This document provides information from the 2012 Summer Institute on the English Language Arts section. It discusses integrating the Common Core State Standards and comparing them to the previous North Carolina Standard Course of Study. Participants will learn how to integrate standards into lessons and create their own lessons. The document discusses how to analyze standards regarding vocabulary, evidence, text structure, and research. It also provides guidance on designing lessons using texts and standards.
IELTS has been getting an overwhelming response from around the world, especially from the regions where English is the second language. IELTS examinations ensure to prepare individuals to prepare to understand on how to interact with the people whose first language is english http://www.papermoz.com/assignments/assignment-help/
IELTS has been getting an overwhelming response from around the world, especially from the regions where English is the second language. IELTS examinations ensure to prepare individuals to prepare to understand on how to interact with the people whose first language is english http://www.papermoz.com/assignments/assignment-help/
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
As teachers clamor for Common Core materials and support, they often overlook their own resourcefulness and prior knowledge. At the same time, they are begging for time and collaboration with their peers to begin to understand the new standards. Through the PLC collaboration process, we will explain how to create a cohesive, rigorous curriculum that is authentic to our students, adaptable to various student groups, and utilizes free technology to capitalize upon the strengths of teachers. This cloud-based curricular repository is comprehensive and adaptable, and functions as the new teacher’s edition, supporting all students in learning.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
8. CCSS (2010)
RI.3.6 Distinguish their own point of
view from that of the author of a text.
NCSCoS (2004)
Grade 3 2.04 Identify and interpret
elements of fiction and nonfiction and
support by referencing the text to determine
the: point of view (author and character)
9. CCSS (2010)
RI.7.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
NCSCoS (2004)
Grade 7 2.01 Respond to informational materials
that are read, heard, and/or viewed by:
drawing inferences and/or conclusions
determining importance of information.
10. Integrating the Standards
“While the Standards delineate specific
expectations in reading, writing, speaking,
listening, and language, each standard need
not be a separate focus for instruction and
assessment. Often, several standards can be
addressed by a single rich task.”
CCSS pg. 5
11. “Vocabulary” in the Standards
R.CCR.4 - Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
L.CCR.3 – Apply knowledge of language to understand how
language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading
or listening.
L.CCR.4 - Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
12. “Vocabulary” in the Standards
L.CCR.5 - Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
L.CCR.6 - Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
13. “Vocabulary” in the Standards
SL.CCR.3 – Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
SL.CCR.6 - Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when indicated
or appropriate.
14. Color-coding the Anchors
• Using highlighters, find the possible
integrations across the standards….
• Think about these categories:
Evidence
Organization - development of ideas - structure
Comparing texts - integration of ideas
Media
Research
15. Create an Integrated Task
• Cite explicit textual evidence as well as draw inferences about the
Bird and the Tortoise that support your analysis of what it means to
be courageous.
• R.CCR.1 Read closely to determine what the text says explicitly
and to make logical inference from it, cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
17. Lesson Review
• Choose a lesson to review on the
Wiki.
• Use the Guided Review of Lessons
document to record your
observations.
18. Guiding Questions
• How does this lesson address different learners?
• How are text dependent questions used?
• Where do you see evidence of instructional shifts?
• How does this lesson address vocabulary?
• Why is this text a good match for this lesson?
• Where are the standards addressed and what
integration is evident?
19. A Plan for Lesson Design
• Use the text you chose yesterday to
consider the pieces of a lesson.
• Use the information you recorded on the
Guided Review of Lessons, Participant
Notes, and the Lesson Planning Notes
and Ideas handout to begin designing a
lesson.
20. RESOURCES
Have you seen...
ELA Common Core State Standards Self
Study LiveBinder:
http://www.livebinders.com/play/play/262077
ELA Resources LiveBinder:
http://www.livebinders.com/play/play/297779
22. Summer Institute Evaluation
• You will receive a link via email. Please
complete the survey within 10 days after
the institute. You will receive a reminder
email in 5 days.
