Teaching Strategies
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1. The 3-2-1 strategy asks students to write three facts learned, two questions, and one interesting thing from a reading. 2. The Probable Passage strategy has students discuss quotes from a text to predict what it will be about before reading. 3. The Tea Party strategy gives students quotes and has them "socialize" by only speaking the quotes to gather information before a discussion.
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Strategies 1
The document provides descriptions of several strategies and activities that can be used to engage students and promote learning, including the 3-2-1 strategy, Probable Passage, Tea Party, Somebody-Wanted-But-So, Four Corners, List-Group-Label, Jigsaw, marking text strategies, and Save the Last Word for Me. These strategies can be implemented before, during, and after reading and include discussion, group work, and reflective writing.
Close and critical reading bookmarks june 2010
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.
After Reading Strategies
After reading, teachers may have students complete various activities to assess understanding including:
1) A 3-2-1 activity where students write 3 facts learned, 2 questions, and 1 interesting thing.
2) Drawing cartoons or comic strips to show understanding of events or processes.
3) Filling out graphic organizers or writing summaries to synthesize information from the text.
Practice applying strategies to your text
Once you've learned one of these strategies, take some time to practice applying it to a text you will teach.
Rigor and Talk Checklist
This document outlines dispositions that rigorous students demonstrate in several areas:
1) Students are curious, reflective, tolerant of ambiguity, and patient. They offer ideas tentatively and are open-minded.
2) When engaging with texts, students use evidence to back claims and make connections within and across texts. They also refer to prior learning.
3) Regarding ideas, students are willing to change their minds, hypothesize, consider alternatives, and identify topics requiring more knowledge before concluding.
4) Students provide examples and reasons for statements, present information logically, avoid unsupported claims, and question assumptions, techniques, and author motives.
Rigor and talk checklist by Kylene Beers and Robert E. Probst
This checklist, which appears in Notice and Note by Kylene Beers and Robert E. Probst (Heinemann, 2012), offers teachers a starting point for discussion about what rigor in their classrooms might look like. This is simply our list. We encourage faculties to come together and make their own.
Before, during, and after 2
The document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, anticipation guides, list-group-label, and title & cover webs to build background knowledge and make predictions. During reading strategies include making margin notes, table talks, think alouds, using the 5Ws, and creating double entry journals. After reading strategies discussed are exit slips, QAR (question-answer relationships), carousals, whips, and RAFT (role, audience, format, topic) writing assignments.
Lesson plan on opinion signal words
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
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Strategies 1
The document provides descriptions of several strategies and activities that can be used to engage students and promote learning, including the 3-2-1 strategy, Probable Passage, Tea Party, Somebody-Wanted-But-So, Four Corners, List-Group-Label, Jigsaw, marking text strategies, and Save the Last Word for Me. These strategies can be implemented before, during, and after reading and include discussion, group work, and reflective writing.
Close and critical reading bookmarks june 2010
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.
After Reading Strategies
After reading, teachers may have students complete various activities to assess understanding including:
1) A 3-2-1 activity where students write 3 facts learned, 2 questions, and 1 interesting thing.
2) Drawing cartoons or comic strips to show understanding of events or processes.
3) Filling out graphic organizers or writing summaries to synthesize information from the text.
Practice applying strategies to your text
Once you've learned one of these strategies, take some time to practice applying it to a text you will teach.
Rigor and Talk Checklist
This document outlines dispositions that rigorous students demonstrate in several areas:
1) Students are curious, reflective, tolerant of ambiguity, and patient. They offer ideas tentatively and are open-minded.
2) When engaging with texts, students use evidence to back claims and make connections within and across texts. They also refer to prior learning.
3) Regarding ideas, students are willing to change their minds, hypothesize, consider alternatives, and identify topics requiring more knowledge before concluding.
4) Students provide examples and reasons for statements, present information logically, avoid unsupported claims, and question assumptions, techniques, and author motives.
Rigor and talk checklist by Kylene Beers and Robert E. Probst
This checklist, which appears in Notice and Note by Kylene Beers and Robert E. Probst (Heinemann, 2012), offers teachers a starting point for discussion about what rigor in their classrooms might look like. This is simply our list. We encourage faculties to come together and make their own.
Before, during, and after 2
The document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, anticipation guides, list-group-label, and title & cover webs to build background knowledge and make predictions. During reading strategies include making margin notes, table talks, think alouds, using the 5Ws, and creating double entry journals. After reading strategies discussed are exit slips, QAR (question-answer relationships), carousals, whips, and RAFT (role, audience, format, topic) writing assignments.
Lesson plan on opinion signal words
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
Close Reading Template
This document provides a framework for conducting a close reading lesson in multiple steps: 1) choosing a text and identifying complex ideas to focus on, 2) generating text-dependent questions, 3) conducting a close reading of the text through multiple readings and discussions to determine what the text says and how it works, and 4) having students evaluate and synthesize their understanding. The close reading involves multiple readings with different purposes, partner and group discussions after each reading, and using evidence from the text to answer questions. The teacher reflects on the lesson to improve future close reading sessions.
Close Reading and the Common Core
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
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Close reading workshop
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
Reading - Types of Comprehension
There are six main types of reading comprehension questions:
1. Literal questions test straightforward understanding and can be answered directly from the text.
2. Reorganization questions require combining details from different parts of the text.
3. Inference questions involve drawing conclusions not explicitly stated in the text.
4. Prediction questions ask readers to anticipate what may occur based on text details and their own knowledge.
5. Evaluation questions require making a judgment about some aspect of the text.
6. Personal response questions have no single right answer but must relate to the reader's understanding and opinion of the text. Being aware of these question types can help ensure students practice important comprehension skills.
Reading strategies
The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
Before, During, and After Reading Strategies
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
Close reading elementary
The document discusses strategies for teaching close reading skills to elementary students. It recommends using short passages and having students re-read text with questions. Teachers should provide background knowledge and modify questions based on reading levels. Creating text-dependent questions involves identifying key ideas and addressing vocabulary, structure, and standards. Close reading lessons should build confidence and tackle difficult sections. Illustrations can also be closely read to improve comprehension.
Literature Testing
Literature testing aims to assess students' comprehension and interpretation of literary works. It can be done through oral or written formats, evaluating skills like reading, writing, speaking and listening. Common test questions evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate aspects of the work, and appreciate its emotional and aesthetic elements. Objective questions include multiple choice, true/false, and matching, while essay questions assess outlining, summarizing, character analysis and judgments of the work. Scoring rubrics consider both the content of students' responses as well as the language and form used to convey their understanding and analysis of the literary text.
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This document provides an overview of close reading and its importance in elementary education according to the Common Core State Standards. It discusses that close reading involves carefully analyzing a text through multiple readings to fully comprehend what the text directly states, how it is structured, and what it means. It emphasizes focusing on the text itself rather than outside knowledge. The document also includes examples of how close reading can be planned by selecting an appropriate text and developing text-dependent questions, as well as a video example of a close reading lesson in a 2nd grade classroom. The overall message is that close reading provides students with critical thinking skills to deeply analyze what they read.
Pre while-post reading activities
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.
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Independent reading essay presentation assignment
This document outlines an independent reading assignment that asks students to choose a topic of interest, read two books on that topic, take notes in a reader's notebook, write an essay summarizing what they learned, and give a presentation about their topic. The assignment aims to help students learn about a self-selected topic and its importance while practicing research, reading, writing, and presentation skills.
Reading Comprehension Assessment
This document discusses reading comprehension assessments. It describes that reading is a purposeful activity that can be done to gain information, verify knowledge, enhance knowledge, or for enjoyment. It notes normal reading speeds are 200-220 words per minute on average, with good speeds being 500-700 words per minute. Reading comprehension is an interactive process between the reader and text, where the reader uses their knowledge and skills to understand the meaning. Different types of comprehension are discussed, including literal, reorganization, prediction, inference, evaluation, and personal response. Various reading techniques and assessment question types like multiple choice, short answer, and true/false questions are also outlined.
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This document outlines learning objectives and methods for testing listening and reading skills for language learners. It provides examples of sound discrimination tests involving distinguishing between similar sounds. Listening comprehension can be tested through following basic instructions or answering questions. Reading can be tested through skills like skimming, scanning, making inferences and guessing meanings from context. Sample exercises are provided to test these skills.
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The document discusses intensive reading, which aims to improve reading comprehension through concentrated effort on short texts. The goals of intensive reading are to improve comprehension, arouse interest in native English texts, and develop independent work ability. Previewing a text before class helps with independent problem-solving and coming to class prepared, while reviewing after class allows analyzing difficulties and studying the text's language. The steps involve surveying, rereading, listening, comparing notes, and carefully analyzing problems after class. Comprehension difficulties may lie in vocabulary, grammar, background knowledge or rhetorical devices.
eSkwela Brief (March 2009)
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Close Reading and the Common Core
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
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Close reading workshop
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
Reading - Types of Comprehension
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3. Inference questions involve drawing conclusions not explicitly stated in the text.
4. Prediction questions ask readers to anticipate what may occur based on text details and their own knowledge.
5. Evaluation questions require making a judgment about some aspect of the text.
6. Personal response questions have no single right answer but must relate to the reader's understanding and opinion of the text. Being aware of these question types can help ensure students practice important comprehension skills.
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The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
Before, During, and After Reading Strategies
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
Close reading elementary
The document discusses strategies for teaching close reading skills to elementary students. It recommends using short passages and having students re-read text with questions. Teachers should provide background knowledge and modify questions based on reading levels. Creating text-dependent questions involves identifying key ideas and addressing vocabulary, structure, and standards. Close reading lessons should build confidence and tackle difficult sections. Illustrations can also be closely read to improve comprehension.
Literature Testing
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How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important – a clear explanation or meaningful revision?
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2. Stages of grammar acquisition.
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Similar to Teaching Strategies
Megan Nadeau CA1 RED 4348
This document provides strategies to use before, during, and after reading to improve student comprehension. Some strategies outlined include quick writes, think-pair-shares, Frayer models, paragraph shrinking, double entry journals, exit slips, and 3-2-1 summaries. Specific examples are given for how each strategy could be implemented when reading the book "The Emperor's Silent Army" about the terracotta soldiers in China. Teachers are encouraged to actively engage students before, during, and after reading through questioning, visualization, and discussion techniques.
Reading WednesdayStrategies for students with Learning Disabil.docx
Reading Wednesday
Strategies for students with Learning Disabilities
By: Gale Stanford and Paula Webber
Often students with learning disabilities struggle with reading in the content areas. The best way a teacher can support a struggling reader is to give them opportunities to read and provide them support as they read new content which is often filled with unfamiliar vocabulary and concepts.
Our middle school students were struggling with the new science curriculum, so we decided to give the students and their teachers support by compiling a list of reading strategies they could use within their classrooms.
It is important to pair students carefully when you want them to read together. Our students have learned that new content does not have to be difficult when they apply strategies with a friend.
Below is a list of strategies, their purpose and description of each. They were designed for the 7th and 8th grade science courses at middle school level.
Each Wednesday, students read science lessons and focus on vocabulary development and the use of the vocabulary in speaking, listening, reading and writing activities. These strategies could be used in any core classroom.
STRATEGY
PURPOSE
DESCRIPTION
SQ3R
An approach to studying and reading to improve comprehension and retention
Have students to scan passage, formulate questions to be answered, read, recite what they have read, and then review.
K-W-L
Strategy used to introduce a topic
"Know, Want to know, Learn" Students identify what they know about a topic, what they want to know, and after reading or instruction, identify what they learned or would still like to learn
Reciprocal Teaching
To encourage student-student learning
Students take turns being the teacher for a pair or small group. Teacher role may be to clarify, ask questions, ask for predictions, etc
Think Aloud
To encourage critical thinking and oral reading
Teacher or student describes own thoughts while reading aloud to class.
Read and Respond
Assesses student response to what they have read
Read a passage to the student or have them read it by themselves or in a group.
Have the student respond to the story in a number of creative ways. They can communicate by drawing, recording in the journal, or by use of diagrams and mapping about what they heard or read and how they felt about it. Have the student report to a partner, a small group or to the whole class about their responses.
Graphic Organizer
Visual frameworks to help the learner make connections between concepts
Graphic organizers are used before learning and help remind the learner of what they already know about a subject; are designed to be used during learning to act as cues to what to look for in the structure of the resources or information; are used during review activities and help to remind students of the number and variety of components they should be remembering.
Chalk Talk
To check for understanding
A silent activity where no one may talk. T ...
Teaching Strategies 2
The document describes three reading strategies:
1) "Quote and Comment" where students respond to quotes/images posted around the room before reading.
2) "Marking in Text" where students annotate as they read by writing questions, highlights, notes.
3) "Save the Last Word for Me" where students select quotes, write commentary, and discuss in class with the original student having the last word. Variations allow small group discussions.
Some cooperative learning strategies
There are several popular cooperative learning strategies that can be used to teach content to all students, including English language learners:
1. Round Robin and Roundtable strategies involve taking turns within groups to discuss or generate words for a given category.
2. Writearound has groups collaboratively write stories or summaries by adding a sentence to what the previous person wrote.
3. Numbered Heads Together and Team Jigsaw divide material or questions among group members who then teach each other.
4. Tea Party involves forming two lines facing each other to discuss questions with a rotating partner. Debriefing after activities improves group work skills.
Content literacy ppt
This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.
Before Reading Strategies
This document provides descriptions of various strategies that teachers can use before reading to prepare students and build background knowledge. Some of the strategies described include ABC brainstorming where students generate words starting with each letter related to a topic, admit slips where students respond to a prompt, anticipation guides where students state their level of agreement with statements, and graphic organizers like Frayer models, KWL charts, and Venn diagrams. Other strategies involve using vocabulary words from the text in sentences or questions, making predictions based on text features, and discussing problematic situations or quotes from the reading. The purpose of these activities is to activate prior knowledge and engage students before delving into the text.
Before Reading Strategies
The document describes several strategies that teachers can use before reading to help students activate background knowledge and build interest in an upcoming text. These include graphic organizers like KWL charts, anticipation guides, jigsaws, and activities using key vocabulary words like possible sentences, questions, and word splashes to make predictions. Other strategies are quote analysis, video previews, problematic situations, and previewing text features to develop questions for reading. The purpose is to engage students and give them purpose and context for reading.
Lesson Plan 2 - Building Background Knowledge
This lesson plan aims to help students build background knowledge about viewpoints on segregation and racism during the Civil Rights Movement. Students will participate in a jigsaw activity where they read excerpts from texts representing different perspectives from the era. They will analyze the viewpoints and complete graphic organizers as they read individually. Then, students will discuss their texts in small groups, summarizing and comparing viewpoints. The teacher will assess students' reading comprehension, discussion skills, and analysis of perspectives through their graphic organizers, small group work, and whole class discussion.
Cooperative learning techniques
This document discusses cooperative learning techniques. It defines cooperative learning as students working in small groups to achieve learning goals and remember information. It describes several cooperative learning techniques including jigsaw, think-pair-share, three-step interview, round robin brainstorming, numbered heads, and book ends. These techniques encourage students to discuss topics, explain answers to partners, summarize information, and teach each other. The conclusion states that cooperative learning enhances student cooperation, allows students to learn from others, and ensures attention through active participation.
Collaborative teaching and learning approach
This document discusses collaborative teaching and learning strategies that are useful for teaching science. It begins by outlining features of collaborative learning such as intentional design, co-laboring, and meaningful learning. It then describes different types of collaborative groups and methods for assigning group membership, including random selection, student selection, and instructor determined groups. The document proceeds to describe six specific collaborative teaching strategies: Give One-Get One, Say Something, Note-Taking Pairs, Structured Problem Solving, and Group Investigation. Each strategy is explained in detail outlining the procedure and steps involved.
Content literacy strategies ppt
This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.
T and l toolkit nov 15
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
T and l toolkit nov 15
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
Before, During And After Reading Strategies
Before, during, and after reading strategies are provided to help students engage with texts. Some strategies to use before reading include ABC brainstorming, admit slips, anticipation guides, back to back activities, and graphic organizers like KWL charts. During reading, teachers can have students use double entry journals, ask comprehension questions, or discuss sections of text. Strategies after reading may involve word splashes, possible sentences, having students revisit predictions, or recapping discussions.
Critical assignment #1
This document outlines various reading strategies that can be used before, during, and after reading. Some key strategies discussed include activating prior knowledge through questioning, using graphic organizers to organize information from the text, partner reading to improve comprehension, and summarizing to consolidate understanding after reading. Overall, the strategies aim to engage students with the text, monitor their comprehension, and help them retain important information.
Michael Van Kirk CA1
The document outlines 15 reading strategies that can be used before, during, or after reading. Some strategies outlined include having students make predictions about a text before reading using a think aloud or anticipation guide. During reading, teachers can have students question the author, create concept maps, or do jigsaw reading. After reading, students can answer questions about different levels, write exit slips, summarize, or make collages to represent what they learned. The strategies are meant to engage students in critical thinking about a text.
MVK CA1
The document outlines 15 reading strategies that can be used before, during, or after reading. Some strategies outlined include having students make predictions about a text before reading using a think aloud or anticipation guide. During reading, teachers can have students question the author, create concept maps, or do jigsaw reading. After reading, students can answer questions about different levels, write exit slips, summarize, or make collages to represent what they learned. The strategies are meant to engage students and check their comprehension.
Cooperative learning
Cooperative learning is a teaching strategy where small teams of students work together to help each other learn. In cooperative learning, students are responsible for both learning the material themselves and helping their teammates learn. This creates an atmosphere where all students can achieve success. Documented benefits of cooperative learning include improved academic performance, behavior, motivation, and liking of school. Cooperative learning also has the benefits of being relatively easy to implement and inexpensive.
Focuson literacy
This document provides guidance on comprehension strategies to use before, during, and after reading a text. It recommends choosing two strategies for each phase, such as using graphic organizers or KWL charts before reading, interacting with the text through key words or visual representations during reading, and reconstructing or extending the text after reading. Specific strategies discussed in more detail include KWL, QuADS, 3-2-1, anticipation guides, SQ3R, and various exercises for interacting with and understanding texts like highlighting, cloze passages, sequencing, and matching headings to paragraphs. The document also covers spoken language strategies to promote exploratory talk and higher-order thinking when discussing texts.
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Creditos certificaciones mos(web)
Para descargar certificaciones internacionales, debe ingresar a la página web de Certiport con su usuario y contraseña, ir a "My Transcript" y hacer clic en "Mostrar vista de Impresión" para copiar la pantalla o descargar los certificados en formato PDF. También debe presentar su usuario, contraseña y copias impresas a color de los diplomas de certificación.
Beletin aniversario
El documento habla sobre la reapertura de la Escuela Interamericana. Celebran 30 años de educación bilingüe y han graduado 26 promociones. También presentan el primer boletín de la escuela llamado "The Interamerican Bulletin" para mejorar la comunicación. Tuvo una semana cultural con una presentación musical de Estados Unidos y una charla sobre la historia del jazz. El documento también describe el programa de intercambio de docentes con Estados Unidos y reconoce a un ex alumno emprendedor de la escuela.
Internet tools for students
This document provides an overview of various free online tools that are useful for students' academic work. It describes tools for searching scholarly resources and blogs, keeping up-to-date using RSS feeds, organizing and citing sources, sharing media, archiving web pages, conducting research faster and brainstorming concepts collaboratively using mind mapping tools. Specific tools mentioned include Google Scholar, Google Books, WorldCat, Blogspot, Google Blog Search, iGoogle, del.icio.us, YouTube, Flickr, Internet Archive, Google Toolbar, Dipity, Spreeder, Comapping, Skype and SlideShare.
Semana 39 Basica
The document provides homework assignments for students in grades 1A, 1B, and 2 for the week of May 31-June 4. Students are assigned tasks in various subjects including:
- Writing sentences using vocabulary words in English
- Illustrating types of trading in Social Studies
- Writing sentences with homophones and identifying them in red in Language Arts
- Finding and pasting pictures of pollution types in Science
- Solving math problems and copying stories in Spanish
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The document lists the subject, assignment description, required materials, and due date for each task.
The constitutional virtual field trip
The virtual tour summarizes a free online tour of historic Philadelphia sites related to the founding of the United States. The tour includes over 30 stops highlighting locations like Independence Hall, the Liberty Bell, and the First and Second Banks of the United States. At each stop, a brief description provides historical context and significance of that location in the founding of America and its government.
Web 20 training handout
The document provides instructions for students to create a wiki page on a psychological disorder as assigned by their therapy center. Students will research the causes, symptoms, treatments, and where to find help for their assigned disorder using at least three reliable psychology resources. Their wiki will be peer-reviewed according to criteria such as overview, symptoms, treatments, and visual design. The goal is to provide clients of the therapy center with accurate information on psychological disorders.
Web 2.0 vocabulary
The document defines various terms and technologies associated with Web 2.0, including blogs, wikis, social networking sites, tagging, and more. It provides the definitions and explanations of these terms, as well as examples and URLs for many of the technologies. The document is intended to help people learn about and experiment with new interactive tools on the Internet.
Vocabulario basico web 20 español
Este documento define términos clave de la Web 2.0 como blogs, que son sitios web actualizados periódicamente que recopilan cronológicamente artículos de uno o más autores; Delicious, un servicio para gestionar marcadores sociales y etiquetas; Facebook, un sitio de redes sociales originalmente para estudiantes de Harvard; Flickr, un sitio para almacenar, ordenar y compartir fotos y videos; y mensajería instantánea para comunicación en tiempo real entre dispositivos conectados a Internet. También define podcasts, RSS,
Web 2.0 basic training (spanish)
Este documento presenta una capacitación básica sobre conceptos y herramientas de la Web 2.0. Explica las diferencias entre la Web 1.0 y 2.0, e introduce el uso de cuentas de usuario de Google, perfiles de usuario, iGoogle y RSS. Los estudiantes aprenden a personalizar su página iGoogle y añadir feeds RSS de sitios como el MINED. La capacitación concluye con ejercicios prácticos para que los estudiantes apliquen los conocimientos adquiridos.
Web 2.0 basic training
This document provides an agenda for a training on basic Web 2.0 concepts and tools. It defines key terms like wiki, RSS, and iGoogle. It then demonstrates how to create a wiki using Wikispaces and edit wiki pages collaboratively. It also explains how to personalize an iGoogle homepage using different gadgets, including adding an RSS feed from the Ministry of Education to stay updated. The training concludes by having participants customize their own iGoogle homepage and add gadgets like the RSS from a newspaper.
Herramientas educativas en la web 2.0
Este documento describe diferentes herramientas educativas de la Web 2.0 como blogs, wikis, presentaciones en línea, procesadores de texto y hojas de cálculo en línea, fotos y videos en línea, y podcasts. Explica brevemente qué es la Web 2.0 y cómo difiere de la Web 1.0, y proporciona ejemplos de usos educativos de blogs, wikis y podcasts.
Chapter 36 latin america
Industrialization in Latin America between 1950 and 1995 was financed primarily through foreign borrowing from banks and corporations. The United States frequently intervened in Latin American politics due to American business interests and to undermine left-wing governments during the Cold War. Mexico was one of the more stable countries due to being dominated for years by a single political party. In the 1980s, Mexico faced a financial crisis due to a global recession and drop in oil prices.
Chapter 35 the middle east
As hostilities increased between Jewish forces and Arabs in Palestine, the British turned the area over to the United Nations. Gamal Abdel Nasser wanted to modernize Egypt, become leader of the unified Arab world, build up his military to confront Israel. The Suez crisis was set in motion by Egypt's nationalizing the canal. In the Six-Day War, Israeli forces responded to Nasser's closing of the Gulf of Aqaba to Israel, tripled Israel's land holdings and destroyed most of Egypt's warplanes. The relationship between Israel and the Arab world remains unsettled at the turn of the century.
Chapter 34 africa review
This document contains a 10 question quiz about key people, events, and concepts related to colonialism and independence movements in Africa in the 20th century. The questions cover European colonial powers in Africa, leaders of independence movements like Jomo Kenyatta in Kenya and Nelson Mandela in South Africa, apartheid policies and civil conflicts in countries like Rwanda and South Africa, and goals of organizations like the Organization of African Unity.
Review chapter 16 the renaissance
The document consists of 10 multiple choice questions about topics related to the Renaissance and Reformation periods in Europe. The questions cover subjects such as the origins of the Italian Renaissance, societal changes in Italy during the Renaissance, characteristics of Renaissance art, how the Renaissance differed in northern Europe compared to Italy, Martin Luther's protest of indulgences, the definition of a theocracy, key aspects of Anglicanism, decisions of the Council of Trent, differences between Renaissance and Baroque art styles, and the circumstances that led to conflict between Huguenots and Catholics in France.
Review chapter 15 the americas
The document provides 10 multiple choice questions about early civilizations in the Americas, including the first settlers, cultural differentiation, factors that determined subsistence methods, uses of mounds built by the Mound Builders, characteristics of the Maya civilization, purposes of Maya pyramids and their religious beliefs, the purpose of chinampas built by the Aztecs, reasons for Aztec human sacrifices, and which development was not achieved by the Incas. The reader is directed to specific pages to review facts related to each question.
Chapter 18 quiz
The document appears to be a chapter quiz for a history class about empires in Asia. It contains 10 multiple choice questions about the Ottoman Empire, Safavid Persia, Ming and Qing dynasties of China, the Tokugawa shogunate in Japan, and European colonization of Southeast Asia. The questions cover topics such as key rulers like Suleiman I and their legacies, religious and political dynamics within the Asian empires, factors that weakened China ahead of the Manchu invasion, policies of isolation and control implemented in Japan, and European trading activities that impacted Asia.
Chapter 17 quiz
This document appears to be a quiz on key concepts and events from Chapter 17 about European expansion and global contact during the 15th-17th centuries. It contains 10 multiple choice questions testing knowledge on reasons for European trade with Asia, key explorers like da Gama, Columbus, and Magellan, people and events like Montezuma II and Cabot's exploration of Newfoundland, the triangular trade system, the role of joint-stock companies in funding voyages, the principles of mercantilism, and consequences of increased global contact like the spread of diseases and exchange of goods, technology, and ideas.
Chapter 14 quiz
Genghis Khan earned his name, which means "universal ruler", by making the Mongols the most skilled fighting force in the world. Timur Lenk, also known as Tamerlane, united the Turkish-Mongols by conquest and was buried in Samarkand. Kublai Khan was responsible for establishing the Yuan dynasty in China and conquering Korea and parts of Southeast Asia.
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Discover the Beauty and Functionality of The Expert Remodeling Service
Discover the Beauty and Functionality of The Expert Remodeling Service
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❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
Lukas Rycek - GreenChemForCE - project structure.pptx
Lukas Rycek - GreenChemForCE - project structure.pptx
Teaching Strategies
- 2. PROBABLE PASSAGE In this activity, the instructor pulls five or six quotes out of the text before reading. The teacher then groups students and without telling them, gives each group a different quote. The students discuss the quote, predict what the reading will be about, and then share out to the entire class. They begin to realize that each group has a different quote, yet somehow they all fit together in the same reading. This helps students read with anticipation, wondering how all of the pieces will fit together in the text. This strategy may also be adapted into a Jigsaw activity, where one member from each original group joins together in a new group to share his or her quote and explain what his or her group predicted about the reading.
- 4. Somebody-Wanted-But-So (examples) Somebody Wanted But So Anne Frank To hide from the Nazis Someone turned her in She died in a concentration camp. Adolf Hitler To control all of Europe The Allies fought against him He killed himself when Germany was defeated. Christopher Columbus To sail to India to buy spices He ran into the Caribbean Islands He claimed the area for Spain.