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This document provides guidance on using a TRE organizer to help write persuasive pieces. It presents three prompts on whether it is better to live in the city or country, whether children should have to go to school, and whether all children should learn to use a computer. For each prompt, it prompts the user to choose a topic sentence position and then provides sections to add reasons and an ending to complete a persuasive piece using the TRE organizer framework.
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Have you got the X Factor? Building accessible and mobile websites
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Introduction to mobile accessibility - AccessU 2013
Introduction to mobile accessibility - AccessU 2013
Breaking silos - all bad things must come to an end
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The Velvet Rope - making user experience accessible
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Similar to prompt app
TSU English 10 SBP
This document provides suggestions for classroom activities to encourage students to discuss their ambitions and aspirations in English. It includes the following activities:
1. Diary writing where students write about their experiences, feelings, dreams and hopes. Sample diary entries are discussed.
2. Students discuss what careers they want and what they need to do to achieve their goals, like required education or overcoming difficulties.
3. A dialogue is presented about contentment vs laziness where students debate whether it is better to work or be idle. Students then write similar dialogues on other topics.
Writing a paragraph concluding
The document provides guidance on writing paragraphs using a traffic signal system approach. It explains that a paragraph should include a topic sentence (GO), supporting sentences (CONTINUE), and an ending sentence (STOP). It provides examples of different types of ending sentences and an example paragraph using the traffic signal system approach.
RTI intervention slide presetation
The document discusses Response to Intervention (RTI) and how it focuses on teaching rather than just testing. It explains that RTI involves different tiers of intervention, with Tier 1 being core instruction and Tier 3 being more intensive intervention. It also discusses the importance of comprehension instruction and using strategies like questioning, modeling, and building background knowledge to increase student understanding.
Rti intervention slide presetation
The document discusses Response to Intervention (RTI) and how it focuses on teaching students rather than just testing them. It explains the differences between Tier 1 and Tier 3 interventions, with Tier 1 being core classroom instruction for all students and Tier 3 being intensive intervention for 5-10% of students who are experiencing significant problems. The document advocates using assessments to plan differentiated instruction that matches students' needs through targeted small group or individualized teaching.
Response to Intervention: Instruction That Is More Than Just Testing
The document discusses Response to Intervention (RTI) and how it focuses on teaching students rather than just testing them. It explains the differences between Tier 1 and Tier 3 interventions, with Tier 1 being core classroom instruction for all students and Tier 3 being intensive intervention for 5-10% of students who are experiencing significant problems. The document advocates using assessments to plan differentiated instruction that matches students' needs through targeted small group or individualized teaching.
Directions Type out the answers to all questions on a separate .docx
Directions
: Type out the answers to all questions on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Final Exam” Be sure to number your answer sheet in the same way the questions on the Final Exam are numbered. For this assignment, your answer sheet should be numbered from 1 through 50.
Where to submit Final Exam
: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you submit your final exam as an attachment, label it in the following way: FELastName. If I were submitting the final exam, I would label it in the following way: FETolbert.
If you submit the final exam as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment.
If you submit the final exam as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open
.
When to Submit Your Assignment:
The Final Exam is due by 11:59 Eastern Standard Time on
Sunday, December 14, 2014
.
How to Format Assignmen
t:
Title
: Center the following information at the top of the completed exercise:
Answer Sheet for Final Exam
Font
: 12pt Times New Roman
Spacing
: Double Spacing
If you have any questions about how to do the Final Exam or how to submit it, be sure to let me know.
EDCP 103 Final Exam
Fall 2014
Section I: Multiple choice and fill-in-the-blank
Each question in this section is worth 1 point.
Questions 1-6
Three passages out of the four in each question contain sentence fragments or run-on sentences. Choose the one correct sentence that is error-free.
1.
Taking classes at night helps me develop my job skills it also works well with my schedule.
Taking classes at night helps me develop my job skills, it also works well with my schedule.
C)
Taking classes at night helps me develop my job skills; it also works well with my schedule.
D)
Taking classes at night helps me develop my job skills. And also works well with my schedule.
2.
There are several good techniques for cleaning a room. For example, starting at the top of the room.
If time is limited, don’t worry, you can set aside .
8 super useful tips in teaching beginner esl lessons online & it is not w...
First, beginner ESL lessons can be tricky for “Solo” teachers when teaching them online. Mistakes happen so don’t beat yourself up about it and focus more on the student, not the material. I know you want to make a great first impression with the parents and the student. I’m a little stiff for the first few lessons so stay loose and have fun.
transition words.ppt
The document discusses the use of transitions in writing to improve coherence and flow. It provides examples of different types of transition words and phrases that can be used to link ideas between sentences and paragraphs. These include time and location transitions, thought transitions that clarify or reinforce ideas, compare/contrast transitions, and transitions that add or sum up information. The document concludes by encouraging readers to practice using transitions to combine sentences in a passage about mobile phones and the benefits and drawbacks of their use.
Running Record
The document discusses taking running records to assess a child's reading level. It explains that a running record involves recording both accurate and inaccurate words read by the child, and then analyzing error patterns to determine the child's reading abilities and areas for growth. The document provides guidance on administering and analyzing running records, including calculating accuracy rates, identifying cueing systems used, and determining appropriate reading levels.
Personal characteristic - Osobni charakteristika
This document provides guidance on writing a personal characteristics summary in Czech, including sections to cover name, age, family, appearance, qualities, hobbies, likes/dislikes, education history, current school subjects, and future plans. It gives examples of responses for each section, such as describing a family, talking about favorite and disliked school subjects, explaining why one chose their current school, and what they hope to do after graduation. Useful vocabulary is also provided at the end related to education, jobs, and personal traits.
Rti powerpoint
The document discusses Response to Intervention (RTI) and differentiated instruction. It explains that RTI involves three tiers of instruction, with Tier 1 being core classroom instruction for all students, Tier 2 being additional intervention for some students, and Tier 3 being intensive intervention for a smaller group of students who require more support. It emphasizes that RTI is about teaching students, not just testing them, and using assessment data to plan targeted, small-group instruction that meets students' individual needs.
Writingufuktan
The document discusses various strategies for developing writing skills, including:
1. Explaining the differences between speaking and writing and common learner difficulties in writing.
2. Suggesting solutions to common learner problems such as providing more time, improving coherence, and proper use of punctuation and dictionaries.
3. Discussing classroom activities to practice writing like dictation, substitution exercises, guided and free writing tasks using images, scripts and prompts.
Context Clues 1
The document provides information about context clues and how they can help readers understand the meaning of unknown words. It defines context clues as bits of information surrounding an unknown word that allow readers to deduce its meaning. Examples are given of direct definitions, synonyms, and antonyms being used as context clues. The document then presents a practice activity where readers use context clues to determine the meaning of underlined words in a sample text.
Revising And Editing
Use this powerpoint presentation with your students to help them get more multiple choice questions correct on the MEAP test.
Classic-city-life-2_1.pdf
This document provides information about a class focusing on grammar, vocabulary, and error corrections for students. It discusses how students can interact with the class through the toolbar, sending messages, and audio setup. The rest of the document is a lesson about city life, comparing cities to small towns. It includes vocabulary practice, grammar exercises, reading comprehension, discussions, and a role play activity where students plan a trip to the city with friends.
TSU English 10 HRI
1) The document discusses various activities teachers can do with students to discuss ambitions and aspirations. It provides suggestions for diary writing, conversations about career choices, poems, and ways professions have changed.
2) The focus is on encouraging students to talk about their dreams and future plans in English. Suggested activities include writing, discussions, role plays, and analyzing poems and songs.
3) The document aims to help students think more clearly about their aspirations and career paths through sharing perspectives in English.
Boys Will Be Boys Presentation
Boys tend to learn differently than girls and benefit from teaching methods tailored to their needs. Boys have more dopamine which can increase risk-taking behavior and are more likely to learn through movement and hands-on experiences. Providing opportunities for physical activity, visual aids, competition, and relating lessons to real-world topics can help engage boys in learning. Building strong relationships and understanding each boy's individual challenges is also important for their success.
Writing methods
Paragraph Organization; Topic Sentence; Supporting Sentences.
Methods: Deductive, Inductive, Expository, Chronological, Spatial, Linear, Interrupted
ESL 0823L week 1 talking about-yourself-prompts-activities-promoting-classroo...
This document provides tips and examples for talking about yourself during an exam. It advises to think about common topics like school, family, hobbies and plans for the future. Some sample questions are also included that may be asked, such as name, age, where you live, family members and interests. The document recommends practicing your answers with a friend and not memorizing responses.
Global Share Of Writers Workshop
The document discusses using blogs to share student writing more broadly. It presents challenges teachers face in sharing student writing, proposes a class blog as a solution, and provides examples of blog posts and comments. Guidelines are discussed for creating a respectful online community and representing the class well. The document also references relevant education theories and technology standards.
Similar to prompt app (20)
Response to Intervention: Instruction That Is More Than Just Testing
Response to Intervention: Instruction That Is More Than Just Testing
Directions Type out the answers to all questions on a separate .docx
Directions Type out the answers to all questions on a separate .docx
8 super useful tips in teaching beginner esl lessons online & it is not w...
8 super useful tips in teaching beginner esl lessons online & it is not w...
ESL 0823L week 1 talking about-yourself-prompts-activities-promoting-classroo...
ESL 0823L week 1 talking about-yourself-prompts-activities-promoting-classroo...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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prompt app
- 1. Persuasive Writing We have been working on following the TRE organizer to help us write persuasive pieces. This will give you more practice! Remember on the first slide after reading or listening to each prompt to pick the box of your assigned color. You will then begin your journey of using power point to help you write a persuasive piece!
- 15. Directions Is it better to live in the city? T opic Sentence: R easons (3): E nding:
- 16. Directions Should children have to go to school? T opic Sentence: R easons (3): E nding:
- 17. Directions Should all children have to learn how to use a computer? T opic Sentence: R easons (3): E nding: