This document discusses developing speaking and writing skills for young learners from kindergarten to 8th grade. It covers key language skills like listening, speaking, reading and writing. It provides examples of activities to develop these skills, including movement, games, drama, songs and using pictures. It also discusses developing skills like pronunciation, grammar, sentence structure, paragraph writing and the writing process. Overall, the document offers guidance on best practices for teaching language productive skills to young learners.
This document discusses strategies for improving writing skills in ESL/EFL classes from KG to grade 8. It addresses topics such as the writing process, sentence structure, common writing problems and solutions, and techniques for developing vocabulary and practicing writing skills through various activities. The overall aim is to make writing fun and help students strengthen their writing abilities.
The document provides an overview of developing reading skills for K-12 students. It discusses the five elements of reading: phonemic awareness, phonics, vocabulary, fluency and accuracy, and comprehension. For each element, it provides age-appropriate activities and strategies for teaching reading in kindergarten, elementary school, and secondary cycles. It also addresses common reading problems experienced by students and offers solutions to challenges teachers face in helping students become proficient readers.
The document provides information about the structure and requirements of the Literature exam for Unit 1 LITB1. It discusses the different sections of the exam, including Section A which focuses on single texts and requires commentary on narrative methods, and Section B which asks students to compare aspects of narrative across multiple texts. Examples of past exam questions are provided covering topics like narrative structure, characters, and the use of time. Assessment criteria are outlined for AO1, AO2 and AO3, covering critical vocabulary, analysis of form/language, and making connections between texts.
This document provides an overview of an English learning module that examines Arab and Israeli literature to understand how these cultures respond to modern challenges. The module contains 3 topics: 1) examining Saudi Arabian literature to understand Arab temperament and psyche, 2) examining Israeli literature to understand the Israeli temperament and psyche, and 3) analyzing how Arabs and Israelis respond to and overcome modern challenges as reflected in their literature. The module will use activities like analyzing texts for bias, creating word frequency lists of unknown terms, predicting conclusions using conditional sentences, and producing an e-journal of prose and poetry entries to help students achieve the learning goals.
Academic writing is a formal style of writing used in higher education that communicates ideas and information to an academic audience. It is characterized by clarity, concision, structure, and support from evidence. Academic writing uses formal language without slang or contractions and follows certain conventions specific to different disciplines. The purpose of academic writing is to aid the reader's understanding of a topic through a structured analysis that is objective, explicit, precise, and accurate. Hedging language is often used to express uncertainty or demonstrate politeness.
The document provides the daily lesson plan for an exploration summer program course on the Poetry of Rap. Day 1 focuses on defining rap and poetry through group activities like creating poster definitions and personal definitions. Day 2 challenges students' definitions of poetry by having them rewrite poems in different styles and present their remixes. The goal is to show students there is more to poetry than they originally thought and expand their understanding.
This document provides an agenda and instructions for a workshop on literacy and language teaching. It includes discussions on reading comprehension, reading processes, reading aloud, and learning to read. Participants are asked to complete reflection statements, discuss views of reading, do a read aloud activity, discuss the role of context and schema, do a partner reading activity, and look ahead to future online and in-person sessions.
The document discusses the dimensions of language including the cultural, syntagmatic, and paradigmatic dimensions. It explains that the cultural dimension relates to audience expectations, while the syntagmatic dimension involves word order and syntax. The paradigmatic dimension refers to lexical choices. It also discusses formality versus informality, standard versus nonstandard language, general versus specific terminology, in-group versus out-group jargon, and choosing appropriate language for different audiences and contexts.
This document discusses strategies for improving writing skills in ESL/EFL classes from KG to grade 8. It addresses topics such as the writing process, sentence structure, common writing problems and solutions, and techniques for developing vocabulary and practicing writing skills through various activities. The overall aim is to make writing fun and help students strengthen their writing abilities.
The document provides an overview of developing reading skills for K-12 students. It discusses the five elements of reading: phonemic awareness, phonics, vocabulary, fluency and accuracy, and comprehension. For each element, it provides age-appropriate activities and strategies for teaching reading in kindergarten, elementary school, and secondary cycles. It also addresses common reading problems experienced by students and offers solutions to challenges teachers face in helping students become proficient readers.
The document provides information about the structure and requirements of the Literature exam for Unit 1 LITB1. It discusses the different sections of the exam, including Section A which focuses on single texts and requires commentary on narrative methods, and Section B which asks students to compare aspects of narrative across multiple texts. Examples of past exam questions are provided covering topics like narrative structure, characters, and the use of time. Assessment criteria are outlined for AO1, AO2 and AO3, covering critical vocabulary, analysis of form/language, and making connections between texts.
This document provides an overview of an English learning module that examines Arab and Israeli literature to understand how these cultures respond to modern challenges. The module contains 3 topics: 1) examining Saudi Arabian literature to understand Arab temperament and psyche, 2) examining Israeli literature to understand the Israeli temperament and psyche, and 3) analyzing how Arabs and Israelis respond to and overcome modern challenges as reflected in their literature. The module will use activities like analyzing texts for bias, creating word frequency lists of unknown terms, predicting conclusions using conditional sentences, and producing an e-journal of prose and poetry entries to help students achieve the learning goals.
Academic writing is a formal style of writing used in higher education that communicates ideas and information to an academic audience. It is characterized by clarity, concision, structure, and support from evidence. Academic writing uses formal language without slang or contractions and follows certain conventions specific to different disciplines. The purpose of academic writing is to aid the reader's understanding of a topic through a structured analysis that is objective, explicit, precise, and accurate. Hedging language is often used to express uncertainty or demonstrate politeness.
The document provides the daily lesson plan for an exploration summer program course on the Poetry of Rap. Day 1 focuses on defining rap and poetry through group activities like creating poster definitions and personal definitions. Day 2 challenges students' definitions of poetry by having them rewrite poems in different styles and present their remixes. The goal is to show students there is more to poetry than they originally thought and expand their understanding.
This document provides an agenda and instructions for a workshop on literacy and language teaching. It includes discussions on reading comprehension, reading processes, reading aloud, and learning to read. Participants are asked to complete reflection statements, discuss views of reading, do a read aloud activity, discuss the role of context and schema, do a partner reading activity, and look ahead to future online and in-person sessions.
The document discusses the dimensions of language including the cultural, syntagmatic, and paradigmatic dimensions. It explains that the cultural dimension relates to audience expectations, while the syntagmatic dimension involves word order and syntax. The paradigmatic dimension refers to lexical choices. It also discusses formality versus informality, standard versus nonstandard language, general versus specific terminology, in-group versus out-group jargon, and choosing appropriate language for different audiences and contexts.
Teaching poetry analysis through rap: Eminem - Love the way you lie: language...stebbett
Three to four lessons teaching poetry analysis (language and structure) by studying an Eminem/Rihanna song; intermediate to advanced pupils - 13 to 16 year old age group.
1) The document discusses the politics of grammar and the importance of using edited standard written English in academic and professional writing. It defines key terms like grammar, inflection, and syntax.
2) The document examines Stokely Carmichael's speech advocating resistance to standard English yet being delivered almost entirely in standard English. This illustrates that using standard English gives one's message the most power and influence with broad audiences.
3) For credibility in academic, professional, and public life, presenting thoughts in edited standard written English is important as instructors, employers, coworkers, and customers expect it. While some argue grammar rules don't improve writing, editing skills remain essential for college students.
Indian literature has a unique development that spans centuries and includes some famous works. It originated from an oral tradition producing Vedic holy texts after 1500 BC. Key characteristics include its focus on rituals, prayers, and discourses between teachers and pupils, as well as having moral undertones and contributing to cultural revival.
A slideshow specially designed for non-english teachers in engineering colleges to help them improve their vocabulary and to help them learn certain vocabulary learning and teaching techniques.
English Language Workskhop- English Instructorshannoudita
The document outlines the schedule and content for a workshop on teaching English language skills. The schedule includes sessions on teaching English in the classroom, learning and retaining new information, listening and speaking skills, reading and writing skills, and group work and presentations. Each section provides guidance and activities for developing the relevant language skill. Key points include strategies for developing vocabulary, correcting pronunciation and grammar, improving listening comprehension and speaking fluency, teaching various reading and writing techniques, and integrating skills across sessions.
Language arts pacing_guide_first_grade_8-21-09Anna Medrano
1. This document provides a pacing guide for first grade language arts standards and core concepts. It outlines standards, learning goals, key vocabulary, and skills students need to demonstrate proficiency in reading, writing, and language.
2. The guide is divided into five core standards covering areas like word recognition, reading comprehension, analyzing texts, informational writing, and literary writing. It lists declarative knowledge and procedural skills students need to master for each standard.
3. Students will build skills in reading fluency, vocabulary, comprehension, analyzing texts, the writing process, revising work, and writing for different purposes and audiences. The pacing guide aims to support students in successfully completing first grade language arts.
Effective vocabulary instruction involves four key components: exposing students to rich language experiences, directly teaching individual words, teaching independent word-learning strategies, and fostering word consciousness. Dictionaries and corpora are useful resources for presenting words in context to help students understand typical environments, collocations, grammatical structures, and lexical relationships of words. Frequent encounters with words through free reading, narrow reading, and dictionary use can help students learn and recall vocabulary.
The document provides guidance for students taking the English PMR exam, including:
- Scoring requirements to get an A, pass, or different grades.
- Suggestions for scoring well on each paper 1 and 2 section.
- Criteria for writing a good essay such as developing ideas, using varied sentence structures and wide vocabulary.
- Tips for brainstorming ideas, using quotations, dialogue or description in essays.
- Examples of responses for different sections including literature questions and summaries.
- Common mistakes to avoid like stringing sentences together, using contractions incorrectly.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
The reading provides a description of the author's visit to Bangkok, Thailand. Some of the highlights mentioned include touring Wat Po temple, known for its large reclining Buddha statue, as well as other famous temples like Wat Trinig with its golden Buddha and the Emerald Buddha. The guide shares about Bangkok's history as the former imperial city and capital. Some of the cultural sights mentioned are the temples along the Chao Phraya River showcasing Chinese porcelain mosaics and murals, as well as a climb up Golden Mount housing a large bronze Buddha. The reading aims to give a glimpse of Thailand's rich Buddhist culture and architectural heritage through its
The poem discusses how education enlightens and elevates humanity, comparing it to a gentle breeze that brightens flowers. Education gives rise to art and science which decorate people. According to the poem, education provides security and glory for a country by inspiring virtue in its people.
The document provides learning objectives and resources for developing vocabulary skills, including using context clues, note-taking strategies, and exploring word meanings, connotations, and usages. It includes links to videos and texts on language topics like British English, politically correct language, analogies, and the irregular nature of the English language. Learning involves repeated exposure to words in different contexts to help comprehend and retain their meanings.
B. mccardle design of instruction_design documentMMcCardle
The document provides details about an instructional design project for a creative writing course. It aims to address 9th-12th grade students' lack of knowledge in grammar and usage, specifically replacing adjectives with strong nouns and active verbs. The design includes a learner analysis describing the students. A task analysis outlines comprehension levels and competencies for parts of speech. Assessments include an EdPuzzle activity and writing assignment to evaluate applying parts of speech. The instructional strategy uses a blog to deliver content through interactive lessons and multimedia. Formative assessments provide feedback throughout.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
This document contains information about essay writing, including different types of essays, marking methods, and idiomatic expressions to use. It discusses expository, narrative, descriptive, reflective, and argumentative essays. It provides the assessment criteria for language and content, divided into categories from A to U(iii). Finally, it lists 49 common English idiomatic expressions with their meanings and examples of use.
The document provides advice for students on how to answer a Section B question for an exam. It advises students to carefully consider the question and decide which texts and parts of texts will best answer the aspect of narrative focused on in the question. Students should relate this aspect to the stories in each text and discuss it in three different ways as it relates to the texts. The texts should be connected by this common narrative aspect.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
This document discusses strategies for teaching writing to elementary students. It covers developing writing skills from the kindergarten level through grade 8. Key points include introducing simple sentence structures in early grades, teaching the writing process, using graphic organizers to plan writing, addressing common problems in spelling and grammar, and providing varied writing prompts and activities to engage students. The goal is to make writing fun and give students practice in different forms and genres.
This document discusses strategies for improving writing skills in ESL/EFL classes from KG2 to Grade 8. It covers developing writing, common writing problems students face, sentence structure, the writing process, paragraph structure, and techniques for practicing writing such as writing prompts, vocabulary exercises, and avoiding plagiarism. The goal is to make writing fun and give students real-life writing experiences through various activities. Consistent practice is emphasized as key to improving writing ability.
This document discusses strategies for improving writing skills in ESL/EFL classes from KG2 to Grade 8. It covers developing writing, common writing problems students face, sentence structure, the writing process, paragraph structure, and techniques for practicing writing such as writing prompts, vocabulary exercises, and avoiding plagiarism. The goal is to make writing fun and give students real-life writing experiences through various activities. Consistent practice is emphasized as key to improving writing ability.
The document discusses reading skills for young learners. It covers topics like reading versus reading comprehension, the reading process, language skills, characteristics of emergent readers, the five elements of reading (phonemic awareness, phonics, vocabulary, comprehension, fluency), spelling versus pronunciation rules, and creating a balanced reading program. The overall message is that a balanced approach to reading instruction is important for students to become successful, independent readers.
Teaching poetry analysis through rap: Eminem - Love the way you lie: language...stebbett
Three to four lessons teaching poetry analysis (language and structure) by studying an Eminem/Rihanna song; intermediate to advanced pupils - 13 to 16 year old age group.
1) The document discusses the politics of grammar and the importance of using edited standard written English in academic and professional writing. It defines key terms like grammar, inflection, and syntax.
2) The document examines Stokely Carmichael's speech advocating resistance to standard English yet being delivered almost entirely in standard English. This illustrates that using standard English gives one's message the most power and influence with broad audiences.
3) For credibility in academic, professional, and public life, presenting thoughts in edited standard written English is important as instructors, employers, coworkers, and customers expect it. While some argue grammar rules don't improve writing, editing skills remain essential for college students.
Indian literature has a unique development that spans centuries and includes some famous works. It originated from an oral tradition producing Vedic holy texts after 1500 BC. Key characteristics include its focus on rituals, prayers, and discourses between teachers and pupils, as well as having moral undertones and contributing to cultural revival.
A slideshow specially designed for non-english teachers in engineering colleges to help them improve their vocabulary and to help them learn certain vocabulary learning and teaching techniques.
English Language Workskhop- English Instructorshannoudita
The document outlines the schedule and content for a workshop on teaching English language skills. The schedule includes sessions on teaching English in the classroom, learning and retaining new information, listening and speaking skills, reading and writing skills, and group work and presentations. Each section provides guidance and activities for developing the relevant language skill. Key points include strategies for developing vocabulary, correcting pronunciation and grammar, improving listening comprehension and speaking fluency, teaching various reading and writing techniques, and integrating skills across sessions.
Language arts pacing_guide_first_grade_8-21-09Anna Medrano
1. This document provides a pacing guide for first grade language arts standards and core concepts. It outlines standards, learning goals, key vocabulary, and skills students need to demonstrate proficiency in reading, writing, and language.
2. The guide is divided into five core standards covering areas like word recognition, reading comprehension, analyzing texts, informational writing, and literary writing. It lists declarative knowledge and procedural skills students need to master for each standard.
3. Students will build skills in reading fluency, vocabulary, comprehension, analyzing texts, the writing process, revising work, and writing for different purposes and audiences. The pacing guide aims to support students in successfully completing first grade language arts.
Effective vocabulary instruction involves four key components: exposing students to rich language experiences, directly teaching individual words, teaching independent word-learning strategies, and fostering word consciousness. Dictionaries and corpora are useful resources for presenting words in context to help students understand typical environments, collocations, grammatical structures, and lexical relationships of words. Frequent encounters with words through free reading, narrow reading, and dictionary use can help students learn and recall vocabulary.
The document provides guidance for students taking the English PMR exam, including:
- Scoring requirements to get an A, pass, or different grades.
- Suggestions for scoring well on each paper 1 and 2 section.
- Criteria for writing a good essay such as developing ideas, using varied sentence structures and wide vocabulary.
- Tips for brainstorming ideas, using quotations, dialogue or description in essays.
- Examples of responses for different sections including literature questions and summaries.
- Common mistakes to avoid like stringing sentences together, using contractions incorrectly.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
The reading provides a description of the author's visit to Bangkok, Thailand. Some of the highlights mentioned include touring Wat Po temple, known for its large reclining Buddha statue, as well as other famous temples like Wat Trinig with its golden Buddha and the Emerald Buddha. The guide shares about Bangkok's history as the former imperial city and capital. Some of the cultural sights mentioned are the temples along the Chao Phraya River showcasing Chinese porcelain mosaics and murals, as well as a climb up Golden Mount housing a large bronze Buddha. The reading aims to give a glimpse of Thailand's rich Buddhist culture and architectural heritage through its
The poem discusses how education enlightens and elevates humanity, comparing it to a gentle breeze that brightens flowers. Education gives rise to art and science which decorate people. According to the poem, education provides security and glory for a country by inspiring virtue in its people.
The document provides learning objectives and resources for developing vocabulary skills, including using context clues, note-taking strategies, and exploring word meanings, connotations, and usages. It includes links to videos and texts on language topics like British English, politically correct language, analogies, and the irregular nature of the English language. Learning involves repeated exposure to words in different contexts to help comprehend and retain their meanings.
B. mccardle design of instruction_design documentMMcCardle
The document provides details about an instructional design project for a creative writing course. It aims to address 9th-12th grade students' lack of knowledge in grammar and usage, specifically replacing adjectives with strong nouns and active verbs. The design includes a learner analysis describing the students. A task analysis outlines comprehension levels and competencies for parts of speech. Assessments include an EdPuzzle activity and writing assignment to evaluate applying parts of speech. The instructional strategy uses a blog to deliver content through interactive lessons and multimedia. Formative assessments provide feedback throughout.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
This document contains information about essay writing, including different types of essays, marking methods, and idiomatic expressions to use. It discusses expository, narrative, descriptive, reflective, and argumentative essays. It provides the assessment criteria for language and content, divided into categories from A to U(iii). Finally, it lists 49 common English idiomatic expressions with their meanings and examples of use.
The document provides advice for students on how to answer a Section B question for an exam. It advises students to carefully consider the question and decide which texts and parts of texts will best answer the aspect of narrative focused on in the question. Students should relate this aspect to the stories in each text and discuss it in three different ways as it relates to the texts. The texts should be connected by this common narrative aspect.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
This document discusses strategies for teaching writing to elementary students. It covers developing writing skills from the kindergarten level through grade 8. Key points include introducing simple sentence structures in early grades, teaching the writing process, using graphic organizers to plan writing, addressing common problems in spelling and grammar, and providing varied writing prompts and activities to engage students. The goal is to make writing fun and give students practice in different forms and genres.
This document discusses strategies for improving writing skills in ESL/EFL classes from KG2 to Grade 8. It covers developing writing, common writing problems students face, sentence structure, the writing process, paragraph structure, and techniques for practicing writing such as writing prompts, vocabulary exercises, and avoiding plagiarism. The goal is to make writing fun and give students real-life writing experiences through various activities. Consistent practice is emphasized as key to improving writing ability.
This document discusses strategies for improving writing skills in ESL/EFL classes from KG2 to Grade 8. It covers developing writing, common writing problems students face, sentence structure, the writing process, paragraph structure, and techniques for practicing writing such as writing prompts, vocabulary exercises, and avoiding plagiarism. The goal is to make writing fun and give students real-life writing experiences through various activities. Consistent practice is emphasized as key to improving writing ability.
The document discusses reading skills for young learners. It covers topics like reading versus reading comprehension, the reading process, language skills, characteristics of emergent readers, the five elements of reading (phonemic awareness, phonics, vocabulary, comprehension, fluency), spelling versus pronunciation rules, and creating a balanced reading program. The overall message is that a balanced approach to reading instruction is important for students to become successful, independent readers.
The document discusses reading instruction for young learners. It covers topics like the reading process, phonemic awareness, phonics, vocabulary, comprehension, fluency, and creating a balanced reading program. The goal is for students to become independent readers in kindergarten by directly teaching reading strategies, so they can be successful readers in elementary school and beyond. Students need to both read fluently and comprehend in order to learn from what they read.
The document discusses reading development in young learners. It addresses the question of whether students read to learn or learn to read. It outlines the key language skills of listening, speaking, reading and writing. It also describes the differences between reading and reading comprehension. The document then covers topics like the reading process, characteristics of emergent readers, the five elements of reading including phonemic awareness, phonics, vocabulary, comprehension and fluency. It provides information on developing reading skills in young learners.
The document discusses the relationship between reading and learning. It covers the key components of reading, including phonemic awareness, phonics, vocabulary, comprehension, and fluency. It emphasizes that reading comprehension is the ultimate goal, requiring students to not just decode words but understand their meaning. Overall, the document suggests that students need to both read to learn new concepts and learn reading skills to fully comprehend what they read.
This document provides an overview of strategies for developing reading skills from kindergarten through university levels. It discusses teaching phonemic awareness, phonics, vocabulary, fluency, comprehension, and the reading process. Specific techniques are outlined for each level, including activities for teaching sounds, blending, spelling patterns, meaning of words, and developing reading strategies. The document also addresses common problems readers face and suggests sharing solutions between teachers.
This document outlines an approach to improving English language skills at Lebanese International University. It begins with an agenda for a workshop on practical teaching methods. The document then covers techniques for teaching and developing students' listening, speaking, reading, and writing skills in English. It provides guidance on how students learn and retain new information, as well as strategies and activities for each language skill. The document emphasizes the importance of integrating grammar and applying skills across activities to improve student outcomes in English.
This document outlines Hanadi Mirza's presentation on improving English language skills at L.I.U. The presentation covers teaching English in the classroom, how students learn and retain new information, and developing key language skills like listening, speaking, reading, and writing. It provides teaching strategies and activities for each skill, addressing common student problems. The schedule includes sessions on teaching methods, memory and learning, developing individual skills, and concluding with a group work activity.
The document provides tips and strategies for the CAPE Communication Studies Paper 2 examination. It outlines the structure and content of the exam, including that it consists of 3 essay questions testing each module. It provides sample exam questions and details the marking schemes for content, expression, and organization. Key points emphasized include identifying the writer's purpose and main point, discussing language techniques and organization strategies, and adhering to the appropriate essay format and structure.
This document provides an overview of developing reading skills for K-12 students. It discusses the five elements of reading: phonemic awareness, phonics, vocabulary, fluency and accuracy, and comprehension. For each element, it provides age-appropriate activities and strategies for teaching reading in kindergarten, elementary school, and secondary cycles. It also addresses common reading problems experienced by students and offers potential solutions to share with teachers. The document aims to help teachers improve students' reading abilities through a comparative approach across grade levels.
1) Oral language forms the foundation for reading comprehension and impacts how we understand reading and writing systems.
2) Teachers can promote reading and writing through oral language activities like group discussions about texts.
3) The case study describes a student, Raymond, struggling with decoding skills like rhyming words and letter recognition, as well as reading comprehension like sequencing events of a story. His teacher wants to improve these skills through additional support.
This document discusses strategies for language learning. It covers goals for a language learning class, including discussing the characteristics of good language learners. Examples are provided of language learner profiles from students who are fluent in additional languages. The document then outlines various strategies for improving speaking, reading, and writing skills in the target language, and strategies good language learners employ for communicating effectively. Suggestions are made for homework and upcoming class discussions.
1) The document describes a professional development session for teachers on using hands-on math activities to develop students' academic language.
2) Teachers participate in math activities using objects like index cards, base ten blocks, and place value charts to learn how to compare whole numbers.
3) The session models techniques for integrating language skills into math lessons through activities, group reflections, and questions to promote student discourse.
Jared is a 3-year old boy whose reading, writing, oral language, and phonological skills are being assessed. He understands basic concepts like holding a book correctly and that stories have pictures, but does not recognize that words have meaning. In writing, he uses pictures but not letters to convey meaning. Orally, he has good syntax but needs work on some pronunciation. Overall assessments show he is at an early pre-reading/writing stage with strengths in comprehension and motor skills, and needs practice with letter-sound connections, conventions of print, and phonological awareness.
its a presentation on how to make presentations. it was my school project. posting it just for a start, i hope i will be posting more study related slides because they help me a lot and i hope they help others too.
The document discusses constructing better English tests. It outlines different types of assessments including diagnostic, formative, summative, portfolio and performance-based assessments. It also discusses analyzing test format and content, using different kinds of questions aligned to Bloom's taxonomy, and providing feedback to students. The document provides examples of reading, listening, vocabulary, grammar and writing tasks that could be included in tests.
Teachers can develop students' creative writing skills through various strategies and techniques. These include warm-up activities like having students create something from clay to get them thinking imaginatively. The writing process involves prewriting, drafting, revising and reflecting. Creativity can be fostered by choosing interesting topics, rewarding creative efforts, and creating a supportive environment. Specific strategies covered are fast writes, thematic trees, multidimensional writing from different perspectives, brainstorming and mind mapping, story transformations, and employing techniques like character empathy and wish fulfillment.
1. The document discusses the development of language skills, including oral and written comprehension and expression. It covers listening, speaking, reading, and writing skills.
2. It defines language and the skills needed to master a language: listening, speaking, reading, and writing. These can be classified as receptive skills (listening and reading) or productive skills (speaking and writing).
3. The document also discusses integrated skills activities that combine multiple language skills and the concept of communicative competence, which has four subcompetencies: linguistic, sociolinguistic, discourse, and strategic competence.
The document discusses classroom management techniques for teachers. It covers managing time, instruction, and student misbehaviors. Some key techniques include establishing rules, using rewards and punishments, and maintaining a positive teacher attitude. The document emphasizes that teachers should see themselves as leaders who empower students and can enact change, even on a small classroom scale. Effective classroom management is presented as key to facilitating the teaching and learning process.
This document discusses different ways to evaluate students, including diagnostic, formative, and summative assessments. It addresses collecting student responses orally, in writing, or through physical demonstration. Various test items are mentioned, such as true/false, matching, and short answer questions. The document recommends using Bloom's Taxonomy to ask higher-order thinking questions instead of just yes/no questions. It also suggests de-emphasizing grades in favor of feedback and discouraging competition among students. Both holistic and analytical scoring methods are outlined for providing feedback on content and format.
Positive teacher attitude & positive class envhanadym
The document discusses managing a positive classroom environment through proper lesson planning, instruction techniques, and addressing student misbehaviors. It emphasizes using student-centered learning, clear expectations, positive reinforcement, and considering individual student needs. The teacher must maintain a supportive attitude, treat students respectfully, and make fair and consistent decisions to encourage cooperation over competition.
English is a West Germanic language related to languages like Dutch and German. It originated from languages brought to Britain by Germanic tribes in the Anglo-Saxon period and has been significantly influenced by other languages like French, Latin, and Greek throughout its evolution. English has changed over time, transitioning from Old English to Middle English to Early Modern English and now Modern English. It is currently spoken by over 1 billion people globally.
English evolved from Germanic languages brought to Britain by Anglo-Saxon tribes in the 5th century. It has been influenced by Latin, French, and other languages. English exists in periods of Old English, Middle English, Early Modern English, and Modern English. Today it is spoken by over 1.5 billion people globally and has a Germanic syntax but wide-ranging vocabulary from many language sources.
The document discusses strategies for student-centered lesson planning. It emphasizes that students should actively construct their own knowledge through participation. Effective lesson planning involves considering students' prior knowledge, interests, and learning styles. Teachers should motivate students by making lessons engaging, setting clear expectations for success, and providing timely feedback. Classroom management is also important to maximize student participation and learning.
The document provides guidance to teachers on establishing good rapport with students and managing student behavior. It discusses why students and teachers may misbehave and gives tips on using techniques like rules, rewards, and positive reinforcement to shape student behavior. The document emphasizes the importance of the teacher's attitude, skills in behavior modification, and creating a positive learning environment.
The document provides guidance to teachers on establishing good rapport with students and managing student behavior. It discusses why students and teachers may misbehave and gives tips on using techniques like rules, rewards, and positive reinforcement to shape student behavior. The document emphasizes the importance of the teacher's attitude, skills in behavior modification, and creating a positive learning environment.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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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.
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 Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
4. What Do Learners Need?
Variety of Activities (5-10 min each)
Movement
Play / Games
Breaks (4 Rs)
Drama/ Imitation
Songs
Dance/ Follow patterns
Positive Environment Safe + Low Anxiety (Affective Filter)
Listening & Speaking (Ease at acquiring Lang.)
Literacy Reading & Writing
Hanadi Mirza hanadym@hotmail.com
5. 1.1- Communicate with others observing rules
appropriate to own level NCERD
KG 1 (3 yr) KG 2 (4 yr) KG 3 (5 yr)
-Listen to what is Listen to what is Listen to what is
heard.-Apply some heard. Apply heard.-Follow
instructions given instructions given by instructions &interact
by others.-Express others. Express needs with the urgings of
needs with various with various methods. others -Express needs
methods.-Express Express what he/she with various methods.-
methods.
what he himself is or others are doing.- Express what he or
doing.-Take Apply rules of others are doing.-Appl
initiative in communication during rules of communicatio
speaking to dialog. Take initiative during dialog Take
others. in speaking initiative in speaking
and discussing with
others .
Hanadi Mirza hanadym@hotmail.com
8. Spoken Language
Monolog = lecture radio news,…
- Dialog = interpersonal or transactional
Fluency versus Accuracy
Fluency: NOT speed
ability to express one’s ideas logically
Accuracy: worry about Grammar AND
Pronunciation mistakes
Hanadi Mirza hanadym@hotmail.com
10. Correcting Pronunciation
Use Simplified Phonetics ]
people [pypəl] persons
Jordan [djordən] Country
Schedule [skedjouwəl Time table
]
Hanadi Mirza hanadym@hotmail.com
11. Correcting Grammar Mistakes
Revisit a point in grammar
Eg. He? She? Or It?
Ex 1: Use pictures of different people, animals, things,
places, ….:
Ex. 2: Tom is a little boy. _____ goes to school everyday,
and _____ likes to study with his friend Carl. His sister
plays the piano and _____likes to play with her little
dog. _____ is her favorite friend.
Ex. 3: Monolog or Dialog
Hanadi Mirza hanadym@hotmail.com
12. Speaking Activities
Role Play, Presentation, Guessing Game, Project
Familiarize SS with the evaluation criteria to lower their level of
anxiety and provide enough practice
to improve fluency and
to internalize grammatical rules and increase accuracy.
Help SS to Develop Good Conversation Skills (be polite, take
turns, ,…)
Improve SS pronunciation using simplified phonetics
Hanadi Mirza hanadym@hotmail.com
13. Target of
Speaking Activities
Students’
Real Life Experience?
Imagination?
Here and Now?
Hanadi Mirza hanadym@hotmail.com
14. Conversation Starters
When are you or have been most afraid?
What has been the happiest day of your life?
If you could change one thing in the world, what would it be?
If you could change one thing about yourself, what would you change?
What does “being in love” mean?
What is the most important thing in your life?
What is the one thing you couldn’t live without?
What is your favorite movie/book of all time? Why?
What cartoon character would you most like to be?
What is the hardest/best thing about being ___ years old?
What job would you never want to have? Why?
Hanadi Mirza hanadym@hotmail.com
15. Giving Clear Instructions
1- Attract Students’ Attention
2- Seating Arrangement
3- Tell Students’:
What to do?
What materials to use?
How much time needed to complete Task?
4- Ask Students’ to rephrase Instruction
Hanadi Mirza hanadym@hotmail.com
16. Input Needed for
AUTHENTIC Speaking Activities
Listen to:
a. Story
b. Music
c. Sounds
Use Sight:
a. Watch a Video
b. Look at Picture/Drawing
c. Read a Story
Hanadi Mirza hanadym@hotmail.com
19. We Write…
Letter
Word
Sentence (vs. Non-Sentence)
Paragraph
Essay
Term Paper
Master Thesis
PhD Dissertation
Hanadi Mirza hanadym@hotmail.com
20. Writing Develops in KGs
KG Classes Sentence Pattern
A cat ran. / My dog ran. / I ran.
I see a dog. / I see a cat. / I see a man.
Max is in the box, / Max is under the box.
Hanadi Mirza hanadym@hotmail.com
21. Sentence Structure
A cat ran. Capital letter --- .
Who / does what
someone is doing something
Naming part + Telling part
Subject + Verb
Subject + Predicate
Ex: Put the word cat in a sentence. (KG)
Hanadi Mirza hanadym@hotmail.com
22. NCERD
Grades 1, 2, 3 Grade 4
- Student writes for a variety Write to express, discover, record, develop,
of audiences and purposes, reflect on ideas, and to problem solve
and in various forms - Write to influence such as to persuade, argue
- Write to record ideas and and request
reflections - Write to inform such as to explain, describe,
report, and narrate
- Write to discover, develop,
- Write to entertain such as to compose
and refine ideas humorous poems or short stories
- Write to communicate with - Exhibit an identifiable voice in personal
a variety of audiences narratives and in stories
- Write in different forms for - Choose the appropriate form for his/her own
different purposes including purpose for writing, including journals, letters,
list to record, letters to invite reviews, poems, narratives, instructions
and thank, and stories or
poems to entertain
Hanadi Mirza hanadym@hotmail.com
23. Writing Process (Gr 4) NCERD
Generate ideas and plans for writing by using such pre-writing strategies as
brainstorming, graphic organizers, notes and logs
Develop draft by categorizing ideas, organizing them into paragraphs, and
blending paragraphs within larger units of texts
Revise selected drafts by adding, elaborating, deleting, combining, and
rearranging text
Revise draft for coherence, progression, and logical support of ideas
Edit draft for specific purposes such as to ensure standard usage, varied
sentence structure, and appropriate word choice
Use available technology to support aspects of creating, revising, editing,
and publishing text
Refine selected pieces frequently to publish for general and specific
audiences
Proofread his/her own writing and that of others
Select and use reference materials and resources as needed for writing,
revising, and editing final drafts
Hanadi Mirza hanadym@hotmail.com
24. Problems with Writing
1- Inadequate visual &/or Auditory Memory
2- Poor Motor Skills – Poor Vision
3- Draw instead of Write
4- Write from memory rather than Listen THEN Write
5- Develop Writing before Reading
6- Poor Spelling / Grammar / Sentence Structure
7- Write without using a Pre-writing technique (W= Product)
8- Translate from Arabic (VSO)
9- Memorize sentences rather than Create own sentences
10- Writing Process Boring & Time Consuming
Hanadi Mirza hanadym@hotmail.com
26. Improve Spelling & Writing
1- Picture + 1 missing letter (beg. Letter THEN other letters)
2- Picture + 2 missing letters (any two)
3- Picture + scrambled letters
4- Picture only
5- Scrambled letters Word Formation
6- Find the word: Cross puzzle (+ pics)
7- Dictation: Listen then Write word
8- Unscramble words Sentence Formation
Write sentences
9- Unscramble sentences Make a Paragraph
Write a paragraph
10- Sequence paragraphs make an Essay
Write an essay
11- Creative Writing
Hanadi Mirza hanadym@hotmail.com
27. Correcting Written Mistakes
Mistake Type Correction Sentence
freind Spelling friend Tom is my
friend.
He mixs Simple mixes He mixes
present tea and
sugar.
Hanadi Mirza hanadym@hotmail.com
28. Input Needed for
Authentic Writing Activities
Listen to:
a. Story
b. Music
c. Sounds
Use Sight:
a. Watch a Video
b. Look at a Picture/Drawing
c. Read a Story
Hanadi Mirza hanadym@hotmail.com
30. Problems with Writing Tasks
Poor Writing Topics
Grammar NOT integrated INTO Writing
Poor explanation of Spelling rules in Elem
Memorizing visually the words
Dictation= NO Use of Listening Writing
Hanadi Mirza hanadym@hotmail.com
31. Teaching a Paragraph
I. Modeling Stage:
eg. Descriptive Paragraph
1- Elements of Description : adjectives: color,
size, number…simile, seem, feel , etc…
2- Elements of a Paragraph: Title, Indentation,
Topic Sentence, Supporting Details, and
Conclusion
II. Guided Stage
III. Independent Stage
Hanadi Mirza hanadym@hotmail.com
32. Buttons
Buttons are fun to look at. They
can be blue, white, red, and green.
Most buttons are circles. Some look
like pumpkins, pencils, or stars. It’s
nice to have buttons because they help
hold our clothes together.
Hanadi Mirza hanadym@hotmail.com
33. Camping Trip
On a camping trip, it’s important
to have certain things. First, you need a
tent. You also need some food and a
nice chest. Pack your sleeping bags
and some kind of light too. Don’t forget
your pillows and some rain gear. It’s
going to be a lovely trip.
Hanadi Mirza hanadym@hotmail.com
34. How to Improve
Productive Skills?
Practice Speaking
Practice Writing
PRACTICE PRACICE PRACTICE
Hanadi Mirza hanadym@hotmail.com