students sit, work, access knowledge, and are assessed. Barriers to personalizing learning are acknowledged, such as it being perceived as more work or chaotic. However, the benefits of engaging and re-engaging students are emphasized, such as helping students love learning.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build community and relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and actively engage students with choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in their learning.
1000 useful words build vocabulary and literacy skills by dawn sirett (z-li...MariGiopato
This document provides information about an early reader book titled "A World of Ideas: See All There Is to Know." It includes the book's publication details, copyright information, and a note about how parents can help children get the most from the book. The book contains picture and word pages on topics like the body, family, clothing, food, toys and more. It also includes 5 simple stories. The note suggests pointing out things in the pictures, going at the child's pace, and using the pages to develop language and literacy skills.
The document provides publishing credits for the Children's Illustrated Thesaurus. It lists the editors, art directors, designers, illustrators, and publishing teams involved in both the UK and India offices of DK (Dorling Kindersley) that worked to produce the thesaurus. Copyright information is also provided, noting the original text was published by HarperCollins Publishers in 2009 and revised text published by DK in 2017.
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
The document provides an overview of the R.E.S.C.U.E. framework for supporting striving secondary readers. R.E.S.C.U.E. stands for Relate, Expect, Scaffold, Uplift, Engage. Each letter provides strategies such as building personal connections, shifting to a growth mindset, providing scaffolding activities, uplifting students through praise of effort, and engaging students through choice and collaboration. Digital tools that can be used to increase engagement are also highlighted.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
The document outlines an agenda for a workshop on student engagement led by Pernille Ripp. The workshop covers various topics such as creating passionate learners, barriers to change, writing a plan for change, classroom community, student voice, and incorporating student choice. Attendees participate in activities such as identifying things they wish would change in education, reflecting on what they can control in their own classrooms, and brainstorming ways to incorporate student voice. The overarching goals of the workshop are to help educators develop engaged, passionate learners by becoming engaged teachers and making students an integral part of the learning process.
This document discusses reimagining literacy in classrooms. It advocates for connected literacy where students are connected to themselves, their classroom, and the world. It promotes replacing traditional literacy activities like reading logs and book reports with book clubs, blogging, Twitter for students, Skype author interviews, and collaborations that provide authentic audiences for student work. The goal is to make reading engaging and help students see the real-life purpose and relevance of literacy activities.
NCTIES - Creating a Passionate Reading workshop Pernille Ripp
This document outlines Pernille Ripp's presentation on creating passionate reading environments. Some of the key points discussed include:
- The importance of student choice and engagement in literacy activities
- Allowing time for independent reading and writing in the classroom
- Helping students develop their identity as readers and writers
- Investing in high-quality books that appeal to student interests
- Facilitating global collaborative projects to connect students.
NCTIES - Creating a Connected Literacy EnvironmentPernille Ripp
This document discusses creating a connected literacy classroom. It suggests connecting students to themselves, the classroom, and the world. It promotes using book clubs, blogging, and video chatting to provide choice, audience, and collaboration. It notes that students often dislike assigned reading, homework, and lack of real-world purpose. The document advocates replacing traditional activities like reading logs and worksheets with strategies like sharing authors' insights, student presentations, and community projects.
This document appears to be a slide presentation about creating passionate reading environments. Some of the key points discussed include:
- The importance of teachers being reading role models by sharing their own reading habits and identities.
- How classroom libraries can influence student reading by making hundreds of diverse books easily accessible.
- Ways to transform the physical classroom space into an environment that supports reading, such as through book displays, reading areas, and signage about books.
- The value of teachers reflecting on their own reading instruction practices and identities, and how these may influence students.
Educaiton lets lecture less. steve mc creaSteve McCrea
Steve tells us how to lecture less.
Examples of how to lecture and how to avoid lecturing include exposure to the work of Richard Clark and the use of quotes in the classroom. Abraham Fischler, founder of Nova University's distance education program, is discussed
This document provides information for parents about routines and procedures at Dobcroft Infant School. It outlines classroom routines, staffing, curriculum areas, social and emotional learning programs, and opportunities for parental involvement. Parents are given details about arrival and dismissal, illness policies, PE kits, library days, and various school rules and programs around behavior and learning. The document also summarizes the school's vision and values, and informs parents about upcoming information sessions and communication methods like the school blog.
This document describes an effective way to teach vocabulary using reading material and stories. It advocates avoiding dictionaries in the classroom and minimizing teacher explanations so students must work to understand meanings themselves. When teaching vocabulary from a story, the teacher should ask questions to help students explore word meanings and relationships between ideas. Relating words to students' own lives personalizes learning. By choosing engaging stories and facilitating discussion, the teacher can help students learn vocabulary through questioning, guessing, and applying their understanding in new contexts in a memorable way.
This document provides information for parents on how Dobcroft Infant School teaches literacy and numeracy skills. It explains how the school teaches phonics and provides ideas for parents to support literacy and numeracy development at home, such as reading rhyming books, playing phonics games, practicing number skills like counting and sorting objects. The school follows the National Primary Framework and the document outlines the key objectives and concepts taught in numeracy each year.
This document appears to be from a presentation about creating passionate reading environments. It discusses the importance of giving students choice in their reading and writing. It also emphasizes making time for reading, writing, and book shopping in the classroom. The goal is to help students develop a love of reading by making it an engaging, social experience rather than something dictated by teachers.
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Introduction to statistical report writingbarghouthi2016
How to start statistical reports writing in a simple way, including what to take into account, what language to use, and how to include tables and figures, with some tips to make it easy.
The constructivist classroom focuses on student-centered learning and interaction. Technology can support this approach in two ways: by providing teaching resources tailored to student needs and interests, and by using computer-based tools that allow students to organize knowledge and express their understanding. Overall, the constructivist classroom uses eight principles: student interests, real-life examples, social interaction, active learning, adequate time, feedback, instructional support, and a focus on developing student understanding.
Digital literacies – persuasive writingKevin Cummins
Lesson on persuasive writing. This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build community and relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and actively engage students with choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in their learning.
1000 useful words build vocabulary and literacy skills by dawn sirett (z-li...MariGiopato
This document provides information about an early reader book titled "A World of Ideas: See All There Is to Know." It includes the book's publication details, copyright information, and a note about how parents can help children get the most from the book. The book contains picture and word pages on topics like the body, family, clothing, food, toys and more. It also includes 5 simple stories. The note suggests pointing out things in the pictures, going at the child's pace, and using the pages to develop language and literacy skills.
The document provides publishing credits for the Children's Illustrated Thesaurus. It lists the editors, art directors, designers, illustrators, and publishing teams involved in both the UK and India offices of DK (Dorling Kindersley) that worked to produce the thesaurus. Copyright information is also provided, noting the original text was published by HarperCollins Publishers in 2009 and revised text published by DK in 2017.
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
The document provides an overview of the R.E.S.C.U.E. framework for supporting striving secondary readers. R.E.S.C.U.E. stands for Relate, Expect, Scaffold, Uplift, Engage. Each letter provides strategies such as building personal connections, shifting to a growth mindset, providing scaffolding activities, uplifting students through praise of effort, and engaging students through choice and collaboration. Digital tools that can be used to increase engagement are also highlighted.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
The document outlines an agenda for a workshop on student engagement led by Pernille Ripp. The workshop covers various topics such as creating passionate learners, barriers to change, writing a plan for change, classroom community, student voice, and incorporating student choice. Attendees participate in activities such as identifying things they wish would change in education, reflecting on what they can control in their own classrooms, and brainstorming ways to incorporate student voice. The overarching goals of the workshop are to help educators develop engaged, passionate learners by becoming engaged teachers and making students an integral part of the learning process.
This document discusses reimagining literacy in classrooms. It advocates for connected literacy where students are connected to themselves, their classroom, and the world. It promotes replacing traditional literacy activities like reading logs and book reports with book clubs, blogging, Twitter for students, Skype author interviews, and collaborations that provide authentic audiences for student work. The goal is to make reading engaging and help students see the real-life purpose and relevance of literacy activities.
NCTIES - Creating a Passionate Reading workshop Pernille Ripp
This document outlines Pernille Ripp's presentation on creating passionate reading environments. Some of the key points discussed include:
- The importance of student choice and engagement in literacy activities
- Allowing time for independent reading and writing in the classroom
- Helping students develop their identity as readers and writers
- Investing in high-quality books that appeal to student interests
- Facilitating global collaborative projects to connect students.
NCTIES - Creating a Connected Literacy EnvironmentPernille Ripp
This document discusses creating a connected literacy classroom. It suggests connecting students to themselves, the classroom, and the world. It promotes using book clubs, blogging, and video chatting to provide choice, audience, and collaboration. It notes that students often dislike assigned reading, homework, and lack of real-world purpose. The document advocates replacing traditional activities like reading logs and worksheets with strategies like sharing authors' insights, student presentations, and community projects.
This document appears to be a slide presentation about creating passionate reading environments. Some of the key points discussed include:
- The importance of teachers being reading role models by sharing their own reading habits and identities.
- How classroom libraries can influence student reading by making hundreds of diverse books easily accessible.
- Ways to transform the physical classroom space into an environment that supports reading, such as through book displays, reading areas, and signage about books.
- The value of teachers reflecting on their own reading instruction practices and identities, and how these may influence students.
Educaiton lets lecture less. steve mc creaSteve McCrea
Steve tells us how to lecture less.
Examples of how to lecture and how to avoid lecturing include exposure to the work of Richard Clark and the use of quotes in the classroom. Abraham Fischler, founder of Nova University's distance education program, is discussed
This document provides information for parents about routines and procedures at Dobcroft Infant School. It outlines classroom routines, staffing, curriculum areas, social and emotional learning programs, and opportunities for parental involvement. Parents are given details about arrival and dismissal, illness policies, PE kits, library days, and various school rules and programs around behavior and learning. The document also summarizes the school's vision and values, and informs parents about upcoming information sessions and communication methods like the school blog.
This document describes an effective way to teach vocabulary using reading material and stories. It advocates avoiding dictionaries in the classroom and minimizing teacher explanations so students must work to understand meanings themselves. When teaching vocabulary from a story, the teacher should ask questions to help students explore word meanings and relationships between ideas. Relating words to students' own lives personalizes learning. By choosing engaging stories and facilitating discussion, the teacher can help students learn vocabulary through questioning, guessing, and applying their understanding in new contexts in a memorable way.
This document provides information for parents on how Dobcroft Infant School teaches literacy and numeracy skills. It explains how the school teaches phonics and provides ideas for parents to support literacy and numeracy development at home, such as reading rhyming books, playing phonics games, practicing number skills like counting and sorting objects. The school follows the National Primary Framework and the document outlines the key objectives and concepts taught in numeracy each year.
This document appears to be from a presentation about creating passionate reading environments. It discusses the importance of giving students choice in their reading and writing. It also emphasizes making time for reading, writing, and book shopping in the classroom. The goal is to help students develop a love of reading by making it an engaging, social experience rather than something dictated by teachers.
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Introduction to statistical report writingbarghouthi2016
How to start statistical reports writing in a simple way, including what to take into account, what language to use, and how to include tables and figures, with some tips to make it easy.
The constructivist classroom focuses on student-centered learning and interaction. Technology can support this approach in two ways: by providing teaching resources tailored to student needs and interests, and by using computer-based tools that allow students to organize knowledge and express their understanding. Overall, the constructivist classroom uses eight principles: student interests, real-life examples, social interaction, active learning, adequate time, feedback, instructional support, and a focus on developing student understanding.
Digital literacies – persuasive writingKevin Cummins
Lesson on persuasive writing. This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Constructivism: How to Use It to Improve YOUR Teaching and LearningBarbara Rademacher
This presentation is required work in Walden University's EDUC 8101-3, Spring 2011. The project is designed to educate an non-professional audiences about the learning theory called Constructionism so examples are, of necessity, simplified. Jargon is held to a minimum.
International Relations: Constructivism pt1Timothy Lim
Constructivism rejects a purely materialist view of international relations that focuses only on how the distribution of power shapes state behavior. Instead, constructivists argue that social factors like shared ideas, norms, and perceptions play an equally important role in shaping the international system and state interests and identities. The international system is not a fixed structure defined by material forces, but rather is socially constructed and can change as shared understandings between states change. For example, the end of the Cold War showed how states can redefine their interests and identities, transforming anarchy from a culture of "enemies" to "friends" through altered social interactions and understandings between them.
Intro to Creative Writing & its TechniquesNoha Fathi
Get introduced to creative writing and some of its techniques.
The power of words can be sensed easily when written creatively. That is why, creative writing exists.
This document provides information and guidance about persuasive writing. It defines persuasive writing as taking a position for or against an issue to convince the reader to believe or do something. Examples of where persuasive writing can be found are given, such as advertisements, essays, speeches and social media. Common topics that can be argued or debated are discussed. The elements of a persuasive argument are outlined as having a claim, evidence supporting the claim, an opposing viewpoint, and a conclusion. Techniques to persuade readers, such as emotional appeals and loaded language, are described. The document concludes by providing direction and a checklist for writing a persuasive essay.
The document discusses report writing and prospectuses. It outlines the steps to effective report writing, including determining objectives, collecting facts, analyzing the facts, planning the structure, drafting the report, getting feedback, and distributing the final report. It also discusses common report structures, types of reports, features of good report writing, and common mistakes. The document then covers what a prospectus is, its importance, and its typical structure for providing detailed information about securities to investors.
This document provides guidance for teachers on using elaboration strategies to improve student writing. It defines elaboration and discusses techniques like using questions, reasons, examples, definitions, descriptions, and anecdotes to add more details. Examples are provided for how to elaborate on ideas using these different strategies. The document is intended to help elementary school teachers in Washington state develop writing lessons for their students.
This document provides examples and guidance on persuasive writing strategies such as using expert testimony, personal anecdotes, problem solving approaches, statistics, and rhetorical questions. It encourages the reader to think about how they could incorporate these strategies into an essay on school uniforms by having them identify relevant experts, personal stories, compromises, statistics, and rhetorical questions to strengthen their own argument.
The document discusses concession/rebuttal structures and provides examples of transitional phrases used for concessions and rebuttals. It then instructs students to practice writing a concession/rebuttal paragraph for an essay on school uniforms. The document also discusses causal chains as an organizational structure and provides examples of causal chains. It instructs students to develop an argument using a causal chain structure and to practice adding a causal chain to an essay on late homework policies.
This document discusses persuasive writing and provides examples of techniques used in persuasive texts, such as establishing a clear position, using persuasive language, and employing effective organizational structures. It emphasizes the importance of considering the audience when crafting an argument. Specific organizational structures examined include concession/rebuttal, causal chain, and order of importance. The document also provides guidance on writing effective introductions and conclusions for persuasive pieces.
Finding your voice; Elaboration in expository writing techniques for middle s...Vasili K Andrews
Elaboration means providing additional details, explanation, examples, anecdotes, or other supportive information in order to expand upon and clarify an idea. It helps readers understand a topic more fully and makes writing more interesting.
History 12 Archive Contribution Object and Infographic due .docxsimonithomas47935
History 12 Archive Contribution
Object and Infographic due: Monday, May 4th by 11:59pm
Analysis Essay Due Friday, May 8th by 1:59PM
We often discuss history as an abstract concept; however, history is often best understood
from the lived reality of everyday spaces and experiences. For this assignment, you will identify
an object with a relationship to a person you believe to be historically significant.
You have a good deal of leeway when it comes to selecting an item and defining who/what is
“historically significant” however, here are a couple things to keep in mind as you decide on an
archive item:
• Accessibility: Do you have access to the item and/or an individual with some connection
to the item? Similarly, do you have access to someone you can conduct an oral history
with?
• Relationship to course: The best research unfolds from your data; however, you should
at least have a broad idea of the potential connections you plan on making to the
course. For example, are you interested in your item as a product of a particular era or
an item whose significance has changed over time?
• Creativity: As History 12 has shown, history is created at all levels of society. In this case,
you will need to focus on something you have a connection to. As such, family history is
both completely relevant and encouraged for this assignment; however, you might also
think about documenting an object in the various communities you belong to (schools,
church, athletics, sub-cultures, etc).
History 12 Archive:
Students are required to upload their item to the History 12 Archive Google Form. To be
considered complete, your upload must include: a title, an image, and tw0 paragraphs
describing the item and analyzing its significance.
Infographic*:Students are required to create an infographic depicting the item and its
significance to History 12. Your infographic will be no more than one page and must use both
text and images to describe your item and place it in historical context.
Two Page Analysis:Students are required to write a two page essay analyzing their object’s
historical significance. Essays must connect the archive object to specific historical content
covered in History 12.
Optional Oral History: Students have the option of conducting an oral history with the person
connected to their object and completing a one-to-page “time log” documenting what was
covered in the oral history for five points of extra credit.
*Note: You will find sample infographics in the “Sample Infographics” link posted to the
Research Project Module
My name is Yazmillie Fuentes and I was born in Aibonito, Puerto Rico and raised in a small town named Cayey. I lived with my mother, maternal grandmother, brother, cousins and aunt. Although my mother divorced my dad, her accomplishment in becoming a business woman became my inspiration. Juggling between furthering my career, my wonderful four children and grands.
This lesson plan outlines a lesson on differentiating between facts and opinions. The objectives are for students to be able to differentiate facts from opinions, provide examples of each, and explain their importance. The lesson introduces the concepts through examples, discusses the key differences between facts and opinions, and has students practice in groups by generating their own examples. It evaluates learning through a quiz identifying statements as facts or opinions. The lesson aims to help students develop critical thinking by properly distinguishing facts from opinions.
Taking the bite out of challenging behaviors alliance handoutsDr. Angela Searcy
This document provides information about intensive interventions (Tier 3) on the social-emotional learning pyramid for addressing difficult behaviors in young children. It discusses moving from reactive to proactive behavior support plans that are matched to the function of behaviors. Functional behavior assessments are emphasized to understand why behaviors occur before developing hypothesis-driven interventions. Data-informed strategies include focusing on teaching new skills rather than just behavior reduction, using positive relationships, and reflecting on one's own responses to challenging behaviors.
The document discusses the differences between active and passive voice in writing. Active voice keeps sentences clear and concise by making the subject the performer of the action. In passive voice, the subject receives the action of the sentence. The document provides examples of active versus passive sentences and tips for converting passive sentences to active voice, such as looking for "by phrases" and moving the subject closer to the beginning. While passive voice can sometimes be used purposefully, overusing it tends to make writing wordy and unclear.
Three strategies are presented to improve student writing:
1. Improve vocabulary use by teaching students how to effectively use vocabulary in writing rather than just defining words. Strong examples are provided.
2. Use strong, specific verbs instead of weak verbs like "is" and "was". Student writing samples demonstrate the impact of verb usage. Activities are outlined to help students select impactful verbs.
3. Increase lexical density by providing more description and detail about subjects and objects in writing. More complex writing results from coupling nouns with additional modifying words.
The document provides information about the Jumpstart Early Literacy Initiative volunteer orientation. It discusses the mission of Jumpstart to prepare children for school success and their model of pairing preschoolers with caring adults to build literacy and social skills. It details the history and mission of the Early Literacy Initiative in San Francisco neighborhoods. The document also outlines a typical event schedule, tips for working with preschoolers, and tips for reading to preschoolers.
The document provides information about the Jumpstart Early Literacy Initiative volunteer orientation. It discusses the mission of Jumpstart to prepare children for school success and their model of pairing preschoolers with caring adults to build literacy and social skills. It details the history and mission of the Early Literacy Initiative in San Francisco neighborhoods. The document also outlines a typical event schedule, tips for working with preschoolers, and tips for reading to preschoolers.
The short story "The Sniper" by Liam O'Flaherty is about a republican sniper engaged in a battle with an enemy sniper. He is shot in the arm by the enemy, disabling him. Out of curiosity, he later kills the enemy sniper, only to discover to his horror that the enemy was actually his own brother. The story illustrates how one can never truly know who the enemy is until it is too late.
The How and Why of Strengths-based TeachingJudie Haynes
This document discusses using a strengths-based teaching approach when working with students experiencing trauma, violence, or chronic stress. It emphasizes identifying students' inherent strengths rather than weaknesses, which research shows leads to better outcomes. Teachers are encouraged to examine their own strengths and values. Examples are provided of recognizing students' strengths that may be hidden under adversity, like resilience. An assets-based classroom focuses on safe, belonging, valued, and competent relationships through positive language, student voice, and predictable routines.
The document provides information about the Jumpstart Early Literacy Initiative volunteer orientation. It discusses the mission of Jumpstart to prepare children for school success and their model of pairing preschoolers with caring adults. It also describes the history and mission of the Early Literacy Initiative in San Francisco neighborhoods and the typical program activities. The document gives tips for volunteers on working with preschoolers, such as making reading enjoyable and asking open-ended questions.
The document provides information about the Jumpstart Early Literacy Initiative volunteer orientation. It discusses the mission of Jumpstart to prepare children for school success and their model of pairing preschoolers with caring adults to focus on literacy and social skills. It describes how the Early Literacy Initiative was started two years ago in San Francisco to increase literacy services for young children and families in two neighborhoods. The document outlines a typical event schedule and provides tips for volunteers on working with preschoolers, including making it fun and allowing children to lead activities.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
This document provides an overview and guidelines for an English proficiency seminar aimed at promoting unity and professional development. It covers topics such as subject-verb agreement rules, correct usage of commonly confused words, methods of speech delivery including welcome speeches and closing remarks, and writing the basic business letter. For subject-verb agreement, 11 rules are outlined. Common errors in word usage such as your/you're and its/it's are explained. Forms of speeches including welcome, opening remarks, inspirational, and closing are defined. Guidelines are provided for writing business letters, including the sender's address, date, inside address, salutation, body, closing, and enclosures. Block, modified block, and semi-block letter
Students are instructed to get their Chromebooks ready for class when the bell rings. The agenda for the day includes working on a home remodel project where students must add the most value to a house with a $50K budget. The project will be worked on in class today and next week, and is due next Friday.
This document outlines learning targets and homework for a history class. The learning targets are to understand the Renaissance, Reformation, and Age of Exploration eras, learn research skills using electronic sources, and effectively present information on a selected historical figure. Students should finish their 20.3 worksheet, due Monday, and their projects will be due Wednesday, December 18th. During class time, students will continue working on their biography projects about figures from the Renaissance, Reformation, and Age of Exploration periods.
The document provides an agenda and learning targets for a history class lesson on the Renaissance period. It includes topics such as humanism, influential Renaissance figures, William Shakespeare, Petrarch and his sonnets, examples of new literature like Dante's Divine Comedy and Chaucer's Canterbury Tales, the impact of Gutenberg's printing press, Renaissance art and artists like Giotto, da Vinci, Michelangelo, Raphael, and changes in art styles including perspective and chiaroscuro. The class will review how humanism helped solve problems and the spread of ideas due to printing presses.
This document provides an agenda and learning targets for a history lesson on the Reformation. It discusses key figures who pushed for reform of the Catholic Church in the 15th century, including John Wycliffe and Desiderius Erasmus. It also explains the Catholic Church's doctrine of purgatory and indulgences, which were criticized. Finally, it summarizes how Henry VIII broke from the Catholic Church in 1534 and established the Church of England to gain an annulment from the pope.
The class will be starting a unit on the Renaissance by reading about how and why it began in Italy, discussing who ruled the city-states and how they gained power, and taking notes on a worksheet about new ways of thinking that emerged between 1350-1650 CE, such as interests in ancient Greek and Roman culture and beliefs that people could improve themselves and the world through human efforts rather than religion alone. Students will answer an exit ticket question by writing a paragraph citing evidence from the text about how Renaissance ideas changed life in Italy.
The document outlines the agenda for a business class on September 17th, 2018. It includes:
- Looking at a lesson on making business decisions and completing an accompanying worksheet due on September 19th.
- Doing chapter review questions for an upcoming test on September 20th.
- Correcting a previous worksheet and turning in an assignment.
- Continuing a lesson on investing and the stock market, with an independent worksheet on investment terms due on September 24th.
The document outlines an agenda for the day that includes three parts: 1) Correcting a worksheet for Lesson 17.1, 2) Beginning Lesson 3 on growing wealth by watching videos and taking notes in chunks, and 3) Having time to work on completing Lesson 2 and its worksheet, which are both due on Tuesday.
Students are instructed to finish their textbook reading for section 19.5 of the class, which focuses on how the rise of strong governments led to increased trade, banking, and business, influencing architecture and education. They will also analyze the relationship between conformity and the Inquisition. The agenda for the day includes completing a worksheet for section 19.4 due on December 2nd, watching a Charlie Brown Thanksgiving, and checking grades and catching up on missing assignments. The schedule lists the times for the students' six class periods.
First, students will continue independent research on their Flip or Flop project roles as they prepare to collaborate in groups next week, with packets due December 5th and final projects due December 13th. Second, the class will watch an episode of Flip or Flop to see home renovations. Third, students will check on their stock portfolios for the Investopedia Stock Market Challenge.
This document provides instructions for a class on the last day of a video series on macroeconomics. Students are told to get their Chromebooks ready to take notes on the final video of the series. After the video, they will take a five question comprehension quiz in Skyward. If there is extra time, students should continue working on their Flip or Flop research and project.
The document provides an agenda for a history class on November 22nd, 2019. The class will finish the section on Joan of Arc, the Hundred Years War, and the Reconquista by looking at videos and completing a worksheet on the topics. The worksheet is due on Monday. The class will meet during periods 1st through 6th to cover the material and complete the assignment.
Strong central governments in Medieval Europe led to growth in trade, banking, and business, which supported new buildings and learning. Students have a history and computer book test on Monday and will analyze how the Inquisition enforced religious conformity. Their agenda for the day includes a lesson on culture and the church with note-taking and discussion, followed by working on a worksheet due on December 2nd.
The document announces that the class will finish discussing the Magna Carta and then discuss the Crusades. It provides the daily schedule, noting that the class will analyze why the Magna Carta was needed and explain the causes and effects of the Crusades. It also states that students have a worksheet due on November 20th to work on in class.
The document outlines the day's lesson plan which includes examining the Magna Carta and King John's role in establishing universal rights. Students will watch videos, take notes during a lecture, and complete a bubble map about King John and an acrostic poem about the Magna Carta. The lesson focuses on analyzing why the Magna Carta was needed and the significance of King John in necessitating it, as well as the universal rights it codified.
The document outlines the schedule for a class which includes a boardroom simulation, turning in and working on assignments from chapter 19, discussing progress in a stock market challenge, and having a test on chapter 19 on Friday. Students are asked to finish assignment 19.4 which is due on Thursday and study for the chapter 19 test.
The document outlines tasks for a class, including continuing research for an upcoming Netflix boardroom simulation, working on 19.3 and 19.4 packets, and discussing progress in a stock market challenge. Students' 19.3 and 19.4 worksheets are due on Tuesday and Thursday. The schedule provides times for class periods and lists using the work time to finish Netflix boardroom research and the 19.3 and 19.4 assignments.
Students will participate in a gallery walk of their classmates' Islamic project presentations to observe, appreciate, and learn new ideas about the Prophet Muhammad, the spread of Islam, and the Golden Age of Islamic civilization. They are assigned to finish worksheets on learning targets 19.1 and 19.2 which are due on Tuesday and Wednesday. The schedule for the school day is provided, with the highlight being an Islamic project gallery walk where students can observe and record what they see and learn.
Students will finish sharing their Islam projects, then be introduced to an assignment on feudal hierarchy where they will create analogies to demonstrate their understanding of the social classes in feudalism and how they worked together. They will have class time to work on these analogies which are due on Friday.
The document outlines the agenda for a World History class. Students will watch a video on the Franks from Clovis to Charlemagne, do a quick write on Charlemagne, and take notes while reading about the feudal system. They will also work on projects about the spread of Islam that are due the following day. The feudal system developed in Europe after Charlemagne's empire fell, with nobles governing territories and protecting people in exchange for service.
Students will finish their Amazon marketing projects and present them to simulated Amazon executives to make the company more socially responsible. They will focus on logical and engaging speaking when presenting their projects, which are to be shared with their teacher by email. The presentations will take place during 6th period from 12:50 to 2:30 pm.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
The Persuasive Writing Course contains instructional materials to support most of the GLEs.
The students are learning to use a writing process (EALR 1) for the purpose of persuading specific audiences (EALR 2).
Students are also working to evaluate their own and others’ writing (EALR 4).
However, the focus of the course is on EALR 3 – writing clearly and effectively. This focus was chosen after analyzing papers of students who scored at Level 2. Specifically, these Grade Level Expectations for EALR 3 are 1) narrowing a topic, 2) organizing ideas, 3) elaborating ideas, 4) writing introductions and conclusions, and 5) editing for conventions.
Baseline persuasive writing prompt. Give this prompt prior to any instruction. Students will need at least one class period to complete this prompt.
Students will keep a portfolio. This can be a folder or a sheet of construction paper folded in half. You will need to have a place to keep the portfolios in your classroom. The baseline paper needs to go into the portfolio/COE for additional work later.
In addition, your analysis of this writing will help determine how much and what kinds of instruction is needed in your classroom.
Use this slide and the following 5 slides to compare and contrast expository and persuasive writing.
Note that students sometimes use an expository structure to write persuasively and this is frequently not effective. There are organizational structures and strategies that are more effective for persuasion as you will see in the units later in the PowerPoint.
As you continue your study of persuasive writing, you may want to come back and review these differences.
This is an excerpt from a 7th grade 2006 expository writing example, scoring 4 on Content, Organization, and Style (COS).
Discuss this example, pointing out why this is an explanation (expository).
Refer back to the characteristics of expository writing.
This is an excerpt from a 7th grade persuasive paper from the 2006 anchor set, scoring 4 on Content, Organization, and Style (COS).
Discuss why this piece of writing is persuasive.
The writer takes a clear position: late work can no longer be allowed.
The writer uses evidence to elaborate and support his/her position.
Use of statistics: 70%
Use of specific details: late work earns a passing grade, some kids don’t care if they get a C-, this twists the grading system, and this can no longer be allowed.
Here are the same purposes paired with more persuasive statements.
Here are the same purposes paired with more persuasive statements.
Note: these four essentials are interrelated.
It is important to note that while each component is defined separately, they cannot be separated. The diagram is an out-of-shape circle to represent the recursive nature of persuasive writing.
Often we think of assessment coming at the end and being done primarily by the teacher. In this instance, we are thinking of assessment as the ongoing process by the writer that leads to revision during the writing process.
Definition
Point out to students that sometimes you are writing for a general audience (could be read by anyone). This means the writer needs to consider a wide range of readers. Discuss the implications for knowing your audience.
Audience awareness is frequently the reason for choice of language. Take some time to define and give examples of formal and informal language. Discuss when each would be the appropriate choice.
Examples:
Formalreally marvelous or good
Informal (slang or jargon)sweet
FormalMr. Smith, How are you today?
Informal (slang or jargon)Hey Dude, ‘wasup?
Discuss with your students how this demonstrates audience awareness. (Directly addresses the audience, imagines what it is like to be the teacher, sees the need to relate to another viewpoint, etc.)
Occasionally, in more sophisticated writing, the position of the writer is not revealed until later in the writing. When done well, this can be very effective.
Read the student sample above. The position statement is—I am writing this letter to persuade you into making a rule against turning in late homework assignments.
Discuss the position the student has stated and whether or not that statement is clear to the reader. Note where that statement appears in the paragraph.
Relate to students that the position statement can be found anywhere in the piece. It might be fun for students to rewrite this paragraph attempting to place the position statement in a different place. Then discuss which position is the most effective and why.
Read the student sample above.
Ask students to locate the sentence that states the writer’s position concerning late homework.
Discuss the position the student has stated and whether or not that statement is clear to the reader. Note where that statement appears in the paragraph.
The position statement is -- Late homework should be accepted, and I will tell you why -- found at the end of the paragraph.
Discuss this example with students. This is a clear position statement presented in a more subtle and sophisticated manner. In this example the position statement is in the middle of the paragraph (I know that the rule has its pros and cons, but I really do think that the cons heavily outweigh the pros…) and the writer uses the position as a transition into the body of the writing.
If your students need additional practice there is find the position statement.doc in the document folder with three additional samples. Students may highlight or underline the position statements and compare their answers with others.
Discuss with students. (The “precise words” are from the example that follows. Tell students to look for these words in the example.) Generate lists of precise words to persuade with language. Start with an ordinary word such as run or old and list precise synonyms.
Discuss the difference between the connotations of the words listed.
Examples:
old or antique or vintage or senior
cabin or vacation home or shack or hut
cheap or inexpensive
rerun or encore presentation
See if students can generate more examples.
Discuss words that could be more precise. Take suggestions from students about ways to make this piece more effective. Write on chart paper.
There is also a worksheet in the document folder (Adding precise words.doc). The worksheet is the same as the slide and may be used with students in partners or individually instead of the slide.
On the following slide there is an example of how one seventh grader wrote this paragraph.
This is from the 2006 WASL.
Note: these four essentials are interrelated.
This is a preliminary exercise to get students to see more that one point of view and construct counter arguments (rebuttal). Students will not necessarily concede a position as they argue back and forth, but it will prepare them for the next step in concession/rebuttal.
Duplicate and distribute My Turn form.doc in Document Folder. (There is also a My Turn dialogue.doc in the Document Folder that can be read aloud as an example.)
On the form, have students write down the rule they want to be revised, added, or eliminated and why.
Go to the next slide.
Help students follow the directions on the slides.
Emphasize that each partner must become very familiar with the other person's rule because they will take an opposing viewpoint.
Have students then engage in an argument in writing. They are to argue the issue back and forth in a paper exchange, each challenging the other's point of view.
You have a My Turn questions.doc paper in the document folder. One person should scribe for the group of three. At least one group should share with the entire group.
Did anyone concede that the other side had a good point? If not, would that have made the argument stronger. In the next slides, we will explore the concept of concession/rebuttal further.
Discuss this sample (from the 2006 WASL) with your students. The concession/rebuttal is in blue.
Shared writing
Take ideas from the class and chart times that this has happened to students in your class. As you make your list, discuss the effectiveness of the rebuttals.
Example
Concession: I know you don’t want me to go to Jerome’s house since last time we started messing around and Jerome broke his arm, BUT
Rebuttal: this time we will be really careful. His arm is out of the cast, and the doctor says it’s stronger than before. We also won’t get on the trampoline this time.
There are certain transitions that signal concession and rebuttal or counter argument. However, they should not become formulaic by being prescribed. You may need to discuss these transitions and give examples of how they might be used. Elicit additional ideas from students. (Some suggestions are below.) Post these transitions so that students can select from them for their writing.
Additional examples:
One might argue . . .
For the most part . . . .
Under these conditions . . .
Perhaps, possibly, it is possible
It must be granted
No doubt
If it were so
In some cases
It seems, it may be, in effect