Training design primals 4 6 (english)
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This document provides an overview of the schedule for a 7-day training on English language arts instruction. Each day contains multiple sessions focused on topics like unpacking the curriculum, developing reading comprehension skills, writing instruction, and assessment strategies. The schedule outlines the daily timing of sessions, breaks for meals, and opening/closing programs. The training aims to provide teachers with pedagogical tools for teaching English to students in grades 4-6.
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Ft curriculum briefing for p3 parents
This document provides information for parents about P3 Charity class including:
1. An introduction of the teachers and their subject responsibilities.
2. An outline of the assessment schedule and criteria for Semester 1 and 2.
3. A description of the school's focus on developing the whole child through various programs.
It requests parent collaboration through ensuring their child's homework is completed, monitoring leisure activities, and maintaining communication with teachers.
Braz tesol presentation
The document discusses task-based language teaching (TBLT). TBLT focuses on having students complete meaningful tasks using the target language rather than focusing directly on language forms. It provides students with natural exposure and chances to use language without fear of errors. The TBLT process involves a pre-task introduction, a task, planning and reporting on the task, analysis of language used, and practice. TBLT is said to be motivating and allow students to focus on communication using their existing language resources.
C:\fakepath\braz tesol presentation
The document discusses task-based language teaching (TBLT). TBLT focuses on having students complete meaningful tasks using the target language rather than focusing directly on language forms. It provides students with natural exposure and chances to use language without fear of errors. The TBLT process involves a pre-task introduction, a task, planning and reporting on the task, analysis of language used, and practice. TBLT is said to be motivating and allow students to focus on communication using their existing language resources.
Effective lesson=effective teacher november 4, 2014 teachers
This document outlines an agenda for a professional development session on using the Sheltered Instruction Observation Protocol (SIOP) model to plan effective lessons for English learners. The session objectives are to examine the SIOP components and discuss how language objectives can develop English proficiency. Participants are divided into groups to participate in vocabulary matching and self-assessment activities related to the SIOP model. The document also provides an example lesson using Chamorro language to help participants experience being language learners.
Fun teaching English Workshop Brochure - 1
This document outlines the schedule and activities for a workshop on teaching English for Malaysian teachers and students. The workshop will include four concurrent sessions in the morning and afternoon on topics like storytelling, reading strategies, speaking and listening, and grammar. It will be held at the CUCMS campus and involve over 200 participants split into four groups that will rotate through the sessions. The goal is to provide interactive lessons and resources to help teachers engage students and improve their English skills.
University Writing Center & MaRCS
Dyscalculia is a math learning disability that involves difficulty learning or comprehending mathematics. It is similar to dyslexia and can include confusion with math symbols. Dyscalculia affects approximately 5% of the population and can be caused by brain injury in some cases.
The MaRCS (Math Resource Center for Students) provides free tutoring for all undergraduate math courses. Tutors are students who have mastered the content areas they tutor in. Students can walk in without an appointment, bring their textbook and questions, and receive help understanding concepts but not doing their homework. MaRCS is located in the UTEP library and has specified hours, including evenings and weekends.
The University Writing Center offers
Slides Oral language: The foundation of reading and reading intervention
Slides to accompany RADLD YouTube film 'Oral language: The foundation of reading and reading intervention' by Maggie Snowling.
2016 classroom management
This document provides guidance on classroom management for remote teaching. It discusses establishing a positive learning environment, arranging the classroom, managing interaction, giving instructions, providing support and challenge, integrating skills, managing time, fostering learner autonomy, providing feedback, and managing learning technologies. Teachers are encouraged to develop an action plan to improve in these areas of classroom management and post it to their portfolio on the CREA2 platform. The document also provides additional resources on managing young learners.
ELD PDF 8.2.13
This document provides guidance for implementing English Language Development (ELD) instruction in Granite School District. It includes:
1. Suggested time allocations and content areas for ELD instruction, including 45 minutes daily focused on oral language, grammar, reading, vocabulary and writing.
2. Guidance on grouping English Learner students by proficiency level and selecting instructional programs and practices to use during ELD, such as Imagine Learning English and Sheltered Instruction Observation Protocol.
3. Procedural checklists and lists for implementing ELD using the Imagine It! and Go Math! curricula, including identifying available materials and supports for each proficiency level.
4. Examples of how to
Class observation in teaching practice
The document outlines the agenda for Professor Alexander Benito's class which includes welcoming students, a reading check, video activity, and closing. It provides instructions for an observation activity where students will watch a teaching video and complete an observation procedure by focusing on an aspect of teaching such as the teacher's use of language or time management. The document also includes schedules for oral presentations on topics from the course reading and instructions for creating a course vocabulary bank.
Course design intro unit 1
This document discusses course design for English for Specific Purposes (ESP). It emphasizes the importance of gathering information through questions to appropriately tailor a course. The key points are:
1. ESP teaching requires determining the specific needs, knowledge, and learners to design an effective course.
2. To properly design an ESP course, teachers must ask questions about why, how, when, where, and who students need to use English in order to determine the syllabus, materials, teaching methods, and evaluation.
3. A variety of question types are important, including general, specific, theoretical, and practical questions, to fully understand the learners' needs and context.
Developmental Reading 2
The document discusses approaches to teaching reading from a Philippine perspective. It outlines four macro skills of listening, speaking, reading and writing. The goals of elementary and secondary education are to provide knowledge, develop skills, and promote learning experiences. English aims to develop competence in the four skills. Specific goals for teaching English include providing access to information and communicating fluently in oral and written forms. Methods for teaching reading discussed include PQRST, spider diagrams, SQ4R and PQ4R which involve strategies like previewing, questioning, reading, summarizing and testing comprehension.
September 30-October 4
This document outlines the weekly schedule for Diane Kreh's classroom for the week of September 30 to October 4. It includes the daily activities and learning objectives for each subject, including reading and writing, English, spelling, math, and history/science. assessments are built into most lessons to check students' understanding of the objectives.
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Training design primals 4 6 (english)
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