The document provides an overview of The Daily Five literacy framework. It describes the five literacy tasks (Read to Self, Read to Someone, Listen to Reading, Work on Writing, Word Work) and how they are implemented in the classroom through establishing routines, modeling behaviors, building student independence and stamina. Key aspects include short whole-group lessons, conferring with students, and providing choice while holding students accountable for engagement in literacy tasks.
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
Bloom's Taxonomy in the Foreign Language Classroom #wlclassroomJoshua Cabral
This presentation shows examples of the original Bloom's Taxonomy (1956) and the updated (2001) version along with how the taxonomy is applicable in the foreign language classroom.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.
Bloom's Taxonomy in the Foreign Language Classroom #wlclassroomJoshua Cabral
This presentation shows examples of the original Bloom's Taxonomy (1956) and the updated (2001) version along with how the taxonomy is applicable in the foreign language classroom.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.
Best Practices for Teaching English to Young Learners by Joan ShinVenezuela TESOL
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
First Grade Sight Words in Spanish & English - (Set D)odebrew
Having Sight Word cards in Spanish and English is a great tool for Bilingual students as well as any other students who want to learn Spanish or English. These 48 cards can be used to provide the practice students need to achieve long-lasting learning. The following activities can be created in learning Spanish or English are as following:
1. Matching games –Students can match the Spanish word cards with the English word cards.
2. Fluency Practice –Students can practice reading both English and Spanish word cards until they are ready to be timed.
3. Sorting activities-Students can sort words in alphabetical order.
4. Assessments-With partners, students can assess each other to see how many words they know in Spanish or English.
5. Answer Key to check for accuracy.
Tetyana Pavlenko, TEFL, E-Teacher Scholarship -2010 Alumna shares material of her team work, presentated in UMBC/ University of Maryland Baltimore County/, USA. Sincere thanks to all my colleagues of TEYL group, special thanks to Professor Joan Kang Shin.
Our 2016 catalog features a whole new design and layout for easy search and better view. CEFR leveling is incorporated for all our titles. Find out about our new releases on coursebooks, reading, listening, and grammar.
*Treehouse is an effective and enjoyable three-level course book series for young English learners. Learners join our characters on a different adventure in each unit, and are engaged through a variety of fun and exciting activities.
This article is intended to help teachers, especially children's ministry teachers, understand why Learning Styles is such an important issue to understand in order to connect with one's students. A clear and concise definition and examination of all three learning types- auditory, visual, and kinesthetic will be conducted and practical will be shared as to how teachers can structure their lessons to meet the needs of children from each learning type
1. 2. 3.
Learning Objectives
At the end of this module, you are expected to:
explain how your learning style affects your study habits;
assess your study skills needed in the effective facilitation of learning; and cite ways on how to strengthen your effective study habits.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. The Daily Five By: Joan Moser and Gail Boushey Powerpoint prepared by: Allison Behne
2.
3.
4.
5.
6. The Daily Five does NOT hold content, it is a structure . Content comes from your curriculum.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32. Work on Writing Introduce 2nd Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Day One - Model what to do when writing words you can't spell. Day Two – Practice where to sit & what materials to use Day Three – What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference Day Four – Continue to teach the forms and traits of writing according to your district curriculum. * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.
33.
34. Read to Someone Day One – Brainstorm I chart and teach EEKK ( elbow, elbow, knee knee) Day Two – Model and practice how partners read. * Teach I Read, You Read – taking turns * Teach Checking for Understanding – asking questions about the story, “I just heard you read…” Day Three – Brainstorm and practice How to Choose Books – talk and make a deal or rock, paper, scissors Day Four – Brainstorm and practice where to sit in the room. Day Five – Model and practice “ How to Choose a Partner ”. Day Six - Model and practice “ Coaching or Time ”. Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students. http://www.thedailycafe.com/members/1708.cfm?sd=43
35. Listen to Reading Day One – * Brainstorm and practice I chart, * Model and practice material setup and how to use it * Model and practice listening and following along with words and/or pictures Day Two - * Review I chart * Model and practice putting materials away neatly Day Three - * Review I chart * Model and practice listening to a short story, finishing it, and starting a new story Day Four - * Review I chart * Discuss the number of recorders/computers available Belkin - RockStar Multiheadphone Splitter - White/Green - F8Z274-P-BBY
36.
37.
38.
39.
Editor's Notes
Research from Regie Routman and Richard Allington
Research from Michael Grinder
Trusting children is the underpinning of what makes the Daily Five work. When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own. Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self motivating and will improve their skills. Purpose + Choice = Motivation. A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. During Daily Five the class becomes a community that works together to encourage and support each other.
The feeling that reading is so important they can’t and won’t let anything get in their way. (Story of principal in room and little girl talking to him.)
Gail at gym… if you start with a task children have no stamina for or lack the ability to do, they are doomed for frustration and failure.
Shoe story (P. 30 & 31) Variety of books…. Where are places you can get books to increase your library?
Class auditorally brainstorms correct behaviors on I-chart Model these behaviors in front of class so they are seen visually Whole class then practices behaviors kinesthetically for 3 min., allowing the behaviors to be received and stored kinesthetically for all students through their muscle memories Daily review of I-chart, modeling of behaviors in all 3 memory systems, therefore becoming part of the children’s default behaviors. 3 min. practice is part of the process of successfully preparing children for extended periods of independent work. As soon as one child goes off task during practice time, a signal should be given to stopa nd gather students back together to review how it went. We NEVER want children to continue with off-task behavior because they will train their muscle memory the wrong way. When all children are successful with 3 min, one min. is added to each practice.
Thumbs-up, in front of heart, to show they knew in their hearts they were independent and successful with that behavior. Thumbs sideways if they thought they were someone independent and successful but could do better Thumb is only for reflection, don’t worry about others Don’t put thumb down… we are all works in progress and don’t want to encourage those who thrive on negative attention.
![What is The Daily Five? ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)