Using Copybooks In the Core Knowledge Classroom
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3. The project aligns with science and technology standards and will be assessed through student participation, application of content knowledge, and presentation of their final books.
Material Development Journal 1
The document discusses didactic materials and their importance in the classroom. It defines didactic materials as any resources used by teachers to make learning more meaningful, such as flashcards, posters, maps, and videos. The document outlines several benefits of using didactic materials, such as developing student abilities, improving attitude, and stimulating senses and interest. It also discusses different types of didactic materials like drawings on the blackboard, stick figures, wall charts, and coursebooks. The document emphasizes that teachers must adapt materials to meet student needs and interests.
Thematic units pl
This document discusses organizing literacy instruction using thematic units and considerations for organizing the classroom. It begins by explaining that thematic units can motivate students by tapping into their natural curiosity around a topic. This provides direction for teachers in planning related lessons across subjects. The document then discusses steps for developing thematic units, including choosing a topic, gathering materials, assessing learning, and creating guiding questions. It provides examples of how to organize the classroom to support literacy, such as designating spaces for whole group, independent, and small group work. The key takeaways are that thematic units can integrate content areas while building background knowledge and that classroom organization should allow for various learning activities.
Flipped classroom
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Material Development Journal 1
The document discusses didactic materials which are resources used by teachers to make learning more meaningful. It provides examples of didactic materials like flashcards, posters, and real-world objects. The purposes of didactic materials are to develop student abilities, improve attitudes, promote imagination and self-knowledge, and motivate learning. Effective didactic materials should be tailored to student needs and linked to clear learning objectives. The document also reflects on using materials like the blackboard and coursebooks in classroom activities and the importance of adapting materials for different student skills and backgrounds.
How Full is Your Bucket
The lesson teaches students about respect through reading the book "How Full is Your Bucket" and creating buckets to display respectful behaviors. Students will summarize what respect means, identify respectful and disrespectful behaviors, and create a personal plan to demonstrate respect. Assessment includes think-pair-share, participation in creating an anchor chart on respectful behaviors, journaling, and displaying buckets. Students are encouraged to fill each other's buckets with notes about respectful acts.
Bloom’s taxonomy
PowerPoint presentation demonstrating how learning theories might apply to a technology-based classroom.
Building Academic Language in the ESL Classroom
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
learing styles notes.docx
The VAK model describes three main learning styles - visual, auditory, and kinesthetic. Visual learners absorb information through sight, auditory learners through listening, and kinesthetic learners through physical experience and movement. While people may have a dominant style, integrating activities that engage all three learning styles can help more learners feel comfortable and engaged. Recognizing different styles in students allows teachers to differentiate instruction and incorporate a variety of teaching methods and activities into their lessons.
Experiences With Ability Grouping
This document discusses the author's experiences using ability grouping and differentiated instruction in their classroom. Some key points:
1) The author uses within-class ability grouping, where students are regrouped by ability for certain subjects like math and reading. Groups work at different paces based on their needs and abilities.
2) The author differentiates instruction using various strategies tailored to different learning abilities, including reading, writing, spelling, and math activities.
3) Technology is incorporated to support ability grouping, through interactive websites, writing tools, and math games tailored to different levels.
Educational philosophy
Crystal's Educational Philosophy, based on personal experiences in the classroom. Above all, follow your dreams.
Lucy calkins units_of_study[1] final project
The document provides an overview of Lucy Calkins' Units of Study writing curriculum for grades K-5. It describes the purpose and structure of the Units of Study, which are designed to provide sequenced writing instruction to students. Key aspects include a year-long curriculum divided into units for K-2 and 3-5 grades, with a focus on the writing process, research principles, and mini-lessons during daily writing workshops. Modifications for English language learners and special education students are also addressed.
Book reading ( divasvapna) ths mussoorie 2014
This document summarizes the key details of a case study conducted by a group of six members on the book "Divaswapna" by Gijubhai Badheka. The group met over six sessions in one month to discuss different chapters of the book. The book describes Gijubhai's experiment in implementing new teaching methods focused on storytelling, games, library work, and developing personal cleanliness in students. It discusses the progress and challenges of the experiment, and how the methods aimed to make learning more engaging and reduce reliance on rote memorization. The case study analyzed how the book presented innovative approaches to teaching various subjects like geography, drawing, and arithmetic.
Classroom research project eltdp
Using Shared Reading with Year 1 Students.
This research project has been presented in the British Council ELTDP Symposium in Kuching Sarawak 2013.
Composition Library Instruction
This document outlines information literacy activities and classes for English composition students at Montevallo University. It introduces activities focused on having students interact with information, each other, librarians, and instructors to create meaning. The activities are meant to encourage students to take control of their learning and see themselves as part of academic conversations. They cover exploring information sources, locating relevant information, evaluating sources, organizing research, and understanding how one's work fits into existing scholarship. The librarian hopes these options will support composition assignments and invites instructors to collaborate on tailoring activities and assessments.
Constructivism533
The document discusses constructivism and project-based learning as approaches for hands-on learning. Constructivism involves students actively constructing knowledge through experiences facilitated by the teacher. Project-based learning allows students to solve complex, realistic problems through collaboration while developing cross-curricular skills. Rubrics are recommended for assessing student learning in project-based lessons by evaluating various criteria such as content, process, and timeline.
Tips on lesson planning
This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
The writing process a writing resource guide final
This document provides guidance for teachers on writing instruction and the writing process. It begins by explaining that the writing process involves forward and backward steps as writers think, reflect, revise, and repeat earlier steps. The job of teachers is to guide students through this process to help them become better writers. It also emphasizes that writing must be explicitly taught and given sufficient time. The rest of the document outlines the writing process and provides examples of instructional routines and activities teachers can use to teach each step of the process. It aims to be a comprehensive resource for both new and experienced teachers.
Digital kids
The document discusses using digital tools to enhance student learning at St Therese School. It mentions assigning students to lead reflection activities and creating a sense of ownership over their education. Examples of student work are provided, such as a story one student wrote and typing up scripts for student-led conferences. The document also proposes creating a virtual art gallery using scanned student paintings and digital images to group works by time period, artist, or style. It emphasizes adapting instruction to meet student needs rather than forcing students to fit the school's requirements.
Back to School 2011
Mr. Ullman outlines the daily schedule and curriculum for his 5th grade classroom. The day begins with morning meeting, followed by math, specials classes, and reading/writing workshop. In the afternoon, students have FOCUS time, science/social studies, word study, and end the day. Mr. Ullman describes the classroom rules and discipline approach, as well as homework expectations and methods of assessment and communication with parents through email, phone calls, and a classroom wiki page.
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Using Copybooks In the Core Knowledge Classroom
- 1. Using Copybooks in the Core Knowledge Classroom by Krystal Kroeker
- 24. One of my favorites! Webbing – this is a great way to teach students to plan their writing
- 25. Cross-curricular connections! Music Poetry (from the CK Sequence)
- 26. Cross-curricular connections – taking notes and learning vocabulary
- 27. Cross-curricular connections – writing!
- 28. Can still use worksheets – just glue them into the copybooks. This is especially helpful when first getting started with copybooks.
- 44. Using Copybooks in the Core Knowledge Classroom – Sample Copybook Activity There are three main types of clouds. The first type of cloud is the cirrus clouds. Cirrus clouds are high up in the sky. They are white and feathery. The second is the cumulous cloud. These clouds are big and puffy. They are flat on the bottom. The final cloud is the stratus cloud. Stratus clouds are low in the sky. They look like wide, gray blankets. Although there are other variations of clouds, the cirrus, cumulous, and stratus are the three main types. Clouds Cumulous Stratus Cirrus Puffy Flat on bottom White and feathery High up Low Wide blankets of gray
- 46. Using Copybooks in the Core Knowledge Classroom Core Knowledge Topic: Bullet points: What methods do I currently use to teach this unit? What ideas do I have to incorporate copybooks into this unit?